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units 8 [drafted:8] questions 19/52 verified posts 11 [empty:11] hooks 11/11 copy 8/8 captions 0/11
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| apush-w02-1#0 | warmup | One European colonization pattern in North America worked through alliances and kin ties with Native communities in order to obtain furs and similar goods for sale in Europe. Which two European powers followed this pattern? | France and the Netherlands (the Dutch). | CED KC-2.1.I.B (Topic 2.2, p. 68) | match | |
| apush-w02-1#1 | real | A colonial practice: Franciscan missionaries work to convert Pueblo people to Catholicism. Spanish, French or British? | Spanish. | British. | CED KC-2.1.I.A (Topic 2.2, p. 68); OpenStax U.S. History 3.1 | match |
| apush-w02-1#2 | real | A colonial practice: Indigenous people whose ties to their own communities had been severed are incorporated into colonial society as a recognised group, the Genizaros of New Mexico. Spanish, French or British? | Spanish. | French. | CED KC-2.1.I.A and Topic 2.2 Optional Sources (pp. 68-69) | match |
| apush-w02-1#3 | real | A colonial practice: a 1701 treaty conference at Montreal brings together some 1,300 Indigenous participants and a colonial leadership to settle terms of peace. Spanish, French or British? | French. | British. | CED Topic 2.2 Optional Sources, KC-2.1.I.B (p. 69) | match |
| apush-w02-1#4 | real | A colonial practice: furs are obtained for export through kin alliances with Native communities, sustained by a European settler population of fewer than four hundred in 1640. Spanish, French or British? | French. | Spanish. | CED KC-2.1.I.B (Topic 2.2, p. 68); OpenStax U.S. History 3.2 and 3.3 | match |
| apush-w02-1#5 | real | A colonial practice: a migrant who pays his own passage receives fifty acres, and fifty acres more for every servant or family member he brings with him. Spanish, French or British? | British (the Virginia Company's headright grants). | Spanish. | CED KC-2.1.I.C (p. 68); OpenStax U.S. History 3.3 | review |
| apush-w02-1#6 | real | A colonial practice: settlers arrive as families, farm ground taken from Native communities, and live apart from those communities rather than building kin ties with them. Spanish, French or British? | British. | Spanish. | CED KC-2.1.I.C (Topic 2.2, p. 68) | match |
| apush-w02-1#7 | real | The CED's optional source list for Topic 2.2 includes the patroonship: the Dutch West India Company tried to populate New Netherland by empowering patroons, landholders with manorial rights, to transport and manage settlers. The CED sorts Topic 2.2's three models by two stated criteria, how many Europeans came and whether the colony ran on trade alliances or on farming land taken from Native communities. Which of the three models does the CED file the patroonship under, and which model does the patroonship's own shape pull against? | The CED files it under KC-2.1.I.B, the French and Dutch model of relatively few Europeans relying on trade alliances and intermarriage. Its shape pulls against that filing and towards KC-2.1.I.C, the English model, because a scheme for transporting settlers onto agricultural estates is a settlement scheme. | KC-2.1.I.C, the English model. | CED KC-2.1.I.B and KC-2.1.I.C (Topic 2.2, p. 68); Topic 2.2 Optional Sources (p. 69), which the CED states no exam question requires | unverified |
| apush-w02-1#8 | stretch | A student argues that France never seriously colonized North America because too few French people were willing to emigrate, so the fur trade was the best France could manage. Using the CED's causal order in KC-2.1.I, explain what this gets backwards, and say what the small French settler population is evidence of once the causation is the right way round. | The CED runs the causation the other way. KC-2.1.I makes each power's economic and imperial goals for land and labor the thing that shaped its colonies, so the fur strategy is why the European population stayed small, not a consolation prize for its being small. Put the arrow back the right way and the small settler population becomes evidence of the strategy itself, a colony that needed trading posts, canoes and kin alliances rather than a settler mass, and not evidence that France failed to recruit. | France's failure to attract migrants forced it into the fur trade. | CED KC-2.1.I and KC-2.1.I.B (Topic 2.2, p. 68) | unverified |
| apush-w02-2#0 | warmup | One of the four British colonial regions built its export economy on cereal crops and drew migrants from across Europe, becoming the most culturally, ethnically and religiously diverse of the four. Which region? | The middle colonies. | CED KC-2.1.II.C (Topic 2.3, p. 72) | match | |
| apush-w02-2#1 | real | Place this colony description in one of the four British regions: long growing seasons, plantation economies exporting cash crops, and a population in which enslaved Africans often formed the majority. | The colonies of the southern Atlantic coast and the British West Indies. | The Chesapeake. | CED KC-2.1.II.D and KC-2.2.II.A (pp. 72, 84) | match |
| apush-w02-2#2 | real | Place this colony description in one of the four British regions: compact towns, farms worked by single families, and an economy that made money from both farming and trade, settled at the outset by Puritans. | New England. | The middle colonies. | CED KC-2.1.II.B and KC-2.1.II.C (Topic 2.3, p. 72) | match |
| apush-w02-2#3 | real | Place this colony description in one of the four British regions: prosperity from a single export crop needing heavy labor, worked in the early years by young English men bound to fixed-term contracts and only afterwards by enslaved Africans. | The Chesapeake and North Carolina. | The southern Atlantic coast and the British West Indies. | CED KC-2.1.II.A (Topic 2.3, p. 72) | match |
| apush-w02-2#4 | real | A source describes a colony in which power rested in participatory town meetings that in turn elected members of the colonial legislature. Chesapeake or New England? | New England. | Chesapeake. | CED KC-2.1.II.E (Topic 2.3, p. 73) | match |
| apush-w02-2#5 | real | Virginia was founded in 1607, and by 1619 it was governed through a governor, a council and an elected House of Burgesses; by the 1700s the same large planters held the assembly seats and the county offices. KC-2.1.II.E says colonial self-governing institutions were unusually democratic for the era. Name the feature it uses to distinguish southern colonial politics from New England's, and the cause it gives for colonial self-government developing at all. | The distinguishing feature is that in the southern colonies elite planters exercised local authority and also dominated the elected assemblies, as against New England, where power sat in participatory town meetings that in turn elected members to the colonial legislatures. The cause the CED gives is distance and Britain's initially lax attention. | The southern colonies had no elected assemblies, so self-government was a New England phenomenon. | CED KC-2.1.II.E (Topic 2.3, p. 73) | unverified |
| apush-w02-2#6 | real | The CED's four British regions are the Chesapeake and North Carolina; New England; the middle colonies; and the southern Atlantic coast and the British West Indies. So Maryland on Chesapeake Bay and North Carolina sit in one region, while South Carolina, whose southern half was filled by planters relocating from Barbados and which exported rice and indigo, sits in another. Using the CED's own regional criteria, explain why the boundary falls between the two Carolinas. | Because the CED sorts by growing season, export crop and labor force, not by latitude or by colonial border. KC-2.1.II.A groups the Chesapeake and North Carolina around tobacco, a labor-intensive crop cultivated at first by white, mostly male indentured servants and later by enslaved Africans. KC-2.1.II.D groups colonies that turned long growing seasons into plantation economies exporting cash crops and depended on the labor of enslaved Africans, who often formed the majority of the population, which is where low-country rice and indigo belong. | Both Carolinas belong to the Chesapeake and North Carolina region. | CED KC-2.1.II.A and KC-2.1.II.D (Topic 2.3, p. 72); Topic 2.3 Optional Activity four-region list (p. 76) | unverified |
| apush-w02-2#7 | real | During the 1630s a large wave of English Puritans crossed the Atlantic and settled the Massachusetts Bay Colony, and in 1630 John Winthrop preached to some of the first of them that the settlement should be a model for Christians everywhere. Which of the CED's four British regions is this, and what does KC-2.1.II.B say that region's economy became? | New England. KC-2.1.II.B says the New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving mixed economy of agriculture and commerce. | A single-staple export economy, on the model of Chesapeake tobacco or low-country rice. | CED KC-2.1.II.B (Topic 2.3, p. 72) | unverified |
| apush-w02-2#8 | real | New York was a middle colony with a busy Atlantic port. A student concludes it had no enslaved population, because slavery was a southern institution. Which CED key concept refutes that, and what does it say about port cities and about New England farms? | KC-2.2.II.A. It says all the British colonies participated to varying degrees in the Atlantic slave trade, that all port cities held significant minorities of enslaved people, and that small New England farms used relatively few enslaved laborers. So the presence of enslaved people never identifies a region on its own; the scale and the crop do. | No CED key concept refutes it, because slavery in the British colonies was southern. | CED KC-2.2.II.A (Topic 2.6, p. 84) | unverified |
| apush-w02-2#9 | real | Pennsylvania, granted to the Quaker William Penn in 1681, established no church by law. KC-2.1.II.C ties the middle colonies' religious and ethnic diversity to something economic. What is the chain the CED draws, and why does that chain not run in New England? | The CED's chain runs from a flourishing export economy based on cereal crops, to a broad range of European migrants attracted by it, to societies with greater cultural, ethnic and religious diversity and tolerance. It does not run in New England because KC-2.1.II.B describes that region as initially settled by Puritans and organised around small towns and family farms, with no export staple pulling migrants in from across Europe. | Because its founder was a Quaker who believed in liberty of conscience. | CED KC-2.1.II.C and KC-2.1.II.B (Topic 2.3, p. 72) | unverified |
| apush-w02-2#10 | stretch | KC-2.1.II.D says enslaved Africans on the southern Atlantic coast and in the British West Indies developed their own forms of cultural and religious autonomy. The CED's optional reading for that clause contrasts the Chesapeake's gang system with the task system of rice cultivation in the low country of South Carolina, and reports that its author offers three reasons the task system developed. One of the three follows directly from KC-2.1.II.D's autonomy claim. Which one, and why does it make the two work regimes evidence of the same key concept rather than of two unrelated labor histories? | The reason that locates the pressure with enslaved Africans themselves, who wanted work organised so that more of their own time was under their control. It makes the two regimes evidence of one key concept because KC-2.1.II.D already claims that enslaved people in those colonies developed their own forms of cultural and religious autonomy, so a work regime shaped partly by their own preferences is an instance of that claim rather than an exception to the plantation system. | The task system was adopted because rice needed less direct supervision than tobacco, so planters chose it for efficiency. | CED KC-2.1.II.D (Topic 2.3, p. 72); Topic 2.3 Optional Sources, KC-2.1.II.D (pp. 74-75), which the CED states no exam question requires | unverified |
| apush-w02-3#0 | warmup | How many points does contextualization earn on the AP U.S. History document-based question, and how many on the long essay question? | One point on each. | CED DBQ Rubric Row B (p. 517); LEQ Rubric Row B (p. 520) | match | |
| apush-w02-3#1 | real | A DBQ prompt asks students to explain the causes of regional differences among the British colonies in North America between 1607 and 1754. Before its thesis, a response opens: 'Colonization was a big change for the world. Many things happened in the 1600s.' Which rubric point are those two sentences attempting, and give the specific documented reason they do not earn it. | It is attempting Row B, contextualization. It fails on two of the categories the scoring guidelines list as non-earning: in their words it is "an overgeneralized statement about the time period referenced in the prompt", and it is also "a passing phrase or reference" rather than a development actually described and tied to the prompt. | It earns the contextualization point, because it establishes the time period of the prompt. | CED Scoring Guidelines DBQ Row B (p. 533); DBQ Rubric Row B (p. 517) | unverified |
| apush-w02-3#2 | real | On a DBQ about the causes of regional differences among the British colonies between 1607 and 1754, a student describes the Columbian Exchange as their broader historical context, and then, for the evidence-beyond-the-documents point, writes about the Columbian Exchange again. How many of those two points do they earn, and why? | One: the contextualization point only. The outside-evidence point is not earned, because the extra evidence has to be something other than whatever was already spent on context. | Both points, because the rubric says each point is earned independently. | CED DBQ Rubric Row C decision rules (p. 518) | unverified |
| apush-w02-3#3 | real | A DBQ prompt asks students to explain the causes of regional differences among the British colonies in North America between 1607 and 1754. Rewrite this opening into a sentence that would earn the thesis point, and name what the original is missing: 'Between 1607 and 1754 the British colonies in North America developed in different ways in different regions.' | The original only rephrases the prompt and establishes no line of reasoning, so it earns nothing. A scoring version adds a claim plus either the reason for it or the argument's categories, for example: 'Regional differences among the British colonies arose mainly from environment rather than from their founders' intentions, because the growing season determined which export crop paid, and the crop determined whether a region relied on European indentured servants or on enslaved Africans.' | 'The British colonies developed very differently in different regions between 1607 and 1754.' | CED Scoring Guidelines DBQ Row A (p. 532); LEQ Row A (p. 544) | unverified |
| apush-w02-3#4 | stretch | Two rubric rows on each essay are worth one point apiece and neither of them requires you to have read a document. Name the two rows, say what each demands, and state how much of each essay's total they represent. | Row A, thesis or claim, and Row B, contextualization, one point each on both essays. Row A demands a historically defensible claim that responds to the prompt and either indicates the reason for the claim or establishes categories of the argument, in one or more sentences located in one place, in the introduction or the conclusion. Row B demands a described broader development occurring before, during, or continuing after the prompt's window and relevant to its topic, elaborated beyond a phrase or reference. Together they are 2 of the DBQ's 7 points, about 28.6 percent, and 2 of the LEQ's 6, about 33.3 percent. | About 28.6 percent of each essay. | CED DBQ Rubric Rows A and B (p. 517); LEQ Rubric Rows A and B (p. 520) | unverified |
| apush-w02-4#0 | warmup | What years does Period 2 cover, and what exam weighting does the CED give it? | 1607 to 1754, weighted 6 to 8 percent of the exam. | CED Unit 2 opener (p. 61) and exam weighting table (p. 498) | review | |
| apush-w02-4#1 | real | A colonial official petitions the crown to enlarge his allotment of assigned Native laborers. Which empire, and which of the three colonization models in Topic 2.2 does an allotment of assigned Native labor illustrate? | Spain, and it illustrates KC-2.1.I.A, the model in which Spanish efforts to extract wealth from the land produced institutions based on subjugating Native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into Spanish colonial society. | Spain, in the phase of conquest and epidemic disease. | CED KC-2.1.I.A (Topic 2.2, p. 68) | unverified |
| apush-w02-4#2 | real | A colony's export ledger is dominated by wheat and other grains, and its parish records list German, Swedish, Dutch and English families in the same district. Which British region? | The middle colonies. | New England. | CED KC-2.1.II.B and KC-2.1.II.C (Topic 2.3, p. 72) | match |
| apush-w02-4#3 | real | A 1730s petition complains that the colonial assembly is controlled by a handful of large landholders who also serve as local magistrates. KC-2.1.II.E contrasts two colonial governance patterns. Which of the two does this describe, and which does it rule out? | It describes the southern pattern, in which elite planters exercised local authority and also dominated the elected assemblies. It rules out the New England pattern, in which power sat in participatory town meetings that in turn elected members to the colonial legislatures. | The New England pattern. | CED KC-2.1.II.E (Topic 2.3, p. 73) | unverified |
| apush-w02-4#4 | real | A planter's account book from the 1630s records passages paid for eleven young men on five-year terms, working a labor-intensive export crop. Which British region, and what happens to this labor arrangement across the rest of Period 2? | The Chesapeake (and North Carolina). Across the rest of Period 2 the region's labor force shifts from white, mostly male indentured servants to enslaved Africans. | The southern Atlantic coast and the British West Indies. | CED KC-2.1.II.A (p. 72) and KC-2.2.II.A (p. 84) | match |
| apush-w02-4#5 | real | The CED gives three causes for the British colonies' participation in the Atlantic slave trade. Name them. | Plentiful land, a rising European appetite for colonial produce, and indentured servants becoming scarce. | The profitability of plantation crops and the development of racial slavery laws. | CED KC-2.2.II.A and KC-2.2.II.B (Topic 2.6, p. 84) | review |
| apush-w02-4#6 | real | A student says epidemic disease among Native communities is a Period 1 topic, so a Period 2 answer has no use for it. KC-2.1.III.B says otherwise. What does it say, and what does that mean for how epidemics are placed in the course? | KC-2.1.III.B says that continuing trade with Europeans increased the flow of goods in and out of American Indian communities, stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts. So epidemics are required content in both periods: KC-1.2.II.A has them accompanying and furthering Spanish exploration and conquest in Period 1, and KC-2.1.III.B has them travelling along Period 2's trade networks. What separates the two periods is the mechanism each key concept attaches the disease to, not the presence of disease. | Epidemics belong only to Period 1, so a Period 2 answer should not use them. | CED KC-2.1.III.B (Topic 2.4, p. 77) and KC-1.2.II.A (Topic 1.4, p. 46) | unverified |
| apush-w02-4#7 | stretch | A source from the 1740s shows a royal customs officer failing to collect duties on a cargo landed outside an authorised port, and being ignored by the local court. Name the economic aim KC-2.2.I.C says Britain was pursuing in its North American colonies, and explain, from the rest of that same key concept, why uneven enforcement is stated as part of the same development rather than as its failure. | The aim is mercantilist. KC-2.2.I.C says the British government increasingly attempted to incorporate its North American colonies into a coherent, hierarchical, imperial structure in order to pursue mercantilist economic aims. The rest of the same sentence supplies the uneven enforcement and its cause, that conflicts with colonists and American Indians led to erratic enforcement of imperial policies, so the patchiness is the stated outcome of the attempt meeting resistance rather than evidence the attempt was abandoned. | It shows that Britain had abandoned mercantilism, or that colonial resistance to taxation had already begun in the sense meant by Period 3. | CED KC-2.2.I.C (Topic 2.4, p. 77) and KC-2.1.II.E (Topic 2.3, p. 73) | unverified |
| apush-w02-5#0 | warmup | The CED gives three motives behind European efforts to explore and conquer the New World. Name them. | Hunting for fresh sources of wealth, competing with rival powers economically and militarily, and wanting to spread Christianity. | CED KC-1.2.I.A (Topic 1.3, p. 43) | review | |
| apush-w02-5#1 | real | According to the CED, what did new sources of mineral wealth from the Americas facilitate in Europe, and what did new American crops stimulate there? Keep the two effects separate. | The mineral wealth helped tip European economies out of feudalism and towards capitalism; the new crops drove Europe's population upwards. | American wealth made Europe more powerful and increased its population. | CED KC-1.2.I.B (Topic 1.4, p. 46) | review |
| apush-w02-5#2 | real | The CED describes how enslaved Africans came to be transported to the Americas in this period. State the mechanism it describes, including the role of West African groups, and name the two economic sectors the Spanish put enslaved Africans into. | European traders worked through West African groups that already held people in slavery, taking captives by force for shipment to the Americas. Spain then set those enslaved Africans to work in two sectors: plantation farming and mining. | European traders raided the West African coast and took captives to work on plantations. | CED KC-1.2.II.C and KC-1.2.II.B (Topic 1.5, p. 50) | review |
| apush-w02-5#3 | stretch | A student writes that Period 1 is the story of what Europeans did to two other continents. Using the CED's key concepts for Period 1, give two specific corrections that keep the period's causation intact. | Any two corrections the CED's Period 1 key concepts support will do. The two strongest: first, Period 1 opens in 1491 with Native societies already varied and increasingly complex, built by adapting to and transforming the environments they lived in through innovations in agriculture, resource use and social structure, so the continent Europeans reached was not a blank starting point. Second, Native peoples acted on Europeans rather than only being acted upon: as encroachment on their land and demands on their labor increased, they fought to hold on to political sovereignty, economic prosperity, religious belief and their own concepts of gender relations, through diplomatic negotiation and military resistance alike, each side adopted useful aspects of the other's culture over time, and prolonged contact pushed European religious and political leaders into a debate over how non-Europeans should be treated. Two others that also earn it: the causation ran back into Europe, since KC-1.2.I.B makes American crops the cause of European population growth and American mineral wealth the facilitator of Europe's shift from feudalism to capitalism; and West Africans were participants in the mechanism rather than only its objects, since KC-1.2.II.C has European traders working through West African groups that already practised slavery. | Native Americans were not passive victims and had rich cultures of their own. | CED KC-1.1 and KC-1.1.I.A-D (p. 39); KC-1.2.III.A-C (pp. 53-54) | review |
| apush-w02-6#0 | warmup | In February 1946 a senior United States diplomat posted to Moscow cabled Washington some 8,000 words analysing Soviet conduct. Which Cold War doctrine did that analysis provide the intellectual basis for? | Containment. | CED Topic 8.2 Optional Sources, KC-8.1.I (p. 383); OpenStax U.S. History 28.2 | match | |
| apush-w02-6#1 | real | March 1947: with Britain pulling out of the Greek civil war, the United States steps in with money, weapons and instructors for the Greek and Turkish militaries. Topic 8.2 gives three categories: collective security, international aid and economic institutions that bolstered non-Communist nations; containment of communism through a variety of measures, including major military engagements in Korea; and the Cold War's fluctuation between direct and indirect military confrontation and periods of mutual coexistence. Name the policy, and say which of those three the CED's own Topic 8.2 source list files it under. | The Truman Doctrine, and the CED files it under indirect military confrontation, part of KC-8.1.I.C. | International aid (KC-8.1.I.A). | CED KC-8.1.I.A, KC-8.1.I.B.i and KC-8.1.I.C (Topic 8.2, p. 382); Topic 8.2 Optional Sources, KC-8.1.I.C (p. 384), which the CED states no exam question requires | unverified |
| apush-w02-6#2 | real | A programme announced in a 1947 commencement address disbursed 13 billion dollars across Europe, with payments running from April 1948 to 1951. Name it, give the CED category, and state the average annual outlay if the disbursement is treated as covering three years. | The Marshall Plan, filed under KC-8.1.I.A, the CED's category for collective security, aid abroad and the economic institutions that shored up states outside the Communist bloc. Over three years the average is about 4.33 billion dollars a year. | About 2.60 or 3.25 billion dollars a year. | CED KC-8.1.I.A and Topic 8.2 Optional Sources (pp. 382-383); OpenStax U.S. History 28.2 | unverified |
| apush-w02-6#3 | real | June 25, 1950 to July 27, 1953: American forces fight a major war on the Korean peninsula. Which doctrine does the CED name this as an expression of, and how long did the fighting last? | Containment; the CED names major military engagements in Korea as one of the measures through which the United States pursued containment. The span from the North Korean advance across the thirty-eighth parallel to the armistice is 1,128 days, about 3.09 years. | Direct military confrontation (KC-8.1.I.C), not containment. | CED KC-8.1.I.B.i (Topic 8.2, p. 382); OpenStax U.S. History 28.2 | review |
| apush-w02-6#4 | real | September 18, 1967: a Secretary of Defense spells out a strategy resting on the guarantee that any attacker would suffer damage it could not accept. Name the doctrine, and say why the CED does not file this under Topic 8.2. | Deterrence, specifically mutual assured destruction, from Robert McNamara's speech 'Mutual Deterrence'. The CED files it under Topic 8.7, America as a World Power, because the required content it illustrates is KC-8.1.II.C.i, the American argument over the value of a large nuclear arsenal and of the military-industrial complex, rather than any of the Topic 8.2 categories of containment, aid or detente. | Containment, under Topic 8.2. | CED KC-8.1.II.C.i (Topic 8.7, p. 400) and Topic 8.7 Optional Sources (p. 401) | match |
| apush-w02-6#5 | real | In 1969 formal negotiations opened between American and Soviet diplomats to slow the nuclear arms race. Three years later Nixon and Brezhnev signed the agreement those talks produced, which set ceilings on strategic offensive arms. Name the agreement as the CED names it, name the Topic 8.2 category the episode illustrates, and say whether it marked the end of Cold War confrontation. | SALT I, the Interim Agreement on the limitation of strategic offensive arms, out of the Strategic Arms Limitation Talks. The Topic 8.2 category it illustrates is KC-8.1.I.C's periods of mutual coexistence, or detente. It did not mark the end of Cold War confrontation: the same key concept describes the Cold War as fluctuating between confrontation and coexistence, so a summit is evidence of a phase, and the CED keeps the end of the Cold War as a separate Period 9 development. | Detente meant the Cold War confrontation had ended by 1972. | CED KC-8.1.I.C (Topic 8.2, p. 382); CED Topic 8.7 Optional Sources, SALT (p. 402) | unverified |
| apush-w02-6#6 | stretch | June 1948 to May 12, 1949: the Soviet Union severs Berlin's land and water access to the western zones, and the western allies fly in roughly two million tons of supplies until the blockade is lifted. Which of the CED's Topic 8.2 categories does the CED itself file this under, and explain why that classification is defensible even though the episode was a direct standoff with Soviet power. | The CED files the Berlin Airlift under KC-8.1.I.A, international aid. The classification holds because the operation's objective was to keep a non-Communist population supplied so that western currency reform and economic revival in Germany could survive Soviet pressure, which is precisely the clause covering aid abroad and the economic bodies that shored up states outside the Communist bloc; the standoff was the condition the aid was delivered under, not its purpose. | Direct military confrontation (KC-8.1.I.C). | CED KC-8.1.I.A and Topic 8.2 Optional Sources (pp. 382-384); OpenStax U.S. History 28.2 | match |
| apush-w02-7#0 | warmup | Through the 1930s most Americans opposed military action against German and Japanese aggression. According to the CED, what single event ended that position and brought the United States into World War II? | The Japanese attack on Pearl Harbor. | CED KC-7.3.II.E (Topic 7.11, p. 355) | match | |
| apush-w02-7#1 | real | Executive Order 8802, which barred discrimination in the federal government's defense contracts, is dated June 25, 1941; the Japanese attack on Pearl Harbor that brought the United States into the war came on December 7, 1941. Was the order signed before or after U.S. entry, by how long, and what pressure produced it? | Before, by 165 days. It followed A. Philip Randolph's call in May 1941 for a march on Washington, aimed at forcing the Roosevelt administration to stop discrimination in government wartime contracting and to integrate the military; Roosevelt met African American leaders pressing that demand, issued the order, and the initial march was called off. | After U.S. entry, as a response to the wartime labor shortage. | CED Topic 7.12 Optional Sources (pp. 360-361); KC-7.3.II.E (p. 355) | unverified |
| apush-w02-7#2 | real | A wartime photograph shows rows of bombers on an assembly line at an American aircraft plant in the early 1940s. A student offers two readings of what production on that scale contributed to: that it kept the Allies supplied well enough to win, or that it made Americans uneasy about how much political sway defense manufacturing had come to hold. Which reading does the course support for the early 1940s, and what exactly is wrong with the other? | The first. KC-7.3.III.B says the country's strong industrial base played a pivotal role in winning the war by equipping and provisioning allies and millions of U.S. troops. The second reading is not wrong as history, it is misdated: the course puts the debate over a large nuclear arsenal and the military-industrial complex in Period 8, at KC-8.1.II.C.i under Topic 8.7. | That the production made Americans uneasy about the political sway of defense manufacturing. | CED KC-7.3.III.B (Topic 7.12, p. 359) and KC-8.1.II.C.i (Topic 8.7, p. 400); calibrated against CED Sample Exam Question 13 (pp. 507-508, key p. 516) | unverified |
| apush-w02-7#3 | stretch | Four home-front items, with their dates: A. Philip Randolph's call for a march on Washington, May 1941; Executive Order 8802, June 25, 1941; Executive Order 9066, February 19, 1942; the bracero agreement, August 4, 1942. The United States entered the war after the Pearl Harbor attack of December 7, 1941. Two of the four cannot be explained as responses to being at war. Which two, and what does Topic 7.12's own key concept say mobilization produced that explains them instead? | Randolph's call, in May 1941, and Executive Order 8802, which predates U.S. entry by 165 days. KC-7.3.III.C.i says mobilization provided opportunities for women and minorities to improve their socioeconomic positions for the war's duration, while also leading to debates over racial segregation. The leverage came from mobilization itself, from the defense contracting boom, not from combat, which is why the demand was aimed at federal contracting and at segregation in the forces. | Executive Order 9066 and the bracero agreement, on the grounds that the 1941 items must be wartime responses as well. | CED KC-7.3.III.C.i (Topic 7.12, p. 359); dates from CED Topic 7.12 Optional Sources (pp. 360-361) and OpenStax U.S. History 27.1 and 27.2 | unverified |
| apush-w02-8#0 | warmup | Two of the CED's nine periods carry the course's lowest exam weighting. Which two, what is the weighting, and what years does each cover? | Periods 1 and 9, each weighted 4 to 6 percent. Period 1 covers 1491 to 1607 and Period 9 covers 1980 to the present. | CED exam weighting table, p. 498; Unit 1 and Unit 9 openers, pp. 33 and 443 | unverified | |
| apush-w02-8#1 | real | Add up the exam weightings the CED gives for Periods 1 through 6. What range do they cover, what range does the CED's table give for Periods 7 through 9, and why can neither endpoint be reported as an actual exam share? | Periods 1 through 6 cover 50 percent at the low end and 82 percent at the high end. The CED's table gives Periods 7 through 9 24 to 40 percent. Neither endpoint is an actual share because the CED gives per-unit ranges, and the nine ranges added together run from 74 to 122 percent, a band that brackets 100 rather than equalling it, so the extremes cannot all occur on the same exam. Read the two halves against each other and they narrow each other: Periods 7 to 9 at 24 to 40 percent forces Periods 1 to 6 into 60 to 76 percent, so the defensible statement about the fall's material is roughly three fifths to three quarters of the exam. | 82 percent of the exam. | CED exam weighting table, p. 498 | unverified |
| apush-w02-8#2 | real | The CED's nine periods do not tile the calendar. Setting aside the pairs that merely share a single boundary year, name the three consecutive pairs whose date ranges genuinely overlap, and give the length of each overlap as the later period's start year subtracted from the earlier period's end year. | Period 4 (1800-1848) and Period 5 (1844-1877) overlap by 4 years; Period 5 (1844-1877) and Period 6 (1865-1898) overlap by 12 years; Period 6 (1865-1898) and Period 7 (1890-1945) overlap by 8 years. | None of the periods overlap; each year belongs to exactly one period. | CED exam weighting table, p. 498, and unit opener pages | unverified |
| apush-w02-8#3 | stretch | The exam runs 3 hours 15 minutes across four question types. Show that the minutes and the weightings each add up, then say which section returns the most exam credit per minute and which returns the least. | Multiple choice 55 minutes for 40 percent, short answer 40 minutes for 20 percent, document-based question 60 minutes for 25 percent, long essay 40 minutes for 15 percent. The minutes are 55 + 40 + 60 + 40 = 195, which is 3 hours 15 minutes, and the weightings are 40 + 20 + 25 + 15 = 100 percent. Credit per minute: multiple choice 0.727, short answer 0.500, document-based question 0.417, long essay 0.375 percentage points per minute. The multiple-choice section returns the most and the long essay the least. | The document-based question returns the most credit per minute. | CED Exam Overview, p. 497 | match |
| post | type / format / style | hook | CTA | caption | copy |
|---|---|---|---|---|---|
| apush-w02-mon-a mon empty | concept explainer | gold, furs or land? APUSH 101: three empires, three Americas 1/either_or_three · APUSH 101 | follow for more 1/follow_for_more @last | no scene script | |
| apush-w02-mon-b mon-2 empty | concept carousel sketch_light | what actually changed the Chesapeake: 3/what_actually_is · APUSH 101 | we got more for you on our app 2/app_more @last | 1. [hook] what actually changed the Chesapeake: | graphic: timeline 2. [teach] it starts with one plant | tobacco leaves Virginia for England from **1614** - it is what kept the colony alive / a labor-intensive crop: more hands means more leaf means more money / so the whole region gets built around finding hands | graphic: flow 3. [teach] hands, round one: indentured servants | young, mostly male English migrants on **5 to 7 year** contracts / the master pays the crossing, the servant works off the debt / about **100,000** people entered the Chesapeake this way in the 1600s | graphic: columns 4. [teach] the land grant that fed the loop | the headright: **50 acres** for paying your own passage, 50 more per servant you bring / bring 20 servants: 50 + 20 x 50 = **1,050 acres** / so land piled up with the people who could already afford passages | graphic: bars 5. [teach] hands, round two: enslaved Africans | the CED gives three causes: **plentiful land**, **rising European demand**, and **a shortage of servants** / servants who survived their term became competitors for land, and new ones ran short / the answer was permanent, hereditary bondage - the labor force shifts to enslaved Africans | graphic: flow 6. [teach] the test move | a source about **young male servants** on tobacco = the Chesapeake, early / a source about **enslaved labor** on tobacco = the Chesapeake, later / same crop, same region - the date tells you the labor system | graphic: columns | |
| apush-w02-tue-a tue empty | concept carousel sketch_light | why did France never settle America? 5/surprising_do_you_know_why · APUSH Unit 2 | follow for more 1/follow_for_more @last | 1. [hook] why did France never settle America? | graphic: bars 2. [teach] ask what each crown wanted | **Spain**: wealth that was already there - silver, tribute, converts / **France and the Dutch**: furs, a good Native hunters produced better than Europeans / **England**: the land itself, for farming | graphic: flow 3. [teach] Spain: work the wealth in place | wealth already in the ground is worked by people already on it / so Spain built institutions of **subjugation, conversion and incorporation** / Franciscans converting Pueblo people to Catholicism is this model at work | graphic: flow 4. [teach] France: partners, not settlers | furs come from the people best at trapping them, so France needed **alliances and intermarriage** / **under 400** French settlers in 1640, never more than 40 Jesuits at Quebec in a century / the Great Peace of Montreal, 1701: about **1,300** Indigenous participants at one treaty table | graphic: flow 5. [teach] England: bodies on the land | farming needs European families on the ground and Native communities off it / **25,000** people in New England by 1640 - 62.5 times New France / they farmed land taken from Native Americans and lived apart from them | graphic: columns 6. [teach] so, did France fail? | no - the CED runs the arrow the other way: the **goal shaped the colony** / a fur colony needs canoes and kin, not a settler mass / the small population is the strategy, not a consolation prize / the Dutch ran the same model: New Netherland had only **9,000** people by 1664 | graphic: flow | |
| apush-w02-tue-b tue-2 empty | application explainer | the sentence that earns the contextualization point: naming the era scores zero 4/the_sentence_that · APUSH Unit 2 | we got more for you on our app 2/app_more @last | no scene script | |
| apush-w02-wed-b wed-2 empty | application carousel polished | Chesapeake or New England? here's how to tell: 4/a_or_b_how_to_tell · APUSH Unit 2 | we got more for you on our app 2/app_more @last | 1. [hook] Chesapeake or New England? here's how to tell: | graphic: image 2. [teach] read the crop first | **tobacco** - one labor-hungry export staple - is the Chesapeake / **no staple** - family farms plus fishing, timber and trade - is New England / the growing season decides it: long enough for tobacco down south, too short up north | graphic: columns 3. [teach] the crop tells you the labor | tobacco needs hands: first **indentured servants**, later **enslaved Africans** / a family farm is worked by **the family** - New England used relatively few enslaved laborers / careful: every port city held enslaved people, so presence never identifies a region - **scale and crop** do | graphic: flow 4. [teach] the labor tells you the politics | Chesapeake: a **planter elite** holds the county offices and the assembly seats / New England: **town meetings** hold local power and elect the legislature / both had elected assemblies - the difference is where power sits below them | graphic: columns 5. [teach] try it: source one | "power rested in participatory town meetings that elected the legislature" / town meeting = family farm = **New England** 6. [teach] try it: source two | "a planter's account book, 1630s: passages paid for eleven young men on five-year terms" / fixed-term young men on a labor-heavy crop = **the Chesapeake**, early / and across Period 2 that labor force shifts to enslaved Africans | |
| apush-w02-thu-a thu empty | practice countdown | grain, cod or tobacco? place all 3 colonies by their crop 1/either_or_three · APUSH Unit 2 | follow for more 1/follow_for_more @last | no scene script | |
| apush-w02-thu-b thu-2 empty | practice carousel paper_snapshot | can you survive as an APUSH student? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as an APUSH student? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as an APUSH student! intro_sub: try to get as many correct as possible Q1: Franciscan missionaries work to convert Pueblo people to Catholicism. Whose colonial model is that? [A. Spanish | B. French | C. Dutch | D. British] -> A; missions = conversion / Catholic religious orders / Pueblo = New Mexico / Spanish; A is correct Q2: Compact towns, farms worked by single families, an economy mixing farming with fishing and trade. Which British region? [A. the Chesapeake | B. New England | C. the middle colonies | D. the southern coast] -> B; no single cash crop / small family farms / fishing + trade + timber / New England; B is correct Q3: Contextualization on the DBQ and on the long essay. How many points each? [A. 2 and 2 | B. 1 and 0 | C. 1 and 1 | D. 2 and 1] -> C; one row on each essay / no document needed / 1 point on the DBQ / 1 and 1; C is correct Q4: Period 2 of the course. Which years does it cover? [A. 1491 - 1607 | B. 1607 - 1754 | C. 1754 - 1800 | D. 1600 - 1750] -> B; Period 1 ends at 1607 / Period 3 opens at 1754 / so Period 2 sits between / 1607 - 1754; B is correct | |
| apush-w02-fri-a fri empty | practice carousel celebrity | how far can you get in this colonies quiz? 4 questions. most people stop at 2. 1/how_far_quiz · APUSH Unit 2 | follow for more 1/follow_for_more @last | 1. [hook] how far can you get in this colonies quiz? | 4 questions. most people stop at 2. 2. [question] a source describes power resting in participatory town meetings that elect the colonial legislature. | New England or the southern colonies? 3. [answer] New England. | where the unit of production was a family farm in a small town, the town itself became the political unit. 4. [question] by the 1700s the same large planters hold the assembly seats and the county offices. | New England or the southern colonies? 5. [answer] the southern colonies. | elite planters exercised local authority and dominated the elected assemblies. both regions had assemblies - the difference is who sits below them. 6. [question] a colony's tobacco is worked first by young English men on fixed-term contracts, only later by enslaved Africans. | Chesapeake or the southern Atlantic coast? 7. [answer] the Chesapeake. | only the Chesapeake and North Carolina key concept has the indentured-servant phase before enslaved labor. 8. [question] long growing seasons, cash-crop plantations, and enslaved Africans often the majority of the population. | Chesapeake or the southern Atlantic coast? 9. [answer] the southern Atlantic coast and the British West Indies. | the enslaved majority belongs to the far south and the islands - most enslaved Africans were sent to the West Indies. | |
| apush-w02-fri-b fri-2 empty | practice carousel paper_snapshot | can you get these 3 WW2 questions right? WWII home front 1/solve_3 | we got more for you on our app 2/app_more @last | hook: can you get these 3 WW2 questions right? hook_sub: WWII home front Q1: Through the 1930s most Americans opposed military action abroad. What single event ended that? [] -> ; not the fall of France / not Lend-Lease / the attack brought entry; Pearl Harbor Q2: Executive Order 8802 is dated June 25, 1941. Pearl Harbor is December 7, 1941. Before or after US entry? [] -> ; June 25 to December 7 / = 165 days / so the order came first; before, by 165 days Q3: A photo shows bombers on an assembly line in the early 1940s. Industrial base, or military-industrial complex? [] -> ; the complex is Period 8 / wrong decade entirely / the industrial base won the war; the industrial base | |
| apush-w02-sat sat empty | practice carousel blackbox | Spanish, French or British? 4 practices. most people get this wrong 1/a_or_b_most_wrong · APUSH Unit 2 | follow for more 1/follow_for_more @last | 1. [hook] Spanish, French or British? | 4 practices. most people get this wrong 2. [question] Spanish, French or British? | Franciscan missionaries work to convert Pueblo people to Catholicism. 3. [answer] Spanish. | conversion was part of the labor system. | Spain wanted wealth already in the land, so it folded Native people into colonial society: subjugation, conversion, incorporation. 4. [question] Spanish, French or British? | Furs are obtained for export through kin alliances with Native communities. The settler population is under 400 in 1640. 5. [answer] French. | partners, not subjects. | Native hunters produced furs better than Europeans could, so France needed alliances and intermarriage, not a settler mass. 6. [question] Spanish, French or British? | A migrant who pays his own passage receives fifty acres, and fifty more for every servant or family member he brings. 7. [answer] British. | the Virginia Company's headright. | paying out land per imported person only makes sense if you want the land itself, farmed by imported bodies. 8. [question] Spanish, French or British? | A 1701 treaty conference at Montreal brings together some 1,300 Indigenous participants and the colonial leadership to settle terms of peace. 9. [answer] French. | count the Indigenous participants. | a colony that summons 1,300 Indigenous negotiators cannot impose terms and does not need to: its economy runs on goods they supply. | |
| apush-w02-sun sun empty | practice carousel pill_hooks | do you still know Period 2? 4 questions, score yourself 1/still_solve · part 1 | we got more for you on our app 2/app_more @last | 1. [hook] do you still know Period 2? | 4 questions, score yourself 2. [question] what years does Period 2 cover, and how much of the exam is it? 3. [answer] 1607 to 1754. 6 to 8 percent. | about 3 or 4 of the 55 multiple-choice questions 4. [question] a colonial official asks the crown for more assigned Native laborers. which empire? 5. [answer] Spain. | being handed people, not acreage, is the Spanish model: wealth in place, worked by Native labor 6. [question] an export ledger full of wheat. parish records list German, Swedish, Dutch and English families. which British region? 7. [answer] the middle colonies. | cereal exports plus migrants from across Europe - the diverse, tolerant region 8. [question] a 1730s petition: the assembly is run by a few large landholders who are also the local magistrates. which governance pattern? 9. [answer] the southern pattern. | elite planters held local office and dominated the assembly. New England ran on town meetings |
units 6 [drafted:6] questions 28/68 verified posts 11 [empty:11] hooks 11/11 copy 8/8 captions 0/11
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| psych-w02-1#0 | warmup | Between signals, before any stimulus arrives, a neuron's membrane potential sits at a steady baseline, primed but not firing. Which of the six neural-transmission terms the CED lists names that state? | The resting potential | CED EK 1.3.B.1 | match | |
| psych-w02-1#1 | warmup | The CED names two common types of neural cell in the brain and gives one of them four jobs: structure, insulation, communication, and waste transport. Which cell type has those four jobs? | Glial cells | CED EK 1.3.A.1 | match | |
| psych-w02-1#2 | warmup | A neurotransmitter binds at the receiving neuron's receptors and moves that neuron's charge closer to its threshold. Is the message excitatory or inhibitory? | Excitatory | CED EK 1.3.B.2 | match | |
| psych-w02-1#3 | warmup | A neurotransmitter binds at the receiving neuron's receptors and moves that neuron's charge further away from its threshold. Is the message excitatory or inhibitory? | Inhibitory | CED EK 1.3.B.2 | match | |
| psych-w02-1#4 | real | A neuron fires when a stimulus just barely reaches its threshold. A second stimulus arrives that is three times as strong. How does the size of the action potential it produces compare with the first one? | It is the same size - the action potential does not get bigger with a stronger stimulus | The action potential is about three times as large | CED EK 1.3.B.1 (all-or-none principle) | review |
| psych-w02-1#5 | real | Immediately after a neuron fires, a stimulus arrives that is comfortably above the neuron's usual threshold, and the neuron does not fire. Which of the CED's six neural-transmission terms explains this? | The refractory period | The stimulus was below threshold | CED EK 1.3.B.1 (refractory period, threshold) | match |
| psych-w02-1#6 | real | On a membrane-potential trace the line sits flat, climbs steeply to a sharp peak, then dips below the flat baseline before settling back onto it. A student labels the whole stretch from the peak to the moment the line settles 'the resting potential'. Which of the CED's six terms should label that stretch instead? | The refractory period | The resting potential | CED EK 1.3.B.1 (refractory period, resting potential); Suggested Skill 3.A | match |
| psych-w02-1#7 | real | A nervous system disorder that worsens over time runs with low levels of one of the CED's eight tested neurotransmitters, and a common treatment strategy uses agonists for that same neurotransmitter. Which neurotransmitter is it? | Dopamine | Acetylcholine | CED EK 1.3.B.2 (tested list); OpenStax Psychology 2e 3.2 | match |
| psych-w02-1#8 | real | A condition has been consistently linked with reduced levels of one neurotransmitter, and its standard drug treatment is described as SELECTIVE for blocking that one neurotransmitter's reabsorption. Of serotonin and norepinephrine - both on the CED's tested list of eight - which neurotransmitter is it? | Serotonin | Norepinephrine | CED EK 1.3.B.2, 1.3.C.1; OpenStax Psychology 2e 3.2 | unverified |
| psych-w02-1#9 | real | A drug is classified as a depressant, and it damps brain activity down because it boosts the action of one particular neurotransmitter system. Which of the CED's eight tested neurotransmitters is that system? | GABA | Glutamate (blocked) | CED EK 1.3.B.2, 1.3.C.2.ii; OpenStax Psychology 2e 4.5 | match |
| psych-w02-1#10 | real | In one autoimmune disorder, antibodies occupy the receptors for a particular neurotransmitter in the synaptic cleft at the junctions between nerves and muscles, and the result is extreme muscle weakness. Which of the CED's eight tested neurotransmitters has its receptors blocked? | Acetylcholine | Multiple sclerosis / loss of the myelin sheath | CED EK 1.3.B.1, 1.3.B.2; OpenStax Microbiology 19.2 | match |
| psych-w02-1#11 | real | Cocaine works by blocking the reabsorption of dopamine back into the neuron that released it. Under the CED's three categories of psychoactive drug action, which category is that mechanism? | A reuptake inhibitor | An antagonist | CED EK 1.3.C.1; OpenStax Psychology 2e 4.5 | match |
| psych-w02-1#12 | real | A drug binds to the receptors for a neurotransmitter that normally moves the receiving neuron toward its threshold, and blocks that neurotransmitter from acting there. Is the drug's net effect on the next action potential excitatory or inhibitory? | Inhibitory - it makes the next action potential less likely | Excitatory | CED EK 1.3.B.2, 1.3.C.1 | match |
| psych-w02-1#13 | real | Two messages reach the same receiving neuron at the same moment: one moves it toward threshold, the other moves it away, and the neuron does not fire. Taken together, was the net message excitatory or inhibitory? | Inhibitory in net effect | Excitatory | CED EK 1.3.B.2 | review |
| psych-w02-1#14 | real | A drug increases the amount of a neurotransmitter available at a synapse. That neurotransmitter's messages move the receiving neuron toward its threshold. Is the drug's net effect on the next action potential excitatory or inhibitory? | Excitatory - the next action potential becomes more likely | Inhibitory | CED EK 1.3.B.2, 1.3.C.1 | unverified |
| psych-w02-1#15 | real | A student spends an evening memorizing a labelled neuron diagram - soma, axon, terminal buttons - to prepare for Unit 1 multiple-choice questions. What does the CED say about how Unit 1's multiple-choice questions are built, and what should the student study instead? | The CED states that the multiple-choice focus for this unit is on functions, not structures, and that students will not be asked to identify parts of the neuron; the student should instead study which neurotransmitters function with which biological processes and how those functions relate to behavior and mental processes | Keep memorizing the diagram - naming the parts of the neuron is the core Unit 1 skill | CED Unit 1 Preparing for the AP Exam (p. 30); EK 1.3.B.1 | review |
| psych-w02-1#16 | stretch | A patient is given a drug that acts as an agonist at the GABA system. A student predicts the patient will become more alert and aroused, reasoning that the CED describes agonists as drugs that encourage neural firing. Predict what actually happens and resolve the apparent contradiction. | The patient becomes calmer and less aroused, not more; the agonist label describes boosting a neurotransmitter's own activity, and GABA's own activity damps the brain down, so boosting GABA reduces overall neural activity | The patient becomes more alert and aroused | CED EK 1.3.C.1, 1.3.C.2.ii; OpenStax Psychology 2e 4.5 | review |
| psych-w02-1#17 | stretch | A drug blocks the reabsorption of a neurotransmitter whose messages normally move the receiving neuron away from its threshold. Predict the effect on the next action potential and justify it. | The next action potential becomes even less likely - the drug prolongs an inhibitory message | The next action potential becomes more likely | CED EK 1.3.B.2, 1.3.C.1; OpenStax Psychology 2e 3.2 | review |
| psych-w02-1#18 | stretch | A patient with multiple sclerosis has lost large amounts of the myelin sheath from axons throughout the nervous system, while the neurons themselves are intact. Her records list disturbed sight, weakened muscles in both legs, unsteady movement and balance, patches of numbness in one arm, and difficulty with thinking and memory. A classmate concludes that her neurons can no longer fire at all. Evaluate that conclusion against the symptoms listed. | The conclusion is wrong. The listed symptoms are partial, selective deficits in particular functions, which is what slowed and disrupted transmission produces; neurons that could not fire at all would not produce a selective list like this but a total loss of every function those pathways serve | Correct - without myelin the neuron cannot fire | CED EK 1.3.A.1, 1.3.B.1; OpenStax Psychology 2e 3.2; OpenStax Microbiology 19.2 | unverified |
| psych-w02-1#19 | stretch | The CED names two disorders that can follow disruptions to neural transmission, and both can produce muscle weakness. In one, the myelin sheath on axons is lost throughout the nervous system; in the other, autoantibodies occupy acetylcholine receptors in the synaptic cleft at neuromuscular junctions. Which of the two disrupts transmission at the synapse rather than conduction along the axon, and name it. | Myasthenia gravis - the receptor blockade sits at the synapse, whereas multiple sclerosis degrades conduction along the axon | Multiple sclerosis | CED EK 1.3.B.1, 1.3.B.2; OpenStax Psychology 2e 3.2; OpenStax Microbiology 19.2 | review |
| psych-w02-2#0 | warmup | The CED lists the members of the limbic system by name. How many structures are on that list, and which are they? | Five: the thalamus, hypothalamus, pituitary gland, hippocampus, and amygdala | CED EK 1.4.A.4 | match | |
| psych-w02-2#1 | warmup | A patient's eyes and optic pathways are healthy, but after a head injury they can no longer make sense of what they see. Which lobe is damaged? | The occipital lobes, located in the rear of the brain | CED EK 1.4.A.4.i | unverified | |
| psych-w02-2#2 | warmup | Which two types of scan does the CED name in its statement on how research on the brain is done? | EEG and fMRI | CED EK 1.4.A.7 | match | |
| psych-w02-2#3 | real | After surgery intended to control severe seizures, a patient's seizures become far milder, but from then on he can no longer build new memories of many kinds, while older memories and general reasoning remain. Which structure was removed? | The hippocampus | The amygdala | CED EK 1.4.A.4, 1.4.A.7 (case studies); OpenStax Psychology 2e 3.4 | match |
| psych-w02-2#4 | real | A patient can recall the events of a frightening night in full detail but reports feeling nothing about them, and no longer shows an emotional reaction to reminders of it. Which limbic structure is most likely damaged? | The amygdala | The hippocampus | CED EK 1.4.A.4; OpenStax Psychology 2e 3.4 | match |
| psych-w02-2#5 | real | A patient can no longer keep body temperature, appetite, or blood pressure within their normal range. Which limbic structure is most likely damaged? | The hypothalamus | The thalamus | CED EK 1.4.A.4; OpenStax Psychology 2e 3.4 | match |
| psych-w02-2#6 | real | A patient's movements have become clumsy and badly timed and they cannot keep their balance, while sensation, language and memory are intact. Which structure is damaged? | The cerebellum | The motor cortex | CED EK 1.4.A.3, 1.4.A.4.iv | unverified |
| psych-w02-2#7 | real | After a head injury, a patient's breathing and heartbeat can no longer run automatically and must be supported, while sensation, voluntary movement and language are unaffected. Which structure is damaged? | The brain stem - the CED names the medulla within it, so either 'brain stem' or 'medulla' identifies it | The hypothalamus | CED EK 1.4.A.1; OpenStax Psychology 2e 3.4 | unverified |
| psych-w02-2#8 | real | After a stroke a patient understands everything said to them and follows instructions correctly, but cannot produce fluent speech. Which language area is damaged? | Broca's area | Wernicke's area | CED EK 1.4.A.5.i | match |
| psych-w02-2#9 | real | One of the thalamus and the hypothalamus routes incoming sensory information onward to other areas for processing, with smell the single exception. Which one is it? | The thalamus | The hypothalamus | CED EK 1.6.D.1 (thalamus routing, smell exception); EK 1.4.A.4 (limbic membership); OpenStax Psychology 2e 3.4 | unverified |
| psych-w02-2#10 | real | A split-brain patient whose corpus callosum has been severed is shown a word in the left visual field only, and cannot say what the word was. Why not? | Contralateral organization sends left-visual-field information to the right hemisphere; language areas are typically in the left hemisphere, and with the corpus callosum cut the right hemisphere cannot pass the information across to the side that produces speech | The patient did not see the word - the right hemisphere is effectively blind | CED EK 1.4.A.5, 1.4.A.5.i, 1.4.A.5.ii | review |
| psych-w02-2#11 | real | A researcher wants to find out which brain area supports a particular ability, but cannot ethically damage a healthy person's brain to find out. A patient is available who already lost that ability after a stroke damaged one area. Studying that patient in depth falls under which of the three categories of brain research the CED names? | A case study | A surgical procedure such as lesioning | CED EK 1.4.A.7; Topic 1.4 suggested skills 2.C and 2.D (Unit 1 at a Glance, p. 31) | unverified |
| psych-w02-2#12 | real | Topic 1.4 carries the CED's research-ethics skill, 2.D. Of the three categories of brain research the CED names for this topic, which one most directly raises the ethical question that skill asks about? | Surgical procedures, such as lesioning | Scans such as fMRI | CED EK 1.4.A.7; Topic 1.4 suggested skill 2.D (Unit 1 at a Glance, p. 31) | unverified |
| psych-w02-2#13 | stretch | A split-brain patient shown a word in the left visual field cannot say what it was. A classmate concludes the patient's right hemisphere cannot receive visual information at all. Using the CED's split-brain method, describe a test that would refute this, and state what the result would show. | Ask the patient to reach with the LEFT hand, which the right hemisphere controls, and select the named object from a hidden set. Correct selection shows the right hemisphere did receive and use the information, and that only the route to the speech-producing left hemisphere was missing | Show the word in the right visual field and see whether the patient can name it - if they can, the right hemisphere is fine | CED EK 1.4.A.5, 1.4.A.5.i, 1.4.A.5.ii; Suggested Skill 2.C | review |
| psych-w02-2#14 | stretch | A student's revision sheet lists PET and CT as brain-imaging methods to know for the AP Psychology Exam. Check that list against the CED's required content on brain research and say what the sheet gets wrong. | The CED's research-methods statement gives three categories: scans, naming EEG and fMRI; case studies; and surgical procedures such as lesioning. PET and CT appear in none of them, and the sheet has also dropped two of the three categories that do count - case studies and surgical procedures | The sheet is fine, and possibly better than the CED - PET and CT are real brain-imaging methods so they are worth knowing either way | CED EK 1.4.A.7; Unit 1 at a Glance p. 31 | review |
| psych-w02-2#15 | stretch | Months after a stroke damaged a region of her cortex, a patient recovers much of a function she had lost. A classmate says this proves the damaged tissue regrew. Name the CED concept that actually explains the recovery and say what it predicts instead. | Brain plasticity - the brain's ability to rewire itself or modify or create new connections; it predicts that the lost function was taken over by a DIFFERENT part of the brain, not that the damaged tissue regenerated | The damaged cortical tissue regrew and resumed its old job | CED EK 1.4.A.6 | review |
| psych-w02-3#0 | warmup | How many neurotransmitters are on the CED's tested list for AP Psychology, and can you name them? | 8: dopamine, serotonin, norepinephrine, glutamate, GABA, endorphins, substance P, and acetylcholine | CED EK 1.3.B.2 | review | |
| psych-w02-3#1 | warmup | Adrenaline, leptin, ghrelin, melatonin and oxytocin form one of the CED's closed lists. How many entries does it have, and what does the CED say these chemicals do relative to the nervous system? | 5 entries; they perform actions similar to neurotransmitters, but outside the nervous system - they are the tested hormones | CED EK 1.3.B.3 | review | |
| psych-w02-3#2 | real | You step on something sharp and your leg withdraws before you consciously feel anything. Which three types of neuron does the CED say work together in the spinal cord to create this? | Sensory neurons, motor neurons, and interneurons - 3 types | Central, peripheral, and autonomic | CED EK 1.3.A.2 | review |
| psych-w02-3#3 | real | A drug typically causes decreased neural activity. Which of the CED's four psychoactive drug categories is it, and what example does the CED give? | A depressant; the CED's example is alcohol | An opioid, such as heroin | CED EK 1.3.C.2.i-iv | review |
| psych-w02-3#4 | real | After an injury a patient can move and speak but can no longer plan a multi-step task, inhibit impulses, or organize their week. Which lobe is damaged, and which region within it does the CED single out for these abilities? | The frontal lobes; the CED singles out the prefrontal cortex | The parietal lobes | CED EK 1.4.A.4.iii-iv | match |
| psych-w02-3#5 | real | Where does the CED locate the motor cortex, and where does it locate the somatosensory cortex? | The motor cortex is at the rear of the frontal lobes; the somatosensory cortex is in the parietal lobes | Both are in the parietal lobes | CED EK 1.4.A.4.iii-iv | match |
| psych-w02-3#6 | stretch | A person needs steadily larger doses of a drug to get the effect that earlier, smaller doses gave. When he stops taking it, he has no withdrawal symptoms at all. Under the CED's statement on psychoactive drug use, which of tolerance and addiction has he definitely developed? | Tolerance | Addiction | CED EK 1.3.C.3 | match |
| psych-w02-3#7 | stretch | The CED groups the reticular activating system and the brain's reward center together and gives the pair one shared list of functions. What is on that list? | Alertness, some voluntary movement, eye movement, and some types of learning, cognition, and emotion | Alertness belongs to the brain stem and the reward and emotion functions belong to the amygdala | CED EK 1.4.A.2 | match |
| psych-w02-4#0 | warmup | Givens. (1) The CED defines the bystander effect as a phenomenon that 'demonstrates that situational and attentional variables predict whether someone is likely to help another person' (EK 4.3.C.2), and files it under prosocial behavior. (2) The CED lists diffusion of responsibility among the effects of being in a group (EK 4.3.B.2) but does not define it; the standard definition is that the obligation to act is shared out across a group's members until nobody carries enough of it to act. A commuter collapses on a busy station platform. Many people notice, but everyone is looking at their phones or wearing headphones, and nobody stops. No one says anything about who ought to help. Of the bystander effect and diffusion of responsibility, which does this scenario name? | The bystander effect | CED EK 4.3.C.2 (quoted in stem), 4.3.B.2 | unverified | |
| psych-w02-4#1 | warmup | Givens. (1) The CED defines the bystander effect as a phenomenon that 'demonstrates that situational and attentional variables predict whether someone is likely to help another person' (EK 4.3.C.2), and files it under prosocial behavior. (2) The CED lists diffusion of responsibility among the effects of being in a group (EK 4.3.B.2) but does not define it; the standard definition is that the obligation to act is shared out across a group's members until nobody carries enough of it to act. Five housemates all walk past the overflowing bin for three days and none takes it out; each assumed one of the others would. Nobody needs help and nobody is in distress. Of the bystander effect and diffusion of responsibility, which names this? | Diffusion of responsibility | CED EK 4.3.B.2 | unverified | |
| psych-w02-4#2 | real | Givens. (1) The CED defines the bystander effect as a phenomenon that 'demonstrates that situational and attentional variables predict whether someone is likely to help another person' (EK 4.3.C.2), and it never mentions how many bystanders are present. (2) Most textbooks define the term more narrowly, as requiring other bystanders to be present. (3) On the AP exam the CED's definition is the authority. (4) The CED lists diffusion of responsibility among the effects of being in a group (EK 4.3.B.2); the standard definition is that the obligation to act is shared out across a group's members until nobody carries enough of it to act. Scenario: a student walks alone down an empty corridor, passes someone slumped against a locker, glances down at their phone and keeps walking. Nobody else is anywhere nearby. Applying the CED's definition, does this case fall under the bystander effect, under diffusion of responsibility, or under neither? | Under the bystander effect - an attentional variable predicted the failure to help. Diffusion of responsibility does not apply, because with a single witness there is no group for the obligation to act to be shared across. Under the narrower textbook definition the answer would be neither, which is why given (3) tells you which definition governs | Diffusion of responsibility | CED EK 4.3.C.2 (quoted in stem), 4.3.B.2 | unverified |
| psych-w02-4#3 | real | Givens. (1) The CED defines the bystander effect as a phenomenon that 'demonstrates that situational and attentional variables predict whether someone is likely to help another person' (EK 4.3.C.2), and files it under prosocial behavior. (2) The CED lists diffusion of responsibility among the effects of being in a group (EK 4.3.B.2) but does not define it; the standard definition is that the obligation to act is shared out across a group's members until nobody carries enough of it to act. A committee of eight is asked to submit one report by Friday. It is never submitted; each member later says they assumed another member had it covered. Nobody needed help and nobody was in distress at any point. Of the bystander effect and diffusion of responsibility, which applies? | Diffusion of responsibility - the bystander effect does not apply | The bystander effect | CED EK 4.3.B.2, 4.3.C.2 | unverified |
| psych-w02-4#4 | real | Givens. (1) The CED defines the bystander effect as a phenomenon that 'demonstrates that situational and attentional variables predict whether someone is likely to help another person' (EK 4.3.C.2), and files it under prosocial behavior. (2) The CED lists diffusion of responsibility among the effects of being in a group (EK 4.3.B.2) but does not define it; the standard definition is that the obligation to act is shared out across a group's members until nobody carries enough of it to act. In a crowded food court someone begins choking. Nobody intervenes. A witness later says 'I assumed a doctor in the crowd would already be handling it.' Of the bystander effect and diffusion of responsibility, which one does the witness's own explanation describe? | Diffusion of responsibility | The bystander effect | CED EK 4.3.B.2, 4.3.C.2 | unverified |
| psych-w02-4#5 | real | Given: The CED defines the bystander effect as a phenomenon that 'demonstrates that situational and attentional variables predict whether someone is likely to help another person' (EK 4.3.C.2), and files it under prosocial behavior. Two identical collapses. In a near-empty park, the one other person present helps within seconds. In a packed square, a hundred people see it and nobody helps. State the generalization about the number of bystanders that this pair illustrates, and say whether the CED's definition above names it. | The generalization is that help from any one witness becomes less likely as the number of witnesses grows. The CED's own definition does not name crowd size - it names situational and attentional variables, of which the number of bystanders is one situational variable | The people in the packed square were less caring than the person in the park | CED EK 4.3.C.2, 4.1.A.3; OpenStax Psychology 2e 12.6 | unverified |
| psych-w02-4#6 | real | Givens. (1) The CED defines the bystander effect as a phenomenon that 'demonstrates that situational and attentional variables predict whether someone is likely to help another person' (EK 4.3.C.2), and files it under prosocial behavior. (2) The CED lists diffusion of responsibility among the effects of being in a group (EK 4.3.B.2) but does not define it; the standard definition is that the obligation to act is shared out across a group's members until nobody carries enough of it to act. Someone collapses in a crowded gym and nobody moves. A bystander then points at one specific person and says 'you - call an ambulance now.' That person immediately does. Of the bystander effect and diffusion of responsibility, which one does singling out an individual most directly defeat? | Diffusion of responsibility - naming one individual stops the obligation to act being spread across the group, so it now rests on a single person who cannot pass it on | The bystander effect | CED EK 4.3.B.2, 4.3.C.2 | unverified |
| psych-w02-4#7 | stretch | Given: The CED defines the bystander effect as a phenomenon that 'demonstrates that situational and attentional variables predict whether someone is likely to help another person' (EK 4.3.C.2), and files it under prosocial behavior. A student's revision sheet defines the bystander effect as 'the more people who are watching, the less likely help is' - which is the standard definition found in most textbooks, and a well-supported one. Given the CED's wording above, what does the exam's definition cover that the textbook one does not? | The CED's definition covers attentional variables as well as situational ones, so it reaches cases the crowd-size definition cannot - a witness who failed to help because they never noticed the event or never read it as an emergency, including cases with only one witness present. Crowd size is one situational variable, not the whole predictor set | The sheet is simply wrong about what the bystander effect is | CED EK 4.3.C.2; OpenStax Psychology 2e 12.6 | unverified |
| psych-w02-4#8 | stretch | A student's revision sheet states that 38 witnesses to the 1964 killing of Kitty Genovese all did nothing, and offers the case as the evidence for the bystander effect. Later scholarship has documented that the original newspaper reporting of the case was inaccurate, including on whether witnesses intervened. Given that, what is wrong with citing the case as the evidence for the effect? | A news account whose details have been shown to be inaccurate cannot serve as an evidence base. The case is what prompted the research; the evidence is the research that followed it, and that is what a claim about the effect should cite | There is no problem - the 38-witness case is the classic study demonstrating the bystander effect | CED EK 4.3.C.2; OpenStax Psychology 2e 12.6 citing Kassin (2017) and Latane and Darley (1968) | unverified |
| psych-w02-5#0 | warmup | A baby stops looking for a rattle the moment it is covered by a blanket, as though it no longer exists. Which of Piaget's four stages is the baby in? | The sensorimotor stage | CED EK 3.4.A.1.i | match | |
| psych-w02-5#1 | real | Kai watches the same juice poured from a short wide glass into a tall thin one and insists the tall glass now holds more. Which stage is Kai in? | The preoperational stage | The concrete operational stage | CED EK 3.4.A.1.ii-iii; OpenStax Psychology 2e 9.2 | match |
| psych-w02-5#2 | real | Noor solves the juice-pouring problem correctly, explains that pouring it back would restore it exactly, and sorts a card deck by colour and number at once. Asked what school would be like if gravity worked sideways, she says the question is silly and refuses to engage. Which stage is Noor in? | The concrete operational stage | The formal operational stage | CED EK 3.4.A.1.iii-iv; OpenStax Psychology 2e 9.2 | match |
| psych-w02-5#3 | real | Theo is asked what would happen if his school changed its grading rule, and works through two rules that have never been used anywhere, predicting how students would change their studying under each. Which stage is Theo in? | The formal operational stage | Whichever stage the memorized age band assigns to a student of Theo's apparent age | CED EK 3.4.A.1.iii-iv | match |
| psych-w02-5#4 | real | Mira is 7 and cannot conserve liquid quantity. A revision sheet says the preoperational stage runs 'ages 2 to 7', so a classmate argues Mira is right on the boundary and it is impossible to say which stage she is in. What is wrong with settling this by age? | The CED assigns stages by developmental spans and by what children can and cannot do, giving no numeric ages at all - and the numeric ages that appear in textbooks are not consistent between sources, with OpenStax placing preoperational at 2-6 and concrete operational at 7-11. Mira fails conservation, a preoperational marker, so she is placed as preoperational on the capability evidence | It is genuinely ambiguous - at exactly 7 she could be either stage | CED EK 3.4.A.1.ii-iii; OpenStax Psychology 2e 9.2 | review |
| psych-w02-5#5 | real | A toddler who calls every four-legged animal 'doggy' meets a cat for the first time and calls it 'doggy'. Is that assimilation or accommodation? | Assimilation | Accommodation | CED EK 2.2.A.2 (definitions); EK 3.4.A.1 (named in the Piaget context) | match |
| psych-w02-5#6 | stretch | A child engages in elaborate pretend play with her toys AND cannot work out that a flattened ball of clay could be rolled back into a ball. A classmate says the pretend play is what identifies her stage. Using the CED's own phrasing, say which observation is diagnostic and why. | The failure is diagnostic, not the pretend play: the CED states the preoperational stage is identified more by cognitive tasks children cannot perform, such as conservation and reversibility, than by those they exhibit, such as animism and egocentrism - and pretend play and mental symbols persist into later stages, so they cannot rule a later stage out | The pretend play identifies her as preoperational | CED EK 3.4.A.1.ii-iii | review |
| psych-w02-5#7 | stretch | A student claims Piaget's theory predicts every adult reasons abstractly, so any adult who cannot handle a hypothetical must have something wrong with them. Evaluate the claim against the CED's required content. | The claim is wrong: the CED states that Piaget proposed not all people achieve formal operational thinking, so an adult who does not reason hypothetically is something the theory itself anticipates rather than evidence of a disorder | The claim is correct - all cognitively healthy adults reach formal operational thinking | CED EK 3.4.A.1.iv | review |
| psych-w02-6#0 | warmup | How many units does the current AP Psychology course have, and how many topics are there in total across them? | 5 units and 35 topics | CED Course at a Glance, Course Framework V.1 pp. 21-22 | match | |
| psych-w02-6#1 | real | The multiple-choice section has 75 questions, and each unit is weighted 15-25% of that section. About how many multiple-choice questions should you expect from Unit 1? | About 12 to 18 questions (75 x 0.15 = 11.25 up to 75 x 0.25 = 18.75) | 15 to 25 questions | CED Exam Overview p. 147; unit weighting table p. 148 | mismatch |
| psych-w02-6#2 | real | Section I is 75 multiple-choice questions in 90 minutes. What is the average time available per question? | 1.2 minutes, which is 72 seconds | 0.9 minutes, or 54 seconds per question | CED Exam Overview p. 147 | match |
| psych-w02-6#3 | real | Section II is 70 minutes for 2 free-response questions. The Article Analysis Question allows 25 minutes including a 10-minute reading period, and the Evidence-Based Question allows 45 minutes including a 15-minute reading period. How much of Section II is actual writing time? | 45 minutes of writing: 15 minutes on the Article Analysis Question and 30 on the Evidence-Based Question | 70 minutes of writing, with 25 further minutes of reading on top, for 95 minutes total | CED Exam Overview p. 147; Section II: Free-Response pp. 148-149 | review |
| psych-w02-6#4 | real | All five units are weighted 15-25% of the multiple-choice section. A student reasons that since the weightings must total 100%, four units could take 25% each and leave the fifth at 0%. Show why that cannot happen. | No unit can fall below its 15% floor, so four units at 25% each would need 4 x 25 + 15 = 115%, which exceeds 100. The bands are per-unit limits, not an allocation to be divided up: 5 x 15 = 75 and 5 x 25 = 125, so the bands bracket 100% rather than partitioning it | Yes - four units at 25% and one at 0% is possible, so a unit could go unexamined | CED unit weighting table p. 148 | review |
| psych-w02-6#5 | stretch | A student plans to skip Unit 5 because it comes last and has the fewest topics, so 'it must be the smallest part of the exam'. Check that against the CED's weighting table and topic counts, and state what the numbers actually imply. | Unit 5 carries the same 15-25% band as every other unit despite holding only 5 of the course's 35 topics (14.3%), so per topic it is the most heavily weighted unit in the course - about 1.8 times Unit 3, which carries 9 topics for the same band. Skipping it forfeits up to a quarter of the multiple-choice section | Unit 5 is the smallest part of the exam and is safe to skip | CED unit weighting table p. 148; Course at a Glance pp. 21-22 | review |
| psych-w02-6#6 | stretch | The multiple-choice section's Science Practice weighting is Concept Application 65%, Research Methods and Design 25%, Data Interpretation 10%. Of the 75 multiple-choice questions, how many should a student expect to be straight recall of definitions? | The CED states no figure for recall - the inference available is that its three named practices account for the whole section between them, and none of the three is a recall category. About 49 questions (65% of 75 is 48.75) fall under Concept Application, which means applying a concept to a described scenario | Most of the 75 questions, since multiple-choice questions test definitions | CED Science Practice weighting table p. 148; Unit 1 Preparing for the AP Exam p. 30 | review |
| post | type / format / style | hook | CTA | caption | copy |
|---|---|---|---|---|---|
| psych-w02-mon-a mon empty | concept explainer | a neuron has no volume knob AP Psych 101: the action potential 5/statement_metaphor · AP PSYCH UNIT 1 | follow for more 1/follow_for_more @last | no scene script | |
| psych-w02-mon-b mon-2 empty | concept carousel paper_snapshot | limbic system cheat sheet save this before your first test 3/cheat_sheet | we got more for you on our app 2/app_more @last | hook: limbic system cheat sheet hook_sub: save this before your first test page 1: {"heading": "the CED's limbic system = 5 structures", "lines": ["thalamus", "hypothalamus", "pituitary gland", "hippocampus", "amygdala"], "note": "the CED only names them. the jobs come from the textbook"} page 2: {"heading": "the pair everyone swaps #1", "lines": ["hippocampus = FORMS new memories", "amygdala = adds the emotion to them", "the amygdala colours a memory, it does not create one"]} page 3: {"heading": "the pair everyone swaps #2", "lines": ["thalamus = switchboard, every sense but smell passes through", "hypothalamus = keeps body temp, hunger, blood pressure steady", "the prefix does not tell you the job"]} page 4: {"heading": "how the test asks it: symptom -> structure", "lines": ["can't form new memories -> hippocampus", "remembers it but feels nothing -> amygdala", "body temp all over the place -> hypothalamus"]} | |
| psych-w02-tue-a tue empty | concept carousel side_peek | split-brain patients, explained: why he can't say the word he just saw 3/topic_explained | follow for more! 1/follow_for_more @last | 1. [hook] split-brain patients, explained: | why he can't say the word he just saw 2. [teach] why can't he say the word he just saw? | his corpus callosum was cut to stop severe seizures, so the two hemispheres no longer talk / the word flashed in his LEFT visual field, so it landed in the RIGHT hemisphere / language sits in the LEFT hemisphere (Broca's, Wernicke's). the word is stranded on the wrong side 3. [teach] so did he even see it? | yes. ask him to pick the object with his LEFT hand, which the right hemisphere controls. he picks right / the information arrived and got used. it just could not reach the side that talks / that is hemispheric specialization: a skill lives on one side. neither side is blind | |
| psych-w02-tue-b tue-2 empty | application explainer | agonist does not mean stimulant agonist, antagonist, reuptake inhibitor: how to tell 5/x_does_not_mean_y · AP PSYCH UNIT 1 | we got more for you on our app 2/app_more @last | no scene script | |
| psych-w02-wed-a wed empty | application carousel paper_snapshot | how to never lose points on a drug question: 4/never_lose_points | follow for more 1/follow_for_more @last | hook: how to never lose points on a drug question: method: 1. name the mechanism / 2. ask what that transmitter DOES / 3. only then predict the outcome worked 1: drug 1: an agonist of GABA / agonist = boosts its activity / GABA damps the brain down worked 2: so the person gets calmer / 'agonists encourage firing' / predicts the opposite worked 3: drug 2: blocks the receptors / nothing binds, no push arrives / = an antagonist your turn: Cocaine blocks dopamine being reabsorbed. Which of the three categories? -> reabsorption = reuptake / the drug blocks it; reuptake inhibition | |
| psych-w02-wed-b wed-2 empty | application carousel polished | how to skip neuron parts in test and still score high: 4/how_to_exact_tool | we got more for you on our app 2/app_more @last | 1. [hook] how to skip neuron parts in test and still score high: 2. [teach] the CED says it itself | Unit 1 multiple choice focuses on functions, not structures / you will not be asked to identify parts of the neuron / axon, dendrite, myelin: not even in the required content 3. [teach] learn these 6 words instead (1/2) | resting potential: the steady baseline between signals / threshold: the level a stimulus has to reach / depolarization: the charge flips and it fires 4. [teach] learn these 6 words instead (2/2) | all-or-none: it fires at full size or not at all. a 3x stimulus = the same spike / refractory period: right after firing it will not fire again, however strong the signal / reuptake: the sending neuron pulls its transmitter back out of the synapse 5. [teach] and the one thing they actually test | something changes at the synapse. does the NEXT action potential get more or less likely? / more likely = excitatory. less likely = inhibitory / read what the transmitter does first, then apply the drug. that is the whole game | |
| psych-w02-thu-a thu empty | practice countdown | which neurotransmitter is missing? 3 symptoms, 3 seconds each 1/which_x_is_missing | follow for more 1/follow_for_more @last | no scene script | |
| psych-w02-thu-b thu-2 empty | practice carousel paper_snapshot | can you survive as an AP Psych student? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as an AP Psych student? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as an AP Psych student! intro_sub: try to get as many correct as possible Q1: Before any stimulus arrives, a neuron sits at a steady baseline charge. What is that state called? [A. threshold | B. resting potential | C. refractory period | D. action potential] -> B; no stimulus yet / charge is steady / primed but not firing / resting potential; B is correct Q2: A neuron fires at threshold. A stimulus 3x stronger arrives. How big is that action potential? [A. 3x bigger | B. slightly bigger | C. the same size | D. smaller] -> C; firing is all-or-nothing / threshold reached = it fires / stronger = a faster RATE / the same size; C is correct Q3: Cocaine blocks dopamine being reabsorbed by the neuron that released it. Which drug action is that? [A. agonist | B. antagonist | C. reuptake inhibitor | D. depressant] -> C; reabsorption = reuptake / the drug blocks it / dopamine stays in the cleft / reuptake inhibitor; C is correct Q4: One brain cell handles structure, insulation, communication and waste. Which cell is it? [A. neurons | B. axons | C. dendrites | D. glial cells] -> D; neurons carry the signal / these four jobs support it / support cells of the brain / glial cells; D is correct | |
| psych-w02-fri-a fri empty | practice carousel sketch_light | can you name all 3 damaged structures? from the symptom only 1/name_all_n | wanna see the other 3? Follow for more! 1/follow_for_more @last | 1. [hook] can you name all 3 damaged structures? | from the symptom only 2. [question] which structure was removed? | after surgery for his seizures he can no longer form new memories. old memories and reasoning are fine. 3. [answer] the hippocampus | what failed is FORMING memories, and that is the hippocampus. the amygdala only adds the emotion to them | graphic: brain 4. [question] which structure is damaged? | her movements are clumsy and badly timed and she cannot keep her balance. speech, memory and sensation are fine. 5. [answer] the cerebellum | coordination and balance = cerebellum. the motor cortex PRODUCES movement, it does not coordinate it | graphic: brain 6. [question] which language area is damaged? | after a stroke he understands everything and follows instructions, but cannot produce fluent speech. 7. [answer] Broca's area | comprehension is intact, so it is not Wernicke's. production = Broca's area, left hemisphere | graphic: brain | |
| psych-w02-sat sat empty | practice carousel blackbox | how far can you get in this synapse quiz? 4 events. most people stop at 2 1/how_far_quiz | Enjoy the quiz? Follow for more! 1/follow_for_more @last | 1. [hook] how far can you get in this synapse quiz? | 4 events. most people stop at 2 2. [question] excitatory or inhibitory? | a neurotransmitter binds and moves the receiving neuron's charge CLOSER to threshold. 3. [answer] excitatory | closer to threshold = the next action potential is more likely. that is the CED's definition, no transmitter name needed 4. [question] net effect: excitatory or inhibitory? | a drug blocks the receptors for a transmitter that normally pushes the neuron toward threshold. 5. [answer] inhibitory | the push never arrives, so the next action potential is LESS likely. the transmitter's own label does not carry through 6. [question] net message: excitatory or inhibitory? | two messages arrive at once. one pushes toward threshold, one pulls away. the neuron does not fire. 7. [answer] inhibitory | the CED decides by outcome. it did not fire, so firing got less likely. one excitatory input does not make the net excitatory 8. [question] what happens to the next action potential? | a drug blocks reuptake of a transmitter whose messages pull the neuron AWAY from threshold. 9. [answer] even less likely | the inhibitory message stays in the synapse longer. reuptake inhibition amplifies whatever direction was already there | |
| psych-w02-sun sun empty | practice carousel blackbox | do you still know unit 1? 4 questions, score yourself 1/do_you_still_know | Enjoy the quiz? Follow for more! 1/follow_for_more @last | 1. [hook] do you still know unit 1? | 4 questions, score yourself 2. [question] how many are on it? name as many as you can. | the CED tests a closed list of neurotransmitters. 3. [answer] 8 | dopamine, serotonin, norepinephrine, glutamate, GABA, endorphins, substance P, acetylcholine. the exam addresses only these 4. [question] which 3 neuron types made that happen? | you step on something sharp and your leg pulls back before you feel anything. 5. [answer] sensory, motor, interneurons | the reflex arc: the CED's spinal-cord example of the three types working together 6. [question] which of the CED's 4 drug categories, and what is the CED's example? | a drug typically DEcreases neural activity. 7. [answer] a depressant. alcohol | stimulants increase activity (caffeine, cocaine), hallucinogens distort perception (marijuana), opioids relieve pain (heroin) 8. [question] where does the CED put the motor cortex, and where the somatosensory cortex? | two strips of cortex sit side by side in every diagram. 9. [answer] motor: rear of the FRONTAL lobes. somatosensory: PARIETAL lobes | neighbours in the picture, different lobes on the exam. sensory in parietal, motor in frontal |
units 8 [drafted:8] questions 38/47 verified posts 12 [drafted:9 empty:3] hooks 12/12 copy 9/9 captions 0/12
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| bio-w02-1#0 | warmup | A fatty acid tail contains one carbon-carbon double bond. What does that double bond do to the shape of the carbon chain? | It causes the carbon chain to kink (bend). | CED 1.5.A.1.ii | unverified | |
| bio-w02-1#1 | real | Six fatty acid tails are described. A: 16 carbons, all carbon-carbon bonds single. B: 18 carbons, all carbon-carbon bonds single. C: 14 carbons, all carbon-carbon bonds single. D: 18 carbons, one carbon-carbon double bond. E: 20 carbons, all carbon-carbon bonds single. F: 12 carbons, all carbon-carbon bonds single. Which one is the unsaturated tail? | D. | E | CED 1.5.A.1.i-ii | match |
| bio-w02-1#2 | real | A mammal living in a cold climate stores a thick layer of fat under its skin. Besides storing energy, what does the course credit that fat with providing? | Insulation, which helps keep the mammal warm. | Structural stability | CED 1.5.A.2.i | unverified |
| bio-w02-1#3 | real | In an animal cell membrane, one kind of lipid groups together to form the bilayer itself. A different lipid gives that membrane its structural stability. Name the lipid that provides the structural stability. | Cholesterol. | Phospholipid | CED 1.5.A.2.iii-iv | match |
| bio-w02-1#4 | stretch | Three lipids are built from fatty acid tails that differ only in their carbon-carbon double bonds: Lipid J's tails have none, Lipid K's tails have one each, and Lipid L's tails have four each. Rank the three from most solid to most liquid at room temperature. | Lipid J (most solid), then Lipid K, then Lipid L (most liquid). | Lipid J is most solid, and Lipids K and L are equally liquid | CED 1.5.A.1.iii-iv | unverified |
| bio-w02-2#0 | warmup | A nucleic acid is single stranded and its nucleotides contain ribose and uracil. Is it DNA or RNA? | RNA. | CED 1.6.A.4.i-iii | match | |
| bio-w02-2#1 | warmup | A nucleic acid is double stranded and its nucleotides contain deoxyribose and thymine. Is it DNA or RNA? | DNA. | CED 1.6.A.4.i-iii | match | |
| bio-w02-2#2 | real | A single-stranded nucleic acid is built from nucleotides containing ribose, and the only bases reported in the fragment are adenine, guanine and cytosine. Is it DNA or RNA? | RNA. | Cannot be determined | CED 1.6.A.4.i | match |
| bio-w02-2#3 | real | A lab has a double-stranded nucleic acid fragment and knows only that it contains cytosine and guanine. There is time for exactly one more test: the lab can identify the five-carbon sugar in the nucleotides, or it can count how many strands the molecule has. Which test settles whether the fragment is DNA or RNA? | Identifying the five-carbon sugar - deoxyribose means DNA, ribose means RNA. | Counting the number of strands | CED 1.6.A.4.i and 1.6.A.4.iii | review |
| bio-w02-2#4 | real | A nucleic acid sample has this base composition: adenine 24%, guanine 26%, cytosine 26%, uracil 24%. Is it DNA or RNA? | RNA. | DNA | CED 1.6.A.3-1.6.A.4.ii | match |
| bio-w02-2#5 | stretch | A nucleic acid is single stranded, and its nucleotides contain deoxyribose and thymine. Is it DNA or RNA? | DNA. | RNA | CED 1.6.A.4.i-iii | match |
| bio-w02-2#6 | stretch | A nucleic acid is double stranded, and its nucleotides contain ribose. Is it DNA or RNA? | RNA. | DNA | CED 1.6.A.4.i and 1.6.A.4.iii | match |
| bio-w02-2#7 | real | A DNA strand reads 5'-ATGGCATC-3'. Write its complementary strand in the 5'-to-3' direction. | 5'-GATGCCAT-3'. | 5'-TACCGTAG-3' | CED 1.6.A.3 | match |
| bio-w02-2#8 | real | In a double-stranded DNA sample, 22% of the bases are adenine. What percentage of the bases are guanine? | 28%. | 22% | CED 1.6.A.3 | match |
| bio-w02-2#9 | stretch | A growing nucleic acid strand currently reads 5'-GGCA-3'. The next nucleotide is added during synthesis. Is it attached next to the G at the left-hand end or next to the A at the right-hand end? | Next to the A at the right-hand end, because that is the 3' end. | Next to the G at the left-hand (5') end | CED 1.6.A.2 | match |
| bio-w02-3#0 | warmup | Which type of bond joins two amino acids in a polypeptide, and which two functional groups react to form it? | A covalent peptide bond, formed between the carboxyl group of one amino acid and the amine group of the next. | CED 1.7.A.1 | review | |
| bio-w02-3#1 | real | A globular protein made of a single polypeptide is heated until it loses its shape and stops working. Which levels of its structure are lost, and which level survives? | Secondary and tertiary structure are lost; primary structure survives. The protein has only one polypeptide, so it has no quaternary structure to lose. | All four levels are lost - the protein breaks down into individual amino acids | CED 3.2.A.1.i-ii with 1.7.A.1, calibrated against CED sample multiple-choice question 8 (trypsin and pH, printed pp. 205-206) | review |
| bio-w02-3#2 | real | A chemical agent breaks only the disulfide bridges inside a single-polypeptide protein. Which level of structure is directly disrupted? | Tertiary structure. | Secondary structure | CED 1.7.A.5 | match |
| bio-w02-3#3 | real | In a protein, one amino acid whose R group is hydrophilic and polar is replaced by an amino acid whose R group is hydrophobic and nonpolar. Which level of protein structure is changed by the substitution itself? | Primary structure. | Tertiary structure (or 'the protein is denatured') | CED 1.7.A.2-1.7.A.3 | match |
| bio-w02-3#4 | real | A pH change leaves the charged R groups of a single-polypeptide protein neutral, so the ionic interactions between them can no longer form. Which level of structure is directly disrupted? | Tertiary structure. | Quaternary structure | CED 1.7.A.5 with 3.2.A.1.i | match |
| bio-w02-3#5 | stretch | A protein made of four polypeptides separates into four individual subunits, and each separated subunit keeps its own folded three-dimensional shape. Which level of structure has been lost, and can the protein still function? | Quaternary structure has been lost; the protein cannot be relied on to function, because all four levels of structure determine a protein's function. | Tertiary structure is lost, or: nothing has been lost and the protein functions normally | CED 1.7.A.6 | review |
| bio-w02-3#6 | stretch | Two changes are made to two copies of the same protein. Copy 1 is heated above its optimal temperature until it unfolds. Copy 2 has one amino acid in its sequence replaced by a different amino acid. Which copy has had its primary structure changed? | Copy 2. | Copy 1 | CED 1.7.A.3 with 3.2.A.1.i and 3.2.A.2 | match |
| bio-w02-4#0 | warmup | A molecule's monomer is a monosaccharide. Which class of biological macromolecule is it? | A carbohydrate (a polysaccharide, or complex carbohydrate). | CED 1.4.A.1 | match | |
| bio-w02-4#1 | real | A monomer is described as a central carbon atom bonded to a hydrogen atom, a carboxyl group, an amine group and a variable side group. Which class of macromolecule is built from it? | Protein. | Nucleic acid | CED 1.7.A.1-1.7.A.2 | match |
| bio-w02-4#2 | real | A monomer consists of a five-carbon sugar, a phosphate and a nitrogenous base. Which class of macromolecule is built from it? | Nucleic acid. | Protein | CED 1.6.A.1 | match |
| bio-w02-4#3 | real | Three of the four classes of biological macromolecule are polymers: each is built by linking many copies of one kind of monomer. Which class is not built that way? | Lipids. | Nucleic acids | CED 1.5.A.1 against 1.4.A.1, 1.6.A.1, 1.7.A.1 | match |
| bio-w02-4#4 | stretch | Every monomer of a particular biological polymer contains both nitrogen and phosphorus. Which class of macromolecule is it? | Nucleic acid. | Protein | CED 1.2.A.1.ii-iii with 1.6.A.1 | match |
| bio-w02-5#0 | warmup | Of glycolysis, the Krebs cycle and the electron transport chain, which one breaks down glucose and produces pyruvate? | Glycolysis. | CED 3.5.B.1 | match | |
| bio-w02-5#1 | real | Of glycolysis, the Krebs cycle and the electron transport chain, which one takes place in the mitochondrial matrix? | The Krebs cycle. | The electron transport chain | CED 3.5.B.2-3.5.B.4 | match |
| bio-w02-5#2 | real | Of glycolysis, the Krebs cycle and the electron transport chain, in which one does oxygen accept electrons? | The electron transport chain. | The Krebs cycle | CED 3.5.A.3.i | match |
| bio-w02-5#3 | real | Of glycolysis, the Krebs cycle and the electron transport chain, in which one is NAD+ reduced to NADH and FAD reduced to FADH2? | The Krebs cycle. | Glycolysis | CED 3.5.B.1 against 3.5.B.2-3.5.B.3 | match |
| bio-w02-5#4 | real | Of glycolysis, the Krebs cycle and the electron transport chain, which one establishes a proton gradient across the inner mitochondrial membrane, leaving the matrix at a higher pH than the intermembrane space? | The electron transport chain. | The Krebs cycle | CED 3.5.B.5 with 3.5.A.3.ii | match |
| bio-w02-5#5 | stretch | A yeast cell has no oxygen available. Of glycolysis, the Krebs cycle and the electron transport chain, which one can still operate, and what process allows it to keep going? | Glycolysis, and fermentation is what allows it to keep going. | None of them - everything stops and no ATP is made | CED 3.5.B.6 with 3.5.A.3.i | match |
| bio-w02-6#0 | warmup | A human body cell divides and produces two cells, each with 46 chromosomes and genetically identical to the original. Mitosis or meiosis? | Mitosis. | CED 4.5.B.1 | match | |
| bio-w02-6#1 | real | In a human, one cell gives rise to four cells, and each of the four contains 23 chromosomes. Mitosis or meiosis? | Meiosis. | Mitosis (two rounds) | CED 5.1.A.1 with 5.1.B.1 | match |
| bio-w02-6#2 | real | An organism has a diploid number of 2n = 8. One of its cells has just completed meiosis I. How many chromosomes are in each of the two resulting cells? | 4. | 8 | CED 5.1.A.2.iii-iv with 4.5.A.1.iii | match |
| bio-w02-6#3 | real | In a dividing cell, homologous chromosomes are aligned as pairs along the metaphase plate. In which stage of which division is this cell? | Metaphase I of meiosis. | Metaphase of mitosis | CED 5.1.A.2.ii against 4.5.B.1.iv | unverified |
| bio-w02-6#4 | stretch | A cell is in anaphase. Each structure being pulled toward a pole is still made of two sister chromatids joined at a centromere. Which anaphase is this? | Anaphase I of meiosis. | Anaphase II of meiosis (or mitotic anaphase) | CED 5.1.A.2.iii against 5.1.A.3.iii and 4.5.B.1.v | match |
| bio-w02-7#0 | warmup | What share of the AP Biology exam score comes from the multiple-choice section, and how many questions is it? | 50% of the score, from 60 multiple-choice questions. | CED Exam Overview table, printed p. 197 | match | |
| bio-w02-7#1 | real | Section II of the AP Biology exam has six free-response questions, worth 9, 9, 4, 4, 4 and 4 points. How many points is Section II worth in total? | 34 points. | 36 points (6 questions x 6 points), or 26 from a mis-added sum | CED Exam Overview, Section II question types and points, printed p. 197 | match |
| bio-w02-7#2 | real | According to the CED's exam weighting table, which single unit carries the largest multiple-choice weighting range, and what is that range? | Unit 7, Natural Selection, at 13-20%. | Unit 8, Ecology (or a tie between Units 7 and 8) | CED exam weighting table, printed p. 198 | match |
| bio-w02-7#3 | stretch | Unit 8 Ecology is worth 10-15% of the multiple-choice section. Assuming every multiple-choice question belongs to exactly one unit, what is the smallest share of that section that Units 1 through 7 can account for together? | 85%. | 73% | CED exam weighting table, printed p. 198 | match |
| bio-w02-8#0 | warmup | Two monomers are joined by dehydration synthesis. What is removed from the monomers, and how much water is lost from the reactants? | A hydrogen ion is removed from one monomer and a hydroxyl group from the other, which is the equivalent of one water molecule lost from the reactants. | CED 1.3.A.2 | match | |
| bio-w02-8#1 | real | Five amino acids are joined into a single unbranched chain by dehydration synthesis. How many water molecules are lost from the reactants? | 4. | 5 | CED 1.3.A.2 with 1.7.A.1 | match |
| bio-w02-8#2 | real | In a test tube, a long polymer ends up as many separate monomers, and water is used up as this happens. Which reaction has taken place? | Hydrolysis. | Dehydration synthesis | CED 1.3.A.1 against 1.3.A.2 | unverified |
| bio-w02-8#3 | real | A polymer made of 12 monomers is broken down completely into its 12 individual monomers by hydrolysis. How many water molecules are consumed? | 11. | 12 (or '11 water molecules are released') | CED 1.3.A.1 | match |
| bio-w02-8#4 | stretch | Two unbranched polymers are built from the same kind of monomer. The second chain contains 4 more monomers than the first. How many more water molecules were lost while building the second chain? | 4. | 3 | CED 1.3.A.2 | match |
| post | type / format / style | hook | CTA | caption | copy |
|---|---|---|---|---|---|
| bio-w02-mon-a mon empty | concept explainer | why is oil liquid but fat solid? AP Bio 101: one double bond 5/why_question · AP BIO UNIT 1 | follow for more 1/follow_for_more @last | bio-w02-mon-a.json: 9 scenes | |
| bio-w02-mon-b mon-2 drafted | concept carousel sketch_light | guaranteed question on every bio test: 3/guaranteed_question | we got more for you on our app 2/app_more @last | 1. [hook] AP BIO 1.6 | guaranteed question on every bio test: 2. [teach] One nucleotide, three parts | a phosphate / a 5-carbon sugar / a nitrogenous base | graphic: flow 3. [teach] Two strands, or one | DNA: two strands, A pairs with T, G pairs with C / RNA: one strand, uracil where DNA has thymine | graphic: molecule 4. [teach] The three differences | graphic: columns 5. [teach] Check them in this order | sugar first, base second / strand count last, it is only typical / deoxyribose plus thymine is DNA either way | graphic: timeline 6. [question] QUESTION 1 OF 2 | one strand, deoxyribose, thymine. DNA or RNA? | graphic: molecule 7. [answer] ANSWER 1 | DNA. | sugar and base both say DNA / one strand is unusual, not wrong | graphic: flow 8. [question] QUESTION 2 OF 2 | two strands, ribose. DNA or RNA? | graphic: molecule 9. [answer] ANSWER 2 | RNA. | ribose means RNA, two strands or not | graphic: flow | |
| bio-w02-tue-a tue drafted | concept carousel sketch_light | protein structure cheat sheet: save this before your first test 3/cheat_sheet | follow for more 1/follow_for_more @last | 1. [hook] AP BIO 1.7 | protein structure cheat sheet: | save this before your first test 2. [teach] Four levels, one chain of custody | each level is built on the one before it / exam questions ask which link a change actually touches / all four together determine function | graphic: timeline 3. [teach] Every bond, one slide | screenshot this one | __primary__ - peptide bonds, covalent / __secondary__ - hydrogen bonds between backbone atoms / __tertiary__ - hydrogen bonds, hydrophobic interactions, ionic interactions, disulfide bridges / __quaternary__ - interactions between separate polypeptides 4. [teach] Level 3 is the R-group level | all four tertiary interactions involve R groups / a hydrophobic R group wants to be buried / an ionic one wants an opposite charge / a cysteine's sulfur makes the disulfide bridge | graphic: blob 5. [teach] A mutation is not denaturation | swapping one amino acid changes the sequence, so it hits **primary** structure / heat, pH or chemicals break the weak interactions instead / peptide bonds hold either way, so primary structure survives denaturation | graphic: columns 6. [teach] The line that scores the point | name the R-group property that changed / name the interaction it can no longer make / name the level that interaction holds | graphic: flow 7. [teach] And do not overshoot | a substitution can leave a protein working perfectly well / say what the swapped R group can no longer do / not that the protein is destroyed / the CED even says enzyme denaturation is sometimes reversible | |
| bio-w02-tue-b tue-2 empty | application explainer | one wrong amino acid, four levels of damage sickle cell, traced through protein structure 3/one_x_four_y · AP BIO UNIT 1 | we got more for you on our app 2/app_more @last | bio-w02-tue-b.json: 9 scenes | |
| bio-w02-wed-a wed drafted | application carousel paper_snapshot | how to build any polymer from its monomers: count the water that leaves 4/how_to_exact_tool | follow for more 1/follow_for_more @last | hook: how to build any polymer from its monomers: hook_sub: count the water that leaves method: 1. count bonds, not monomers / 2. one water per bond / 3. name it: a peptide bond worked 1: 5 amino acids in one chain / bonds sit between neighbours / 5 - 1 = 4 bonds worked 2: 1 bond = 1 water lost / 4 bonds -> 4 waters worked 3: each bond is a peptide bond / carboxyl group + amine group your turn: A chain of 12 monomers. How many waters are lost? -> 12 - 1 = 11 bonds / 1 water per bond; 11 waters | |
| bio-w02-wed-b wed-2 drafted | application carousel polished | how to pass AP Bio's base pairing questions: 4/never_lose_points | we got more for you on our app 2/app_more @last | 1. [hook] AP BIO 1.6 | how to pass AP Bio's base pairing questions: 2. [teach] A strand has two different ends | one end is the **5' phosphate** end / the other is the **3' hydroxyl** end / synthesis only ever adds the next nucleotide to the 3' end | graphic: timeline 3. [teach] Antiparallel means opposite | the two strands of DNA run in opposite 5'-to-3' directions / so the partner you write comes out backwards from the one you read | graphic: columns 4. [teach] Step 1: label the ends first | write the direction labels on both strands before a single base / the end sitting under the template's 5' end is the new strand's 3' end / now the question has one answer instead of two | graphic: flow 5. [teach] Step 2: composition | every adenine on one strand is paired with a thymine on the other / so 22% adenine means 22% thymine / that leaves 56% for guanine plus cytosine, split one-to-one / guanine **28%**, cytosine **28%** 6. [question] QUESTION 1 OF 2 | write the complementary strand, 5' to 3' | the DNA strand reads **5'-ATGGCATC-3'** 7. [answer] ANSWER 1 | 5'-GATGCCAT-3' | pairing gives TACCGTAG reading left to right / that string runs 3' to 5', so reverse it before you write it down / same eight bases either way, only the direction label separates right from wrong 8. [question] QUESTION 2 OF 2 | what percentage of the bases are guanine? | a double-stranded DNA sample is **22% adenine** 9. [answer] ANSWER 2 | 28% | A is 22%, so T is 22% / 100 - 22 - 22 leaves 56% for G plus C, paired one-to-one | |
| bio-w02-thu-a thu empty | practice countdown | 3 monomers. name the macromolecule. the third one trips everyone 1/n_items_name_the | follow for more 1/follow_for_more @last | bio-w02-thu-a.json: 19 scenes | |
| bio-w02-thu-b thu-2 drafted | practice carousel paper_snapshot | can you survive as an AP Bio student? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as an AP Bio student? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as an AP Bio student! intro_sub: try to get as many correct as possible Q1: A monomer has a 5-carbon sugar, a phosphate and a nitrogenous base. Which macromolecule is built from it? [A. protein | B. carbohydrate | C. nucleic acid | D. lipid] -> C; sugar + phosphate + base / = a nucleotide / nucleotides -> DNA, RNA / nucleic acid; C is correct Q2: In double-stranded DNA, 22% of the bases are adenine. What percentage are guanine? [A. 22% | B. 28% | C. 44% | D. 56%] -> B; A = T, so T = 22% / A + T = 44% / G + C = 56% / G = 56 / 2 = 28%; B is correct Q3: Five amino acids are joined into one unbranched chain. How many water molecules are lost? [A. 6 | B. 5 | C. 4 | D. 3] -> C; count bonds, not monomers / 5 monomers -> 4 bonds / 1 bond = 1 water / 4 waters; C is correct Q4: An organism has 2n = 8. One cell has just finished meiosis I. How many chromosomes in each new cell? [A. 4 | B. 8 | C. 2 | D. 16] -> A; meiosis I splits homologues / 8 / 2 = 4 / still 2 chromatids each / 4 chromosomes; A is correct | |
| bio-w02-fri-a fri drafted | practice carousel blackbox | can you spot the unsaturated one? 6 structures, only one kinks 1/spot_mistake | follow for more 1/follow_for_more @last | 1. [hook] AP BIO 1.5 | can you spot the unsaturated one? | 6 structures, only one kinks 2. [teach] One thing decides it | all single bonds: saturated, straight / one double bond: unsaturated, kinked / chain length never decides it 3. [question] which tail is unsaturated? | A: 16 carbons, all single / B: 18 carbons, all single / C: 14 carbons, all single / D: 18 carbons, one double bond / E: 20 carbons, all single / F: 12 carbons, all single 4. [answer] ANSWER 1 | D. | the only tail with a double bond 5. [question] rank them, solid to liquid | J: no double bonds / K: one double bond per tail / L: four double bonds per tail 6. [answer] ANSWER 2 | J, then K, then L. | more double bonds, more bends, more liquid 7. [teach] Two traps in the wording | a fatty acid is one tail, a phospholipid is the whole block / saturated means nothing left to add / structure words, not diet words | |
| bio-w02-fri-b fri-2 drafted | practice carousel paper_snapshot | can you get all 3 in 10 seconds? mitosis or meiosis 1/solve_in_n_seconds | we got more for you on our app 2/app_more @last | hook: can you get all 3 in 10 seconds? hook_sub: mitosis or meiosis Q1: A human body cell divides into two cells, each with 46 chromosomes, identical to the original. Mitosis or meiosis? [] -> ; two cells, not four / the full 46 chromosomes / identical to the parent; mitosis Q2: One human cell gives rise to four cells, each with 23 chromosomes. Mitosis or meiosis? [] -> ; four cells alone is not the tell / 23 is half of 46 / only meiosis halves it; meiosis Q3: Homologous chromosomes are lined up as PAIRS on the metaphase plate. Which stage, which division? [] -> ; both divisions line up / PAIRS is the tell / homologues pair in meiosis I; metaphase I of meiosis | |
| bio-w02-sat sat drafted | practice carousel blackbox | can you name all 6 from their parts? DNA or RNA 1/name_all_n | follow for more 1/follow_for_more @last | 1. [hook] AP BIO 1.6 | can you name all 6 from their parts? | DNA or RNA 2. [teach] Sugar first, base second, count last | deoxyribose or ribose always decides it / thymine or uracil always decides it / strand count is a hint, never a verdict 3. [teach] questions 1 + 2: DNA or RNA? | 1. one strand, ribose, uracil / 2. two strands, deoxyribose, thymine 4. [teach] questions 3 + 4: DNA or RNA? | 3. one strand, ribose, only A, G and C found / 4. adenine 24%, guanine 26%, cytosine 26%, uracil 24% 5. [teach] answers 1 - 4 | 1. RNA. ribose and uracil both say so / 2. DNA. deoxyribose and thymine both say so / 3. RNA. the ribose settles it, A, G and C sit in both / 4. RNA. there is uracil in the list 6. [teach] questions 5 + 6: DNA or RNA? | 5. one strand, deoxyribose, thymine / 6. two strands, ribose 7. [teach] answers 5 + 6 | 5. DNA. sugar and base outrank the strand count / 6. RNA. ribose means RNA, even with two strands | |
| bio-w02-sun sun drafted | practice carousel side_peek | how far can you get in this protein quiz? 6 scenarios. most people stop at 4 1/how_far_quiz | we got more for you on our app 2/app_more @last | 1. [hook] AP BIO 1.7 | how far can you get in this protein quiz? | 6 scenarios. most people stop at 4 2. [teach] Every answer is a level | primary: the sequence, peptide bonds / secondary: backbone hydrogen bonds / tertiary: R-group interactions / quaternary: subunits together 3. [teach] questions 1 + 2 | 1. a polar R group is swapped for a nonpolar one. which level does the swap itself change? / 2. an agent breaks only the disulfide bridges. which level goes? 4. [teach] questions 3 + 4 | 3. copy 1 is heated until it unfolds, copy 2 has one amino acid replaced. which copy changed its primary structure? / 4. a pH change leaves the charged R groups neutral. which level goes? 5. [teach] answers 1 - 4 | 1. primary. the sequence changed / 2. tertiary. disulfide bridges hold the 3D fold / 3. copy 2. heat never touches the sequence / 4. tertiary. ionic interactions hold the fold 6. [teach] questions 5 + 6 | 5. a single-polypeptide protein is heated until it unfolds. which levels are lost, which survives? / 6. four subunits separate, each keeps its own fold. which level is lost? 7. [teach] answers 5 + 6 | 5. secondary and tertiary go, primary survives. no quaternary to lose / 6. quaternary. and the protein cannot be relied on to work |
units 8 [drafted:8] questions 38/49 verified posts 12 [empty:12] hooks 12/12 copy 9/9 captions 0/12
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| chem-w02-1#0 | warmup | Write the ground-state electron configuration of a neutral phosphorus atom (Z = 15). | 1s2 2s2 2p6 3s2 3p3 | CED EK 1.5.A.3, Skill 1.A | match | |
| chem-w02-1#1 | warmup | Is 1s2 2s2 2p6 3s2 3p5 the correct ground-state electron configuration of a neutral chlorine atom? | Yes | CED EK 1.5.A.3, Skill 1.A | match | |
| chem-w02-1#2 | real | A student writes 1s2 2s2 2p6 3s2 3p6 4s2 for a neutral calcium atom (Z = 20). Is the configuration correct as written? | Yes, it is correct | 'Incorrect; it should be 1s2 2s2 2p6 3s2 3p6 3d2' (which also totals 20 electrons, so the electron count gives no warning) | CED EK 1.5.A.3, Skill 1.A | match |
| chem-w02-1#3 | real | A student writes 1s2 2s2 2p6 3s2 3p6 3d4 for a neutral titanium atom (Z = 22). Is the configuration correct as written? | No. The correct ground-state configuration is 1s2 2s2 2p6 3s2 3p6 4s2 3d2 | 'Correct as written' (the total is 22, so an electron-count check alone accepts the invalid 3d4 ending) | CED EK 1.5.A.3, Skill 1.A | review |
| chem-w02-1#4 | real | Electron A is a distance r from a core it experiences as a charge of +1. Electron B is a distance 2r from a core it experiences as a charge of +3. Using F_coulombic proportional to q1 x q2 / r^2, what is the ratio of the force on B to the force on A? | 0.75, so the force on B is the smaller of the two | 1.5 (concluding, wrongly, that electron B is held more tightly) | CED EK 1.5.A.2 / EK 1.5.A.4, Skill 5.B | review |
| chem-w02-1#5 | real | Write the ground-state electron configuration of the Ca2+ ion. | 1s2 2s2 2p6 3s2 3p6 | 1s2 2s2 2p6 3s2 3p4 4s2 (also 18 electrons, so the count gives no warning) | CED LO 1.5.A / EK 1.5.A.3-4 | match |
| chem-w02-1#6 | stretch | In a lithium atom, treat a 1s electron as feeling an effective charge of +3 at a distance r and the 2s electron as feeling an effective charge of +1 at a distance of about 4r. Using F_coulombic proportional to q1 x q2 / r^2, roughly how many times more strongly is the 1s electron held? | About 48 times, on the effective charges and distances stipulated in the question | 12 times (from (3 / 1) / (1 / 4) = 12) | CED EK 1.5.A.4, Skill 5.B | match |
| chem-w02-1#7 | stretch | Write the ground-state electron configuration of the Fe3+ ion. (Iron is Z = 26.) | 1s2 2s2 2p6 3s2 3p6 3d5 | 1s2 2s2 2p6 3s2 3p6 4s2 3d3 (also 23 electrons, so the count gives no warning) | CED LO 1.5.A / EK 1.5.A.3 | match |
| chem-w02-2#0 | warmup | A photoelectron spectrum of a neutral atom shows two peaks with relative heights 2 and 2. Which element is it? | Beryllium (Be) | CED EK 1.6.A.1, Skill 4.B | match | |
| chem-w02-2#1 | real | A photoelectron spectrum of a neutral atom shows three peaks whose relative heights, listed from lowest to highest binding energy, are 4, 2, 2. Which element is it? | Oxygen (O) | Beryllium (from the height-4 peak alone, instead of the total 4 + 2 + 2 = 8) | CED EK 1.6.A.1, Skill 4.B | match |
| chem-w02-2#2 | real | A photoelectron spectrum of a neutral atom shows four peaks whose relative heights, listed from lowest to highest binding energy, are 1, 6, 2, 2. Which element is it? | Sodium (Na) | Neon (from a total of 6 + 2 + 2 = 10 electrons) | CED LO 1.6.A / EK 1.6.A.1 | match |
| chem-w02-2#3 | real | A photoelectron spectrum of a neutral atom shows five peaks whose relative heights, listed from lowest to highest binding energy, are 1, 2, 6, 2, 2. Which element is it? | Aluminium (Al) | Magnesium (from a total of 2 + 6 + 2 + 2 = 12 electrons) | CED LO 1.6.A / EK 1.6.A.1 | match |
| chem-w02-2#4 | real | A photoelectron spectrum of a neutral atom shows five peaks whose relative heights, listed from lowest to highest binding energy, are 4, 2, 6, 2, 2. Which element is it? | Sulfur (S) | Boron (5 peaks read as 5 electrons) | CED EK 1.6.A.1, Skill 4.B | match |
| chem-w02-2#5 | real | A photoelectron spectrum of a neutral atom shows six peaks whose relative heights, listed from lowest to highest binding energy, are 2, 6, 2, 6, 2, 2. Which element is it? | Calcium (Ca) | Argon (from a total of 6 + 2 + 6 + 2 + 2 = 18 electrons) | CED LO 1.6.A / EK 1.6.A.1 | match |
| chem-w02-2#6 | stretch | Two photoelectron spectra each show three peaks with the same relative heights, 6, 2 and 2 listed from lowest to highest binding energy, but every peak in spectrum X sits at a higher binding energy than the matching peak in spectrum Y. One spectrum is Na+ and the other is F-. Which is which? | Spectrum X is Na+ and spectrum Y is F- | Spectrum X is F- and spectrum Y is Na+ | CED LO 1.6.A part 2 / EK 1.5.A.4 | review |
| chem-w02-3#0 | warmup | Which has the larger atomic radius, a sodium atom or a chlorine atom? | Sodium | CED EK 1.7.A.2 (atomic radii) | match | |
| chem-w02-3#1 | real | Rank Mg2+, Na+, F- and O2- from smallest to largest radius. | Mg2+ < Na+ < F- < O2- | O2- < F- < Na+ < Mg2+, the exact reverse of the correct order | CED EK 1.7.A.2 (ionic radii), Skill 4.A | match |
| chem-w02-3#2 | real | Which has the larger radius, a neutral chlorine atom or a chloride ion, Cl-? | The chloride ion, Cl- | The neutral chlorine atom | CED EK 1.7.A.2 (ionic radii), Skill 4.A | match |
| chem-w02-3#3 | real | Which has the larger radius, S2- or Ca2+? | S2- | Ca2+ | CED EK 1.7.A.2 (ionic radii), Skill 4.A | match |
| chem-w02-3#4 | real | Which has the larger first ionization energy, a nitrogen atom or an oxygen atom, and which feature of the 2p subshell is the reason? | Nitrogen, because oxygen has two electrons crowded into one of its 2p orbitals while nitrogen has all three of its 2p orbitals singly occupied | Oxygen, justified by first ionization energy increasing from left to right across a period | CED EK 1.7.A.1-2, Skill 4.A | match |
| chem-w02-3#5 | real | A main-group element (s-block or p-block) has first four ionization energies, in kJ/mol, of 589.8, 1145.4, 4912.4 and 6490.6. Which group of the periodic table is it in? | Group 2 | Group 3 | CED EK 1.7.A.1 / EK 1.7.A.3, Skill 5.D | match |
| chem-w02-3#6 | stretch | An element's first four ionization energies, in kJ/mol, are 633.1, 1235.0, 2388.7 and 7090.6. How many electrons come off before the removal reaches the core? | 3 | 2 (taking the 1.95 ratio at the second electron as the leap) | CED EK 1.7.A.3, Skill 5.D | match |
| chem-w02-3#7 | stretch | Which has the larger first ionization energy, beryllium or boron, and what feature of the electron configurations explains it? | Beryllium, because the electron removed from beryllium comes out of a 2s subshell while the electron removed from boron comes out of the higher-energy 2p subshell | Boron | CED EK 1.7.A.1-2, Skill 4.A | match |
| chem-w02-4#0 | warmup | How many valence electrons does a neutral calcium atom have, and what charge does calcium take in an ionic compound? | 2 valence electrons, and it forms Ca2+ | CED EK 1.8.A.3 (p. 38) | match | |
| chem-w02-4#1 | real | Aluminium and oxygen form an ionic compound. Write its formula. | Al2O3 | Al3O2, which carries a net charge of 3 x (+3) + 2 x (-2) = +5 rather than zero | CED EK 1.8.A.2-3, Skill 4.C | match |
| chem-w02-4#2 | real | Potassium's first two ionization energies are 418.8 and 3051.8 kJ/mol. Use them to explain why potassium chloride is KCl and not KCl2. | Because the second electron costs 3051.8 / 418.8 = 7.29 times as much as the first, since it must come out of the filled core rather than the valence shell, so potassium stops at K+ | KCl2 | CED EK 1.8.A.3 / EK 1.5.A.4 | review |
| chem-w02-4#3 | stretch | Which takes more energy: removing the third electron from a calcium atom or the third electron from a scandium atom? Measured third ionization energies are 4912.4 kJ/mol for calcium and 2388.7 kJ/mol for scandium. | Calcium, at 4912.4 kJ/mol against scandium's 2388.7 kJ/mol, about 2.06 times as much | Scandium | CED EK 1.8.A.3 / EK 1.5.A.4, Skill 4.C | review |
| chem-w02-5#0 | warmup | Classify this reaction as acid-base, oxidation-reduction, or precipitation: CH4(g) + 2 O2(g) gives CO2(g) + 2 H2O(g). | Oxidation-reduction (specifically combustion, a subclass of redox) | CED EK 4.7.A.2 (p. 84) | match | |
| chem-w02-5#1 | real | Classify this reaction as acid-base, oxidation-reduction, or precipitation: HNO3(aq) + KOH(aq) gives KNO3(aq) + H2O(l). | Acid-base | Precipitation, with KNO3 named as the precipitate | CED LO 4.7.A / EK 4.7.A.1 and 4.7.A.5 | match |
| chem-w02-5#2 | real | Classify this reaction as acid-base, oxidation-reduction, or precipitation: Zn(s) + CuSO4(aq) gives ZnSO4(aq) + Cu(s). | Oxidation-reduction | 'Single replacement', reported as though it excluded redox, or 'not a redox reaction because no oxygen is involved' | CED LO 4.7.A / EK 4.7.A.2-4 | match |
| chem-w02-5#3 | real | Solutions of AgNO3 and NaCl are mixed and a white solid forms: AgNO3(aq) + NaCl(aq) gives AgCl(s) + NaNO3(aq). Classify the reaction, and state which product is the solid using only the solubility rule that is in scope for the AP Exam. | Precipitation, and the solid is AgCl | Oxidation-reduction | CED LO 4.7.A / EK 4.7.A.5 | match |
| chem-w02-5#4 | stretch | Classify this reaction as acid-base, oxidation-reduction, or precipitation: NH3(aq) + H2O(l) gives NH4+(aq) + OH-(aq). | Acid-base | 'Not an acid-base reaction' (or classifying it as synthesis only, since two species combine) | CED EK 4.7.A.1 / EK 4.8.A.1-2 | match |
| chem-w02-5#5 | stretch | Classify this reaction as acid-base, oxidation-reduction, or precipitation: 2 H2O2(l) gives 2 H2O(l) + O2(g). | Oxidation-reduction | 'Decomposition, so not redox' (no electron transfer identified) | CED EK 4.7.A.2-4 | match |
| chem-w02-6#0 | warmup | How many valence electrons must a Lewis diagram of CO2 account for, and how are they distributed in the accepted structure? | 16 valence electrons: two C=O double bonds (8 electrons) plus two lone pairs on each oxygen (8 electrons) | CED EK 2.5.A.1 (p. 49), Skill 3.B | match | |
| chem-w02-6#1 | real | Draw the accepted Lewis diagram for BF3. How many electrons end up around the boron atom? | 6 electrons around boron: three B-F single bonds and three lone pairs on each fluorine, accounting for all 24 valence electrons | A structure with one B=F double bond, which forces a formal charge of 7 - 4 - 2 = +1 on that fluorine and 3 - 0 - 4 = -1 on boron | CED LO 2.5.A / EK 2.6.A.2 | review |
| chem-w02-6#2 | real | Build the Lewis diagram of SF6 from its valence electron count. What molecular shape does the diagram give? | Octahedral | Tetrahedral, from an SF4-style diagram that quietly drops two fluorines and accounts for only 4 x 2 + 12 x 2 = 32 of the 48 valence electrons, leaving 16 unplaced | CED EK 2.7.A.2 (p. 51) / LO 2.5.A | unverified |
| chem-w02-6#3 | stretch | How many valence electrons must a Lewis diagram of the NO molecule account for, and why can no diagram give both atoms a complete octet? | 11 valence electrons, an odd number, so one electron must remain unpaired and at least one atom is left short of an octet | '10 valence electrons, N triple-bonded to O with a lone pair on each atom' (a structure that only works by miscounting nitrogen or oxygen's valence electrons) | CED EK 2.6.A.3 (p. 50) | review |
| chem-w02-7#0 | warmup | How many units does the AP Chemistry course have, and which one carries the largest share of the multiple-choice section? | 9 units, and Unit 3, Properties of Substances and Mixtures, is the largest at 18-22% | CED Exam Overview unit weighting table, p. 206 | match | |
| chem-w02-7#1 | real | This account's fall calendar covers Units 1 to 7. Using the CED's published unit weightings, what is the range of the multiple-choice section those seven units cover? | 60% to 76% | 77.8% (from 7 of 9 units), which overstates the fall share because Unit 8, one of the two heavyweight units, is not in the fall | CED Exam Overview, p. 206 | match |
| chem-w02-7#2 | real | Section II has 3 long free-response questions worth 10 points each and 4 short ones worth 4 points each, in 105 minutes. How many points is Section II worth in total? | 46 points | 70 points (from 7 questions x 10 points) | CED Exam Overview, p. 205 | match |
| chem-w02-7#3 | stretch | Section II gives 105 minutes for 46 points. If you budget your time in proportion to points, how long should a 10-point long question get, and how long a 4-point short question? | About 22.8 minutes for a long question and about 9.1 minutes for a short one (about 23 and about 9 minutes is the intended precision) | 15 minutes each (105 / 7), which under-budgets each 10-point question by about 8 minutes and over-budgets each 4-point question by about 6 | CED Exam Overview, p. 205 | review |
| chem-w02-8#0 | warmup | A monatomic ion with a charge of 1+ has the electron configuration 1s2 2s2 2p6 3s2 3p6. Which element is it an ion of? | Potassium (the ion is K+) | CED Exam Information, Section I sample question 1, p. 209 | match | |
| chem-w02-8#1 | real | Write the ground-state electron configuration of the Al3+ ion. | 1s2 2s2 2p6 | 1s2 2s2 2p3 3s2 3p1 (also 10 electrons, so the count gives no warning) | CED LO 1.5.A / EK 1.5.A.3 | match |
| chem-w02-8#2 | real | A photoelectron spectrum of a neutral atom shows four peaks whose relative heights, listed from lowest to highest binding energy, are 2, 6, 2, 2. Which element is it? | Magnesium (Mg) | Beryllium (4 peaks read as 4 electrons) | CED EK 1.6.A.1 | match |
| chem-w02-8#3 | real | Rank K, Ca and Ca2+ from smallest to largest radius. | Ca2+ < Ca < K | K < Ca < Ca2+ | CED EK 1.7.A.2 (atomic and ionic radii) | match |
| chem-w02-8#4 | real | A main-group element has first four ionization energies, in kJ/mol, of 418.8, 3051.8, 4419.6 and 5876.9. How many valence electrons does it have? | 1 | 2 valence electrons (group 2) | CED EK 1.7.A.3 / EK 1.8.A.3, Skill 5.D | unverified |
| chem-w02-8#5 | real | Electron A sits a distance r from a core it experiences as +2. Electron B sits a distance 2r from a core it also experiences as +2. Using F_coulombic proportional to q1 x q2 / r^2, what is the ratio of the force on B to the force on A? | 0.25 (the force on B is one quarter of the force on A) | 0.5 | CED EK 1.5.A.2 / EK 1.5.A.4 | match |
| chem-w02-8#6 | real | Magnesium and nitrogen form an ionic compound. Write its formula. | Mg3N2 | Mg2N3, which carries a net charge of 2 x (+2) + 3 x (-3) = -5 rather than zero | CED EK 1.8.A.2-3 | match |
| chem-w02-8#7 | stretch | Gallium's first four ionization energies, in kJ/mol, are 578.8, 1979.4, 2964.6 and 6180. Gallium forms a 3+ ion in its compounds, so the fourth removal is the first to reach the core, yet the largest step-to-step ratio in the sequence is 1979.4 / 578.8 = 3.42, at the second electron. Work out IE4 / IE3 and use the two ratios to explain why reading the largest ratio as the core boundary fails here. | IE4 / IE3 = 6180 / 2964.6 = 2.085. That is smaller than the 3.42 at the second electron, so gallium's largest ratio sits inside the outer shell and the largest-ratio rule points at the wrong step; the 3+ charge, not the ratio, is what locates the core. | IE4 / IE1 = 6180 / 578.8 = 10.677, which makes the fourth step look like an unmissable jump and hides the failure the question is about | CED EK 1.7.A.3, Skill 4.B | unverified |
| post | type / format / style | hook | CTA | caption | copy |
|---|---|---|---|---|---|
| chem-w02-mon-a mon empty | concept explainer | why sodium's last electron barely feels the nucleus AP Chem 101: effective nuclear charge 5/why_question · AP CHEM UNIT 1 | follow for more 1/follow_for_more @last | no scene script | |
| chem-w02-mon-b mon-2 empty | concept carousel photo_panel | every periodic trend on two slides: screenshot this 3/every_rule_one_slide | we got more for you on our app 2/app_more @last | 1. [hook] every periodic trend on two slides: | screenshot this 2. [teach] Across a period: one cause | Add a proton, add an electron (the new electron joins the shell already in use, and same-shell electrons shield each other badly) / So the effective nuclear charge climbs (every step to the right, the outer shell feels a stronger inward pull) / Radius shrinks, ionization energy rises (one pull, two trends - they always move in opposite directions) 3. [teach] Down a group, and into ions | Add a whole new shell (distance beats charge: radius grows, ionization energy falls) / Anions grow, cations shrink (same protons, more or fewer electrons to share the pull) / Same electron count? Count protons (Mg2+, Na+, F-, O2- all have 10 electrons: more protons = smaller, so Mg2+ is the smallest) | |
| chem-w02-tue-a tue empty | concept carousel photo_panel | why is it always Al2O3? Ps: count the valence electrons 5/surprising_do_you_know_why | follow for more 1/follow_for_more @last | 1. [hook] why is it always Al2O3? | Ps: count the valence electrons 2. [teach] Charge is a price list | Valence electrons are cheap (furthest from the nucleus, shielded by everything beneath them - so they go) / Core electrons are expensive (potassium pays 418.8 kJ/mol for its first electron and 3051.8 for the second - 7x more) / So the outer shell empties, then it stops (group 1 gives up 1, group 2 gives up 2, aluminium in group 13 gives up 3) 3. [teach] Then make it neutral | Aluminium is group 13 (three valence electrons to lose: Al3+) / Oxygen is group 16 (two electrons short of a full shell, so it gains two: O2-) / Smallest ratio that cancels to zero (2 x (+3) + 3 x (-2) = 0, so Al2O3. Never Al3O2 - that unit carries a charge of +5) | |
| chem-w02-tue-b tue-2 empty | application explainer | this spectrum is sulfur. here's how to know: peaks, heights, sum 4/heres_how_to_know · AP CHEM UNIT 1 | we got more for you on our app 2/app_more @last | no scene script | |
| chem-w02-wed-a wed empty | application carousel paper_snapshot | the Coulomb's law setup that gets straight A's: steal this 4/formula_straight_as | follow for more 1/follow_for_more @last | hook: the Coulomb's law setup that gets straight A's: hook_sub: steal this method: 1. F is proportional to q / r^2 / 2. take the RATIO, not the force / 3. square the distance first worked 1: A: charge +1 at distance r / B: charge +3 at distance 2r worked 2: A -> 1 / 1^2 = 1 / B -> 3 / 2^2 = 0.75 worked 3: F_B / F_A = 0.75 / 3x the charge, / 25% less pull your turn: In lithium, 1s feels +3 at r and 2s feels +1 at 4r. What is the ratio? -> 1s -> 3 / 1 = 3 / 2s -> 1 / 16 = 0.0625 / 3 / 0.0625; 48 times weaker | |
| chem-w02-wed-b wed-2 empty | application carousel sketch_light | how to find the group from IE data: look for the jump - and the one group where it lies 4/how_to_exact_tool | we got more for you on our app 2/app_more @last | 1. [hook] how to find the group from IE data: | look for the jump - and the one group where it lies | graphic: bars 2. [teach] step 1: divide, don't eyeball | a mystery main-group element: **589.8, 1145.4, 4912.4, 6490.6** kJ/mol / 1145.4 / 589.8 = **1.94** / 4912.4 / 1145.4 = **4.29** / 6490.6 / 4912.4 = **1.32** | graphic: bars 3. [teach] step 2: the jump marks the core | the biggest ratio sits at the **third** electron / so two electrons come off cheaply, the third has to come out of the core / two valence electrons = **group 2** - these are calcium's measured values | graphic: columns 4. [teach] step 3: check the two traps | scandium: **633.1, 1235.0, 2388.7, 7090.6** - ratios 1.95, 1.93, **2.97** / the leap is only 2.97, not 4. read the **largest** ratio, not a fixed size / three removable electrons fits group 3 **and** group 13 - the block decides | graphic: bars | |
| chem-w02-thu-a thu empty | practice countdown | one of these electron configurations is wrong chlorine, calcium, titanium 1/one_of_these_is_wrong | follow for more 1/follow_for_more @last | no scene script | |
| chem-w02-thu-b thu-2 empty | practice carousel paper_snapshot | can you survive as an AP Chem student? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as an AP Chem student? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as an AP Chem student! intro_sub: try to get as many correct as possible Q1: Write the ground-state configuration of the Ca2+ ion. [A. 1s2 2s2 2p6 3s2 3p6 4s2 | B. 1s2 2s2 2p6 3s2 3p6 | C. 1s2 2s2 2p6 3s2 3p4 | D. 1s2 2s2 2p6 3s2 3p6 4s1] -> B; Ca has 20 electrons / Ca2+ loses 2 / the 4s electrons go first / 1s2 2s2 2p6 3s2 3p6; B is correct Q2: A PES spectrum shows 4 peaks of height 2, 6, 2, 2. Which element is it? [A. Ne | B. Na | C. Mg | D. Al] -> C; heights = electrons / 2 + 6 + 2 + 2 = 12 / Z = 12 / magnesium; C is correct Q3: First four IEs (kJ/mol): 418.8, 3051.8, 4419.6, 5876.9. How many valence electrons? [A. 1 | B. 2 | C. 3 | D. 4] -> A; look for the big jump / 3051.8 / 418.8 = 7.3 / the jump is at electron 2 / so 1 valence electron; A is correct Q4: Aluminium and oxygen form an ionic compound. What is its formula? [A. AlO | B. Al2O3 | C. Al3O2 | D. AlO2] -> B; Al3+ and O2- / cross the charges over / net charge = 0 / Al2O3; B is correct | |
| chem-w02-fri-a fri empty | practice carousel blackbox | top 3 hardest periodic trend questions: how many can you solve? 1/top_3_hardest | follow for more 1/follow_for_more @last | 1. [hook] top 3 hardest periodic trend questions: | how many can you solve? 2. [question] Rank Mg2+, Na+, F- and O2- from smallest to largest radius. 3. [answer] Mg2+ < Na+ < F- < O2- | All four hold 10 electrons, so only the nucleus differs. More protons pull the same cloud in tighter: Z = 12, 11, 9, 8 runs smallest to largest. Table position alone gives you the exact reverse. 4. [question] Which has the larger first ionization energy, a nitrogen atom or an oxygen atom? 5. [answer] Nitrogen. | Oxygen's fourth 2p electron has to pair up in an orbital that is already occupied. The two repel, so oxygen gives one up more easily than nitrogen, whose three 2p orbitals hold one electron each. The extra proton loses to the crowded orbital. 6. [question] Which has the larger radius, S2- or Ca2+? 7. [answer] S2- | Both ions hold 18 electrons. Sulfur has 16 protons against calcium's 20, so it holds the same cloud less tightly and the ion is bigger. Comparing the parent atoms instead of the ions gets this backwards. | |
| chem-w02-fri-b fri-2 empty | practice carousel photo_panel | can you draw all 3 Lewis structures? one of them is perfectly normal 1/solve_3 | we got more for you on our app 2/app_more @last | 1. [hook] can you draw all 3 Lewis structures? | one of them is perfectly normal 2. [question] CO2. How many valence electrons must the diagram account for, and where do they go? 3. [answer] 16 electrons: two C=O double bonds, two lone pairs on each oxygen | 4 + 2 x 6 = 16. The two double bonds spend 8, the four lone pairs spend the other 8, and every atom ends with an octet. This is the normal one. 4. [question] BF3. Draw the accepted diagram. How many electrons end up around boron? 5. [answer] 6 electrons around boron | 3 + 3 x 7 = 24. Three B-F single bonds spend 6, nine fluorine lone pairs spend 18, and boron is left with 6. Forcing an octet with a B=F double bond puts +1 on that fluorine and -1 on boron, so the incomplete octet is the better model. 6. [question] NO. How many valence electrons does the diagram need, and why can no diagram give both atoms an octet? 7. [answer] 11 electrons - an odd number | 5 + 6 = 11. Bonds and lone pairs spend electrons in pairs, so one electron is always left alone. Two octets would need 16 slots filled from 11 electrons. This is the case the CED names as a limit of the Lewis model. | |
| chem-w02-sat sat empty | practice carousel blackbox | how far can you get in this PES quiz? 4 spectra. two are isoelectronic 1/how_far_quiz | follow for more 1/follow_for_more @last | 1. [hook] how far can you get in this PES quiz? | 4 spectra. two are isoelectronic 2. [question] A neutral atom's spectrum shows three peaks. Relative heights, from lowest to highest binding energy: 4, 2, 2. Which element is it? 3. [answer] Oxygen (O) | Read from the highest binding energy inward: 1s2, 2s2, then 2p4. The heights add to 4 + 2 + 2 = 8 electrons. Not beryllium - the height-4 peak is one subshell, not the whole count. 4. [question] Four peaks. Relative heights, from lowest to highest binding energy: 1, 6, 2, 2. Which element is it? 5. [answer] Sodium (Na) | 1s2 2s2 2p6 3s1. The short height-1 peak is one real electron, so the total is 1 + 6 + 2 + 2 = 11. Drop it as noise and you land on neon. 6. [question] Five peaks. Relative heights, from lowest to highest binding energy: 4, 2, 6, 2, 2. Which element is it? 7. [answer] Sulfur (S) | Five peaks means five occupied subshells, not five electrons. 1s2 2s2 2p6 3s2 3p4 adds to 16. Count the peaks instead of adding the heights and you get boron. 8. [question] Two spectra both show peaks of heights 6, 2, 2, but every peak in X sits at a higher binding energy than its match in Y. One is Na+, the other is F-. Which is which? 9. [answer] X is Na+, Y is F- | Both are 1s2 2s2 2p6 - ten electrons, so the same shape. Sodium's 11 protons hold them tighter than fluorine's 9, so every Na+ peak shifts to higher energy. Heights name the configuration, positions name the nucleus. | |
| chem-w02-sun sun empty | practice carousel paper_snapshot | do you still know unit 1? 3 questions, score yourself 1/do_you_still_know | we got more for you on our app 2/app_more @last | hook: do you still know unit 1? hook_sub: 3 questions, score yourself intro: Answer these 3 questions to see if you still know unit 1! intro_sub: one point per correct answer Q1: A 1+ ion has the configuration 1s2 2s2 2p6 3s2 3p6. Which element is it? [A. Ar | B. K | C. Ca | D. Cl] -> B; 2 + 2 + 6 + 2 + 6 = 18 electrons / charge 1+ means one more proton / 18 + 1 = 19 / Z = 19 is potassium; B is correct Q2: Rank K, Ca and Ca2+ from smallest to largest radius. [A. K < Ca < Ca2+ | B. Ca < K < Ca2+ | C. Ca2+ < Ca < K | D. Ca2+ < K < Ca] -> C; Ca2+ lost its whole 4th shell / so it is the smallest by far / K and Ca: same shell, Ca has more protons / Ca2+ < Ca < K; C is correct Q3: Electron A: charge +2 at distance r. Electron B: charge +2 at distance 2r. What is F_B / F_A? [A. 0.5 | B. 0.25 | C. 2 | D. 4] -> B; same charge, only distance differs / A: 1 / 1^2 = 1 / B: 1 / 2^2 = 0.25 / F_B / F_A = 0.25; B is correct |
units 10 [drafted:10] questions 8/64 verified posts 12 [empty:12] hooks 12/12 copy 9/9 captions 0/12
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| hug-w02-1#0 | warmup | A regional hospital logs annual patient visits from towns 10, 20, 40, and 80 km away: 800, 400, 200, and 100 visits. Name the spatial concept this pattern illustrates and state what happens to interaction each time distance doubles. | Distance decay. Each doubling of distance halves the interaction: 800 to 400 to 200 to 100, so 10 km to 80 km is an eightfold rise in distance and a fall to one eighth of the visits. | CED PSO-1.A.1 (Topic 1.4, Course Framework p. 33); suggested skill 3.B | review | |
| hug-w02-1#1 | real | A town lies 80 km from a regional hospital across a wide river, reachable only by a boat trip that takes 8 hours. A new bridge and road cut the journey to 1 hour, and the town's annual visits rise. State what happened to the town's absolute distance and to its relative distance, giving the factor by which the changed one changed. | Absolute distance is unchanged at 80 km. Relative distance fell by a factor of 8, since 8 hours divided by 1 hour is 8, leaving the town at 12.5% of its former travel time from the hospital. | The town's distance fell from 80 km to about 10 km, since the journey now takes one eighth as long. | CED IMP-1.A.2 absolute and relative distance (Topic 1.1, Course Framework p. 30) with PSO-1.A.1 time-space compression (Topic 1.4, p. 33) | unverified |
| hug-w02-1#2 | real | An FRQ part reads: 'Explain how the completion of a high-speed rail line changed the distance between the two cities it connects.' Identify which of the two kinds of distance the part must be asking about, and explain why the other one cannot be the answer. | Relative distance. Absolute distance is fixed by the two cities' positions on the Earth's surface, so no rail line can change it; the only distance a completed line can change is the relative one, measured in travel time, cost, or effort. | The rail line shortened the route, so the distance between the cities decreased by the number of kilometres the new track saved. | CED IMP-1.A.2 absolute and relative distance (Topic 1.1, Course Framework p. 30) with CED task verbs (Exam Information p. 159) | review |
| hug-w02-1#3 | stretch | After the new bridge and road open, a hamlet 45 km from the hospital that the road does not reach takes longer to reach than the bridged town 80 km away. Explain how time-space compression can leave a nearer place relatively further away, and state whether distance decay has been abolished. | Compression follows the infrastructure, so it lowers relative distance only for places the new route serves; the 80 km town's travel time collapsed while the 45 km hamlet's did not, inverting their order in relative distance even though every absolute distance is unchanged. Distance decay is not abolished: interaction still falls with separation for places served alike, and the new route lifted and flattened the decay curve rather than removing it. | Time-space compression has eliminated distance decay, so distance no longer influences how much the towns interact with the hospital. | CED PSO-1.A.1 (Topic 1.4, Course Framework p. 33) | unverified |
| hug-w02-1#4 | warmup | A map of a county's veterinary clinics shows almost every clinic inside one small area near the county seat, with wide empty stretches elsewhere. Name the spatial pattern. | Clustered. | CED IMP-1.A.2 (Topic 1.1, Course Framework p. 30) with PSO-1.A.1 pattern (Topic 1.4, p. 33) | match | |
| hug-w02-1#5 | real | A map of grain elevators across an agricultural county shows about forty of them spread across the whole county, with no part of the county holding a disproportionate share. Name the pattern and state why the number of features does not affect the classification. | Dispersed. The elevators are spread across the mapped area rather than concentrated in part of it. The count does not affect the classification, because clustering and dispersal describe how features are arranged relative to the area, not how many there are; forty spread out and four spread out are the same pattern. | Clustered, because the county contains a large number of grain elevators. | CED IMP-1.A.2 (Topic 1.1, Course Framework p. 30); suggested skill 3.B | review |
| hug-w02-1#6 | real | A map of lightning-strike ignition points across a national forest shows the points spread over the whole forest with no part of it holding a disproportionate share, though the intervals between points are irregular. Classify the pattern and state the single test that decides it. | Dispersed. The test is concentration: clustering requires the features to be concentrated in part of the mapped area, and these are spread over all of it, so the pattern is dispersal. The irregular intervals do not affect the classification, because the course's pattern vocabulary distinguishes concentrated from spread out, not regular from irregular. | Clustered, because the points are not evenly spaced. | CED IMP-1.A.2 (Topic 1.1, Course Framework p. 30) with PSO-1.A.1 pattern (Topic 1.4, p. 33) | review |
| hug-w02-2#0 | warmup | Name the two theories of human-environmental interaction the course requires, in the order the essential knowledge gives them, and state the direction of the change between them. | Environmental determinism and possibilism, in that order; the course states that theories regarding the interaction of the natural environment with human societies have evolved from environmental determinism to possibilism. | CED PSO-1.B.2 (Topic 1.5, Course Framework p. 34) | review | |
| hug-w02-2#1 | real | Three landscapes: Dutch farmland pumped dry behind dikes on ground below sea level, hillside terraces carved into slopes too steep to plough, and a canal cut to carry water across a watershed divide. Identify the viewpoint of human-environmental interaction they share, and state the common feature that settles it. | Possibilism. Each landscape is an engineered answer to a physical limit, so in each case a society chose one option out of those its technology permitted rather than accepting the outcome the environment on its own would have produced. | Environmental determinism, since each landscape is about how the physical environment shaped what people did there. | CED PSO-1.B.2 with CED sample multiple-choice question 7 and answer key (Exam Information pp. 163, 170) | review |
| hug-w02-2#2 | real | The course defines the task verb Explain as providing information about how or why a relationship, process, pattern, position, or outcome occurs, using evidence and reasoning. An FRQ part reads: 'Explain how the physical environment of the Netherlands influenced Dutch land use.' A response answers: 'Much of the Netherlands lies at or below sea level on a low, wet delta, so a great deal of its land is water or marsh.' State whether that response satisfies the task verb, and what it would take to satisfy it. | It does not satisfy the verb. The response is accurate but it only describes the physical conditions; it supplies no how or why, because it names the constraint and stops. To satisfy Explain it must add what Dutch society did in response and connect that action to the land use, for example that shallow water was enclosed with dikes and the enclosed basins pumped dry, producing polder land used for farming and settlement. | It satisfies the part, because it accurately describes the physical environment that influenced Dutch land use. | CED task verbs Explain and Describe (Exam Information p. 159), Scoring Guidelines p. 173, with PSO-1.B.2 (Course Framework p. 34) | unverified |
| hug-w02-2#3 | stretch | A student argues that the polders prove humans have overcome their environment, so possibilism means the physical environment no longer limits the Netherlands. Explain what is wrong with this reading, using the ongoing requirements of a polder as evidence. | Possibilism claims the environment supplies possibilities and limits from which societies choose, not that the limits disappear. A polder sits below the surrounding water level, so it exists only while pumping and dike maintenance continue and its flood risk is managed rather than removed; the constraint is still operating and is now being paid for permanently. Overcoming the environment would be a claim no possibilist makes, and it also misreads determinism's opposite: the alternative to the environment deciding is people choosing among costly options, not people being unconstrained. | Possibilism means technology has freed the Netherlands from environmental limits, so the physical setting no longer constrains Dutch land use. | CED PSO-1.B.1 and PSO-1.B.2 with Unit 1 Sample Instructional Activity 2 (Course Framework pp. 29, 34) | review |
| hug-w02-3#0 | warmup | List the scales of analysis the course requires, and name the one that students most often leave out when they describe a dataset as going from global to national to local. | Global, regional, national, and local. The regional scale is the one most often omitted from the global-national-local sequence. | CED PSO-1.C.1 (Topic 1.6, Course Framework p. 35) | review | |
| hug-w02-3#1 | real | A country reports 9.875% of its 80 million residents below the poverty line, while one city of 4 million inside it reports 55%. A response concludes that the national figure must be wrong. Explain why both figures can be correct. | Both are correct because they are computed for different units of analysis. The national rate is the population-weighted average of every locality, so localities above and below it cancel; the 55% city holds 5% of the national population, and its 2.2 million poor residents are 27.85% of the country's 7.9 million, which the other 76 million dilute back to 9.875%. Different scales of analysis reveal variations in, and different interpretations of, the same data. | The national rate of 9.875% must be understated or manipulated, because a city inside the country reports 55%. | CED PSO-1.D.1 (Topic 1.6, Course Framework p. 35) | review |
| hug-w02-3#2 | real | An FRQ part reads: 'Explain the degree to which the country's level of economic development contributes to this city's local environmental challenges.' Identify the scale of the cause and the scale of the outcome the part requires, and state what a response that discusses only the city would be missing. | The cause must be at the national scale, the country's level of economic development, and the outcome at the local scale, the city's environmental challenges. A response that discusses only the city never supplies the national cause, so it answers a different question and cannot earn the point. | Explaining the city's environmental problems entirely through local causes such as its own traffic and its own housing, with no reference to the country's development level. | CED PSO-1.D.1 with CED sample free-response question part F (Scoring Guidelines pp. 175, 177) | review |
| hug-w02-3#3 | real | A dataset shows that at the global scale, average income rose over twenty years. A response concludes that incomes rose in every country. Identify the scale error and state what the global figure does and does not license. | The error is transferring a conclusion downward from a larger unit to its parts. The global figure licenses only a claim about the world as a single unit; it says nothing about any individual country, since a global average can rise while some countries fall, provided the risers outweigh them by population and magnitude. | Since global average income rose, income rose in every country over the period. | CED PSO-1.D.1 (Topic 1.6, Course Framework p. 35) | review |
| hug-w02-3#4 | real | An FRQ part asks for a local-scale explanation of a city's population density change, and a response answers with the country's national population growth rate. Identify why this fails, and name the kind of cause the part is asking for. | It fails because the part fixes the scale of analysis at the local level, and a national growth rate is a claim about a different unit that would apply equally to every city in the country, so it cannot explain change in this one. The part is asking for a cause operating inside the city, for example local housing development that places more people into the same built area. | The city's population density rose because the country's population was growing quickly during those decades. | CED PSO-1.C.1 and PSO-1.D.1 with CED sample free-response question part C (Scoring Guidelines pp. 175, 176) | review |
| hug-w02-3#5 | stretch | A national programme is sized to a poverty rate of 9.875%. Using the same dataset, in which one city of 4 million people out of 80 million has a 55% rate, explain what the national scale of analysis hides from the programme's designers and quantify the mismatch. | It hides the concentration. The city holds 4 million of 80 million residents, 5% of the country, but its 2.2 million poor residents are 27.85% of the national total of 7.9 million, and its 55% rate is 5.57 times the national 9.875%. A programme calibrated to a one-in-ten problem is therefore mis-sized in the single place holding over a quarter of the need, because the national figure is a population-weighted average in which 76 million people at lower rates dilute this city away. | Since about one in ten residents nationally is below the line, a programme reaching one in ten residents in each area is appropriately sized, including in this city. | CED PSO-1.D.1 with Unit 1 Sample Instructional Activity 3 (Course Framework pp. 29, 35) | review |
| hug-w02-3#6 | stretch | A country of 40,000,000 people has four regions: P with 30,000,000 people growing at 2.0% a year, Q with 5,000,000 shrinking at 1.0%, R with 4,000,000 shrinking at 1.2%, and S with 1,000,000 shrinking at 0.8%. An FRQ part asks for a regional-scale explanation of the country's population trend, and a response answers that the country is growing. Calculate the national rate, then explain why the response still fails the part. | National net change is +600,000 - 50,000 - 48,000 - 8,000 = +494,000 people, which on 40,000,000 is +1.235% a year, so the country is indeed growing. The response fails because the part fixes the scale of analysis at the regional level, and at that scale three of the four regions are losing population and together hold 10,000,000 people, 25% of the country. The national figure is produced almost entirely by region P, which holds 75% of the population, so a national-scale statement conceals the regional pattern the part asked about. | The country's population is growing at about 1.2% a year, so its population trend is one of steady growth. | CED PSO-1.C.1, PSO-1.D.1, suggested skill 5.A (Topic 1.6, Course Framework p. 35) | review |
| hug-w02-4#0 | warmup | State the two bases on which the course says regions are defined, name the three types of region it requires, and state what the course says about regional boundaries. | Regions are defined on the basis of one or more unifying characteristics or on patterns of activity. The three types are formal, functional, and perceptual/vernacular. Regional boundaries are transitional and often contested and overlapping. | CED SPS-1.A.1, SPS-1.A.2, SPS-1.A.3 (Topic 1.7, Course Framework p. 36) | unverified | |
| hug-w02-4#1 | real | Take the standard course criteria: formal for a measurable unifying characteristic, functional for a pattern of activity converging on one place, perceptual or vernacular for a shared sense of place. A metropolitan transit authority defines its service area as every zone from which commuters travel into the central business district. Classify this region and name the feature of the definition that settles it. | A functional region. The definition is built on a pattern of activity that converges on one particular place, the central business district, so the commuting into that place is the criterion rather than any shared characteristic of the zones. | Formal, because the service area has a fixed published boundary set by the authority. | CED SPS-1.A.1 and SPS-1.A.2 (Topic 1.7, Course Framework p. 36) | unverified |
| hug-w02-4#2 | real | Take the standard course criteria: formal for a measurable unifying characteristic, functional for a pattern of activity converging on one place, perceptual or vernacular for a shared sense of place. A national statistics agency reports data for a division it defines as a named list of eight states in the country's mountain interior. Classify that division and state why the agency's reason for choosing those eight does not change the classification. | A formal region. The criterion is a measurable unifying characteristic, namely membership in the agency's stated list, and every state either is on the list or is not. The agency's motive for choosing those eight, including any cultural or physical reasoning, does not change the type, because the region as reported is defined by the published list rather than by a shared sense of place or by activity converging on one place. | Perceptual, because the states on the list are the ones people usually think of as belonging to that part of the country. | CED SPS-1.A.1 and SPS-1.A.2 (Topic 1.7, Course Framework p. 36) | unverified |
| hug-w02-4#3 | real | Take the standard course criteria: formal for a measurable unifying characteristic, functional for a pattern of activity converging on one place, perceptual or vernacular for a shared sense of place. Surveyed residents disagree about whether a particular state belongs to the American South, producing a gradient rather than a line. Classify the region this survey is measuring and state what the disagreement itself tells you. | A perceptual or vernacular region. The disagreement is not noise to be resolved: it is the region's actual extent, because a perceptual region is constituted by people's shared sense of place, and the course states that regional boundaries are transitional and often contested and overlapping. | The survey is inconclusive, so the state's membership in the South cannot be determined until a formal boundary is established. | CED SPS-1.A.2 and SPS-1.A.3 (Topic 1.7, Course Framework p. 36) | unverified |
| hug-w02-4#4 | real | Take the standard course criteria: formal for a measurable unifying characteristic, functional for a pattern of activity converging on one place, perceptual or vernacular for a shared sense of place. A term is widely used by writers and residents for part of the northern United States. No organisation defines its extent, the stem supplies no measurable characteristic of membership, no activity is described as converging on any place, and two writers using the term include different states. Classify the region and state what makes the classification determinate. | A perceptual or vernacular region. It is determinate because membership rests on recognition alone: no measurable unifying characteristic is supplied, so the formal criterion has nothing to attach to, and no converging pattern of activity is supplied, so the functional criterion has nothing to attach to either. | Formal, because the term refers to a specific set of northern industrial states. | CED SPS-1.A.1, SPS-1.A.2, SPS-1.A.3 (Topic 1.7, Course Framework p. 36) | unverified |
| hug-w02-4#5 | real | Take the standard course criteria: formal for a measurable unifying characteristic, functional for a pattern of activity converging on one place, perceptual or vernacular for a shared sense of place. Explain why the American South is difficult to classify as a functional region, and state which of the other two types it does satisfy, and under what condition each one applies. | A functional region needs a pattern of activity converging on one place, and the South as a whole has no single place its activity converges on, so that criterion has nothing to attach to. It satisfies the other two, each under its own condition. It is a FORMAL region whenever some criterion is actually stated for it, exactly as an agency's published list of member states is formal: name a set of states, or a historically defined crop belt, and the criterion draws a hard edge. It is a PERCEPTUAL region in ordinary use, where its extent rests on a shared sense of place and people disagree about the edges. So the South is formal or perceptual depending on which criterion the question supplies, and it contains functional regions, such as a metropolitan commuting zone, a port's hinterland, or a broadcast market, rather than being one itself. | The South is a functional region because its states are economically connected to each other. | CED SPS-1.A.1, SPS-1.A.2, SPS-1.A.3, SPS-1.A.4 (Topic 1.7, Course Framework p. 36) | unverified |
| hug-w02-4#6 | stretch | Take the standard course criteria: formal for a measurable unifying characteristic, functional for a pattern of activity converging on one place, perceptual or vernacular for a shared sense of place. For Chicago, give a formal, a functional, and a perceptual reading, and explain what the fact that all three apply to one place shows about how region questions must be answered. | Formal: the incorporated City of Chicago, a single legal jurisdiction whose boundary is a defined unifying characteristic. Functional: the metropolitan region whose commuting and media activity converges on Chicago and thins out with distance from it. Perceptual: Chicagoland, whose extent rests on residents' sense of where the city's world ends and over which people disagree. All three applying at once shows that region type is a property of the criterion in the question, not of the place, so the answer must be read off how the region was defined rather than off which place was named. | Chicago is a functional region, because that is what a city with a commuting zone is. | CED SPS-1.A.1, SPS-1.A.2, SPS-1.A.3 (Topic 1.7, Course Framework p. 36) | unverified |
| hug-w02-4#7 | stretch | A national capital can be read three ways at once: as the legally bounded administrative territory carrying the capital's jurisdiction, as the surrounding area whose daily commuting and service activity converges on the capital, and as the city people name and picture, whose edges they dispute. Two atlases print two different boundaries for that capital. Explain why neither atlas is wrong. | Each atlas has drawn a different one of those three regions, and a boundary is the visible edge of a chosen criterion rather than of the place itself: the administrative reading is bounded by jurisdiction, the activity reading by where the converging commuting and service activity thins out, and the popular reading by what people include. The course states that regional boundaries are transitional and often contested and overlapping, so several defensible boundaries over the same ground are the expected condition rather than a sign that one map is out of date. | One of the two atlases must be out of date or mistaken, since a city has one real boundary. | CED SPS-1.A.1, SPS-1.A.3, SPS-1.A.4 (Topic 1.7, Course Framework p. 36) | review |
| hug-w02-5#0 | warmup | The rate of natural increase is the crude birth rate minus the crude death rate, divided by 10 to convert a figure per 1,000 into a percentage. A country has a crude birth rate of 38 per 1,000 and a crude death rate of 12 per 1,000. Compute its rate of natural increase as a percentage per year. | 2.6% per year. | CED IMP-2.A.2 (Topic 2.4, Course Framework p. 45) | unverified | |
| hug-w02-5#1 | real | The rate of natural increase is the crude birth rate minus the crude death rate, divided by 10 to convert a figure per 1,000 into a percentage. Country W has a birth rate of 42 and a death rate of 40 per 1,000; Country Z has a birth rate of 11 and a death rate of 10 per 1,000. Identify which is early in the demographic transition and which is late, and state what distinguishes them. | W is early and Z is late. Their rates of natural increase are 0.2% and 0.1%, only 0.1 percentage points apart, so the difference cannot separate them; the levels can. W's rates are both high, 42 and 40, the pre-transitional pattern of high fertility nearly cancelled by high mortality, while Z's are both low, 11 and 10, the late pattern of low fertility nearly cancelled by low mortality. W's two rates sum to 82 per 1,000 against Z's 21. | W and Z are at the same stage, because both have a rate of natural increase of about zero. | CED IMP-2.A.1, IMP-2.A.2, IMP-2.B.1 (Course Framework pp. 45-46) | unverified |
| hug-w02-5#2 | real | The rate of natural increase is the crude birth rate minus the crude death rate, divided by 10 to convert a figure per 1,000 into a percentage. Population-doubling time in years is approximated by 70 divided by the annual percentage rate of increase. A country has a birth rate of 22 and a death rate of 8 per 1,000. Compute its rate of natural increase and its population-doubling time, and state one limitation of the doubling-time figure. | Rate of natural increase is (22 - 8) / 10 = 1.4% per year. Doubling time by the rule of 70 is 70 / 1.4 = 50 years, and computed exactly as the natural logarithm of 2 divided by the natural logarithm of 1.014 it is 49.9 years. The limitation is that the figure assumes the current rate holds unchanged for fifty years, which the demographic transition model itself predicts it will not, since a country with a falling birth rate is moving through the model rather than sitting still. | The country's population will double in 50 years. | CED IMP-2.A.2 and IMP-2.A.3 (Topic 2.4, Course Framework p. 45) | unverified |
| hug-w02-5#3 | real | The rate of natural increase is the crude birth rate minus the crude death rate, divided by 10 to convert a figure per 1,000 into a percentage. Population-doubling time in years is approximated by 70 divided by the annual percentage rate of increase. A country reports a birth rate of 8 and a death rate of 11 per 1,000. Compute its rate of natural increase, and state what its doubling time is. | The rate of natural increase is (8 - 11) / 10 = -0.3% per year. It has no doubling time, because the population is not growing from natural change; a doubling time exists only for a positive rate of increase. | A rate of natural increase of 0.3% and a doubling time of about 233 years. | CED IMP-2.A.2 (Topic 2.4, Course Framework p. 45) | unverified |
| hug-w02-5#4 | stretch | The rate of natural increase is the crude birth rate minus the crude death rate, divided by 10 to convert a figure per 1,000 into a percentage. A country's birth rate is 8 and its death rate is 11 per 1,000, yet its total population grew last year. Explain how both can be true, and state the general relationship between rate of natural increase and population change. | Natural change was negative, (8 - 11) / 10 = -0.3%, so births minus deaths removed people, but the country gained more people through net in-migration than natural change removed, leaving total population higher. In general the rate of natural increase measures only fertility against mortality; population change is natural increase plus net migration, because the course lists fertility, mortality, and migration as the three determinants of a population's growth and decline. | The report must be wrong, because a birth rate below the death rate means the population is shrinking. | CED IMP-2.A.1 and IMP-2.A.2 (Topic 2.4, Course Framework p. 45) | unverified |
| hug-w02-6#0 | warmup | Pyramid 1 has a very wide base, sides that taper steeply so each cohort is much shorter than the one below it, and almost nobody above age 60. Describe the fertility and mortality this shape reports. | High fertility and high mortality: the very wide base means each new cohort is larger than the last, and the steep taper with very few elderly means people are being lost at every age rather than surviving into old age. | CED PSO-2.F.1 (Topic 2.3, Course Framework p. 44) with Unit 2 Sample Instructional Activity 2 (p. 41) | review | |
| hug-w02-6#1 | real | Pyramid 2 has a wide base like Pyramid 1, but its sides are far less steep, with substantial cohorts surviving into middle age. Identify which of the two rates has changed relative to Pyramid 1, and state the consequence for the rate of natural increase. | Mortality has fallen while fertility has stayed high. The rate of natural increase therefore rises sharply, because a still-wide base keeps births high while the shallower taper means fewer of those people are dying, so the gap between the two rates widens. | The birth rate has risen, which is why the population is growing faster than in Pyramid 1. | CED PSO-2.F.1 and IMP-2.A.2 (Course Framework pp. 44-45) | review |
| hug-w02-6#2 | real | Pyramid 3's base is narrower than the cohort immediately above it, while the sides remain nearly straight up to age 60. State which of the two rates has changed and which has not, explain how the shape lets you tell them apart, and give the direction in which the size of successive birth cohorts is changing. | Fertility has changed and mortality has not. The base being narrower than the band above it is the fertility signature, and it shows the birth rate falling. Mortality is read from how fast the bars shorten as you climb, and the near-straight sides show mortality unchanged and still low, which is precisely what keeps the sides straight. Successive birth cohorts are getting smaller: each new cohort is shorter than the one born before it. | Both rates have changed: the birth rate has fallen and mortality among children has risen, which is why the youngest cohort is smaller than the one above it. | CED PSO-2.E.1 and PSO-2.F.1 (Topic 2.3, Course Framework p. 44) | unverified |
| hug-w02-6#3 | real | Pyramid 4 is nearly a column: cohorts are of roughly equal length from birth to age 60, then narrow gradually above that. State the fertility and mortality this reports and what it implies about growth from natural change. | Low fertility and low mortality. Equal-length cohorts mean each new birth cohort roughly replaces the one before it, so fertility is near replacement, and the absence of tapering up to age 60 means very few people are lost before old age. Growth from natural change is close to zero, since births and deaths are both low and nearly equal. | The population is growing steadily, because every age group is well represented. | CED PSO-2.F.1 with IMP-2.A.2 and SPS-2.C.1 (Course Framework pp. 44, 45, 50) | match |
| hug-w02-6#4 | real | Pyramid 5's base is narrower than every cohort above it, its widest bands are at ages 45 to 59, and a substantial share of the population is over 65. State the fertility this reports and name the consequence the course attaches to this structure. | Fertility is below replacement, since every new cohort is smaller than the one before it all the way up. The course's named consequence is population ageing, which it says is determined by birth and death rates and life expectancy and which carries political, social, and economic consequences including the dependency ratio. | The pyramid must be mislabelled or inverted, because a population pyramid is always widest at its base. | CED PSO-2.F.1 with SPS-2.C.1 and SPS-2.C.2 (Course Framework pp. 44, 50) | review |
| hug-w02-6#5 | stretch | Pyramid 6 looks ordinary from birth to age 19 and above age 40, but at ages 20 to 39 the male bars are about three times the length of the female bars in the same cohorts. Explain why no point on the demographic transition model accounts for this shape, and name what does. | The transition is a story about fertility and mortality rates changing over decades, and neither rate acts on one sex inside a single twenty-year age band while leaving the cohorts below and above symmetric, so no position on the model produces this distortion. What accounts for it is migration, the third determinant of population change the course names alongside fertility and mortality: a large in-flow of working-age male labour, the guest worker type of voluntary migration the course requires, adds people straight into those cohorts without any birth or death rate changing. The resident fertility of this population must therefore be read from the base, not from the bulge. | The bulge of working-age adults shows the country is in the fast-growth middle of the transition, with a large young workforce produced by earlier high fertility. | CED IMP-2.A.1, IMP-2.D.2, PSO-2.E.1 (Course Framework pp. 44, 45, 52) | review |
| hug-w02-7#0 | warmup | Arithmetic density is total population divided by total land area. Country A has 60,000,000 residents and 300,000 square kilometres of total land area. Calculate Country A's arithmetic density. | 200 people per square kilometre. | CED PSO-2.B.1 (Topic 2.1, Course Framework p. 42) | match | |
| hug-w02-7#1 | real | Arithmetic density is total population divided by total land area; physiological density is total population divided by arable land area. Country B has 24,000,000 residents, 400,000 square kilometres of total land, and 12,000 square kilometres of arable land. Calculate both densities and state which denominator produced the larger figure. | Arithmetic density is 24,000,000 / 400,000 = 60 people per square kilometre. Physiological density is 24,000,000 / 12,000 = 2,000 people per square kilometre of arable land. The arable-land denominator produced the far larger figure, 33.3 times as large, because only 3% of the country's land is arable. | Physiological density of 60 people per square kilometre, the same as arithmetic density. | CED PSO-2.B.1 and PSO-2.C.1 (Topic 2.1, Course Framework p. 42) | review |
| hug-w02-7#2 | real | Country B has 4,800,000 farmers and 12,000 square kilometres of arable land; Country C has 1,500,000 farmers and 75,000 square kilometres of arable land. Calculate each country's agricultural density, defined as number of farmers per square kilometre of arable land, and state what C's figure indicates about how its farming is organised. | Country B is 4,800,000 / 12,000 = 400 farmers per square kilometre of arable land; Country C is 1,500,000 / 75,000 = 20. C's much lower figure indicates capital-intensive commercial farming, where relatively few farmers work a large area with machinery and inputs, whereas B's 400 indicates labour-intensive farming with many people working each unit of land. | Country C's agricultural density of 20 shows its farmland is under very little pressure and it has ample food capacity. | CED PSO-2.B.1 and PSO-2.C.1 (Topic 2.1, Course Framework p. 42) | match |
| hug-w02-7#3 | real | Arithmetic density is total population divided by total land area; physiological density is total population divided by arable land area. Three countries: A has 60,000,000 people on 300,000 sq km with 60,000 sq km arable; B has 24,000,000 on 400,000 sq km with 12,000 arable; C has 90,000,000 on 150,000 sq km with 75,000 arable. Rank them from highest to lowest by arithmetic density, then rank them again by physiological density, and state what changes. | By arithmetic density: C at 600, A at 200, B at 60 people per square kilometre. By physiological density: B at 2,000, C at 1,200, A at 1,000 people per square kilometre of arable land. The two extremes trade places exactly: B moves from third to first and A from second to third, while C moves from first to second. The cause is that physiological density equals arithmetic density divided by the arable share, and the shares are 20% for A, 3% for B, and 50% for C, so the figures are multiplied by 5, 33.3, and 2 respectively; B's 3% arable share earns it by far the largest multiplier and carries the country that looked emptiest to the top. | C is densest, A second, and B least dense by every method, since C has the most people on the least land. | CED LO PSO-2.C and PSO-2.C.1 (Topic 2.1, Course Framework p. 42) | review |
| hug-w02-7#4 | stretch | A ministry must decide whether its country needs to expand food imports. Identify which of the three density methods is the relevant one, justify the choice against the other two, and state what the chosen figure still cannot tell the ministry. | Physiological density is the relevant method, because it divides total population by arable land and therefore measures how many mouths each unit of farmable land must feed, which is exactly the import question. Arithmetic density is not relevant because its denominator includes land that cannot grow food, so it understates pressure in countries with little arable land; agricultural density is not relevant because its numerator is farmers rather than residents, so it describes how the farming is organised, not how much food is needed. What physiological density still cannot tell the ministry is yield: it counts hectares, not output, so the same figure can describe adequate or inadequate supply depending on productivity, and the course frames this pressure on land and resources as carrying capacity rather than as a fixed threshold. | Agricultural density, since the question concerns food and farming. | CED PSO-2.B.1, PSO-2.C.1, PSO-2.D.2 (Course Framework pp. 42-43) | review |
| hug-w02-8#0 | warmup | This calendar teaches four units before winter break: Unit 1 Thinking Geographically, Unit 2 Population and Migration Patterns and Processes, Unit 3 Cultural Patterns and Processes, and Unit 4 Political Patterns and Processes. Give each of those four units' published multiple-choice exam weighting, as the course prints it. | Unit 1 is 8-10%; Units 2, 3, and 4 are each 12-17%. The course publishes a range for every unit rather than a single figure, and Unit 1 is the only unit in the course weighted below 12%. | CED unit weighting table (Course Framework p. 16; Exam Information p. 156) | match | |
| hug-w02-8#1 | real | Using the course's published unit weightings, give the RANGE of the multiple-choice section covered by Units 1 to 4 combined, convert that range to a number of the section's 60 questions, and state why the answer cannot be a single figure. | 44% to 61%: the low end is 8 + 12 + 12 + 12 = 44 and the high end is 10 + 17 + 17 + 17 = 61. On a 60-question section that is 26.4 to 36.6 questions, so roughly 26 to 37 of the 60. It cannot be a single figure because the course publishes a range for every unit rather than a point value, and the seven published ranges themselves sum to 80-112%, so they cannot be resolved into fixed percentages. | About 57%, or about 34 questions, since four of the seven units are covered. | CED unit weighting table (Course Framework p. 16) with Exam Overview (Exam Information p. 155) | review |
| hug-w02-8#2 | real | State the timing the exam allows per multiple-choice question and per free-response question, and give the free-response section's total point value. | One minute per multiple-choice question, since 60 questions are allotted 60 minutes. Twenty-five minutes per free-response question, since 3 questions are allotted 75 minutes. The free-response section is worth 21 points in total, 3 questions at 7 points each, which is about 3.6 minutes per point. | About 67 minutes for each section, since each is worth 50% of the exam. | CED Exam Overview table (Exam Information p. 155) | review |
| hug-w02-8#3 | real | Unit 1 carries the smallest exam weighting of the seven units. Explain why revising it thoroughly still pays more than its weighting suggests, citing two features of the exam's design. | Because Unit 1's content is the course's analytic toolkit rather than a body of standalone facts, and the exam's design charges for that toolkit twice. First, Scale Analysis is its own skill category worth 13-20% of the multiple-choice section, which is 7.8 to 12 of the 60 questions, and scale of analysis is Unit 1 content applied to every other unit's material. Second, at least two of the three free-response questions assess the ability to analyse across geographic scales to explain spatial relationships, and each free-response question assesses at least two different units, so Unit 1's tools are being marked inside Units 2 to 7 questions rather than only in the 8-10% band the table assigns Unit 1. | Unit 1 is worth at most 10% of the multiple-choice section, so it should get about a tenth of the revision time and no more. | CED Exam Information pp. 156-158 (unit weightings, skill weightings, Section II design) | review |
| hug-w02-8#4 | stretch | A student plans to prepare only for single-unit questions on the free-response section and to skip cross-unit revision until spring. Explain why the exam's published design makes that plan unworkable, and state what the free-response section's skill weightings imply about what to practise. | The design forbids single-unit free-response questions: the CED states that each of the three questions assesses at least two different units, so no question on the section can be answered from one unit alone, and at least two of the three additionally require analysis across geographic scales. The skill weightings then say what to practise: on the free-response section Spatial Relationships is the heaviest category at 33-43%, well above its 16-25% share of the multiple-choice section, while Concepts and Processes falls from 25-36% on multiple choice to 23-29% on free response. So free-response practice should be weighted toward describing and explaining spatial relationships, patterns, and networks across units and scales rather than toward recalling definitions unit by unit. | Practise the same recall-focused material for both sections, since Concepts and Processes is the largest skill category on the exam. | CED Section I and Section II overviews and skill weighting tables (Exam Information pp. 157-158) | review |
| hug-w02-9#0 | warmup | Take the standard course criteria: formal for a measurable unifying characteristic, functional for a pattern of activity converging on one place, perceptual or vernacular for a shared sense of place. Match each to its type: a country's provinces; the area served by a city's water utility; and the area people call the Midwest. | Provinces are formal regions, each defined by a uniform characteristic, membership in that jurisdiction. The water utility's service area is a functional region, defined by a pattern of activity converging on the utility. The Midwest is a perceptual or vernacular region, defined by people's shared sense of place. | CED SPS-1.A.1 and SPS-1.A.2 (Topic 1.7, Course Framework p. 36) | unverified | |
| hug-w02-9#1 | real | A new tunnel cuts the drive between two cities from 4 hours to 1 hour. State what changed and what did not, in the vocabulary of Topic 1.4, and give the factor of change. | Relative distance fell by a factor of 4, since 4 hours divided by 1 hour is 4, and this is time-space compression. Absolute distance did not change at all, because it is fixed by the two cities' positions on the Earth's surface. | The distance between the cities fell to a quarter of what it was. | CED IMP-1.A.2 absolute and relative distance (Topic 1.1, Course Framework p. 30) with PSO-1.A.1 time-space compression (Topic 1.4, p. 33) | review |
| hug-w02-9#2 | real | A stimulus shows that a desert state's largest city is supplied by a long-distance aqueduct and surrounded by irrigated agriculture. Identify the human-environmental viewpoint this best illustrates and state the shared feature of the two examples that settles it. | Possibilism. Both the aqueduct and the irrigation are engineered responses to a water constraint, so in each case people selected one option out of those their technology and capital permitted rather than accepting the outcome the desert on its own would have imposed. | Environmental determinism, because the desert climate is what shaped how the city and its farms developed. | CED PSO-1.B.2 with sample multiple-choice question 7 and answer key (Exam Information pp. 163, 170) | review |
| hug-w02-9#3 | real | A country of 40,000,000 people reports a national literacy rate of 92%, while one district of 1,200,000 people reports 61%. A response concludes that the national figure must be inflated. Calculate the literacy rate of the rest of the country and use it to explain why both reported figures can stand. | Nationally 0.92 x 40,000,000 = 36,800,000 literate residents; the district has 0.61 x 1,200,000 = 732,000, so the remaining 38,800,000 residents include 36,800,000 - 732,000 = 36,068,000 literate, a rate of 36,068,000 / 38,800,000 = 92.96%. Note the direction of that result: 92.96% is HIGHER than the reported national 92%, so the low district is pulling the national figure DOWN rather than the national figure being inflated. The two reported figures are consistent, and the conclusion to draw is the opposite of the one offered: the rest of the country reads slightly better than the headline, because the national figure is a population-weighted average that the district's 3% of the population drags below the rate everywhere else. | The national rate of 92% is inflated, since a district inside the country reports only 61%; the true national rate must be below 92%. | CED PSO-1.D.1 (Topic 1.6, Course Framework p. 35) | review |
| hug-w02-9#4 | real | An FRQ part reads: 'Explain how a national immigration policy contributed to the changing composition of one city's neighbourhoods.' Identify the scale of the cause and the scale of the outcome, and state what a response confined to the city would fail to supply. | The cause is at the national scale, the immigration policy, and the outcome is at the local scale, the composition of neighbourhoods in one city. A response confined to the city supplies no national cause, so it never makes the link the part asks for and cannot earn the point. | Describing how the city's neighbourhoods changed and why residents moved between them, with no reference to national policy. | CED PSO-1.D.1 with sample free-response question part F (Scoring Guidelines pp. 175, 177) | review |
| hug-w02-9#5 | real | Take the standard course criteria: formal for a measurable unifying characteristic, functional for a pattern of activity converging on one place, perceptual or vernacular for a shared sense of place. A regional transport agency publishes a hard boundary for the zone from which commuters reach its central hub. Classify the region and explain why the hard published boundary is not what determines the type. | It is a functional region, because the defining criterion is a pattern of activity converging on the hub. The published boundary does not determine the type, since a formal region, a functional service area, and even an agency's rendering of a popular region can all be drawn as hard lines; the type follows the criterion of membership, and the course adds that regional boundaries are transitional and often contested and overlapping regardless of how they are printed. | Formal, because the agency publishes an exact boundary for the zone. | CED SPS-1.A.1, SPS-1.A.2, SPS-1.A.3 (Topic 1.7, Course Framework p. 36) | unverified |
| hug-w02-9#6 | stretch | A country of 40,000,000 people reports 8% of residents below its poverty line. One city of 2,000,000 reports 44%. Calculate the city's share of the national population and its share of all residents below the line, and state what the national figure conceals. | The city holds 2,000,000 of 40,000,000 residents, which is 5.0% of the national population. Nationally 8% of 40,000,000 is 3,200,000 people below the line; the city contributes 44% of 2,000,000, which is 880,000, so it holds 27.5% of everyone below the line. The national figure conceals that concentration: 5% of the population carries more than a quarter of the need, so a programme sized to an 8% problem is mis-sized in the place where the problem is worst. | Since 8% of residents nationally are below the line, the city holds about 8% of the country's poor residents, in line with its size. | CED PSO-1.D.1 (Topic 1.6, Course Framework p. 35) | review |
| hug-w02-9#7 | stretch | A response argues that because global container shipping has made goods available everywhere, distance decay no longer applies to trade. Evaluate the argument using the vocabulary of Topic 1.4. | The argument confuses a fall in relative distance with the disappearance of the distance relationship. Cheap containerised shipping is time-space compression: it lowers the time and cost of covering a fixed absolute distance, which lifts and flattens the interaction-against-distance curve. A flatter curve is still a curve, so trade volumes still fall off with separation, and compression is uneven because it follows the shipping lanes and port infrastructure, so places off the network are relatively further away than before even though no absolute distance changed. The course keeps distance decay and time-space compression together as required concepts, which is the structural reason one cannot retire the other. | The argument is correct: modern shipping has eliminated distance decay in global trade. | CED PSO-1.A.1 with SPS-3.A.4 (Course Framework pp. 33, 65) | review |
| hug-w02-9#8 | stretch | Take the standard course criteria: formal for a measurable unifying characteristic, functional for a pattern of activity converging on one place, perceptual or vernacular for a shared sense of place. For a single river valley, give one formal, one functional, and one perceptual reading of the same ground. | Formal: the valley as the area inside a defined watershed or elevation boundary, uniform in that measured characteristic. Functional: the irrigation district or market area whose activity converges on a single dam or river port and thins out with distance from it. Perceptual: the valley as a named place whose extent locals dispute at its upstream and downstream ends. | The valley is a formal region, because a watershed has a physical boundary. | CED SPS-1.A.1, SPS-1.A.2, SPS-1.A.3 (Topic 1.7, Course Framework p. 36) | unverified |
| hug-w02-9#9 | stretch | A river valley with fertile alluvial soils and reliable water is densely settled. State how a determinist and a possibilist would each account for that dense settlement, and which of the two accounts the course says geography moved to. | A determinist would say the fertile soils and reliable water produced the dense settlement, with the environment deciding the outcome. A possibilist would say the soils and water made dense settlement one available option and that people realised it by building levees, canals, and drainage, choices that carry permanent maintenance costs. The course states that theories have evolved from environmental determinism to possibilism, so possibilism is the account geography moved to. | Both viewpoints agree that the fertile soil and water caused the dense settlement, so the two accounts are the same. | CED PSO-1.B.1 and PSO-1.B.2 (Topic 1.5, Course Framework p. 34) | review |
| hug-w02-10#0 | warmup | GIVENS (stated for this item; the course names these measures without defining them): absolute distance is physical separation measured on the Earth's surface, such as kilometres or miles. Relative distance is that separation expressed in travel time, cost or effort. An FRQ stimulus says Riverton lies 240 km from the capital, the bus takes 5 hours and the fare is 18 dollars. The FRQ part reads: 'Describe the absolute distance between Riverton and the capital.' Which figure does a scoring answer give, and why that one? | 240 km. The part's object is absolute distance, which is the physical separation on the Earth's surface, so the answer must be the ground measurement - not the 5 hours and not the 18 dollars. | CED IMP-1.A.2 (Topic 1.1, Course Framework p. 30) with the task verb Describe (Exam Information p. 159) | match | |
| hug-w02-10#1 | real | GIVENS (stated for this item): absolute distance is physical separation on the Earth's surface; relative distance is that separation expressed in travel time, cost or effort. The CED defines the task verb Explain as providing information about how or why something occurs, using evidence and/or reasoning. STIMULUS: Riverton is 240 km from the capital. The journey was a 5-hour bus ride; a new express rail line has cut it to 2 hours, and the road, towns and terrain are unchanged. THE PART: 'Explain how the rail line changed the relative distance between Riverton and the capital.' State what changed, by what factor, and what a scoring response must include beyond the number. | Relative distance fell, by a factor of 5/2 = 2.5 - Riverton now sits at 2/5 = 40.0% of its former travel time from the capital - and because the verb is Explain, the response must also say how: a faster mode running on a dedicated line raises average speed over the same route. Absolute distance is unchanged at 240 km. | The distance is 240 km and the rail line did not change it, because Riverton is still in the interior. | CED IMP-1.A.2 (Topic 1.1, Course Framework p. 30) with the task verb Explain (Exam Information p. 159) | review |
| hug-w02-10#2 | real | GIVENS (stated for this item; the course names these measures without defining them): absolute direction is direction in the compass system fixed by the Earth's grid - north, southwest and so on. Relative direction is direction stated from a person's position or a local frame of reference - inland, uptown, two blocks left. The CED defines the task verb Identify as indicating or providing information about a specified topic, without elaboration or explanation. STIMULUS: on a north-up map, the industrial district lies above and to the right of the port; residents call the district 'inland' and the port 'down by the water'. THE PART: 'Identify the absolute direction from the port to the industrial district.' What does a scoring answer say? | Northeast - and nothing else, since Identify asks for the information without elaboration. | Inland, away from the water. | CED IMP-1.A.2 (Topic 1.1, Course Framework p. 30) with the task verb Identify (Exam Information p. 159) | review |
| hug-w02-10#3 | real | GIVENS (stated for this item; the course names these two patterns without defining either, and offers no other pattern name in this topic): a distribution is CLUSTERED when the features are concentrated in a small part of the mapped area, leaving large parts of it empty, and DISPERSED when they are spread across the mapped area. MAP SNIPPET 1: a 100 km by 100 km square is drawn as a grid of 100 equal cells, each 10 km by 10 km. Forty dots mark clinics. Thirty-six of them fall inside four cells that share edges in the northwest corner; the remaining four dots sit singly in four widely separated cells elsewhere, including one in each of the other three corners. Clustered or dispersed? | Clustered. | Dispersed. | CED IMP-1.A.2 clustering and dispersal (Topic 1.1, Course Framework p. 30); suggested skill 3.A (Course Framework p. 14) | match |
| hug-w02-10#4 | real | GIVENS (same two definitions, and the same closed pair of names): clustered means the features are concentrated in a small part of the mapped area with large parts left empty; dispersed means they are spread across the mapped area. MAP SNIPPET 2: the same 100-cell grid, now with fifty dots marking clinics, arranged so that every cell holds either one dot or none and no two occupied cells share an edge. Clustered or dispersed? | Dispersed. | Clustered. | CED IMP-1.A.2 clustering and dispersal (Topic 1.1, Course Framework p. 30) | unverified |
| hug-w02-10#5 | real | GIVENS (same two definitions; choose between exactly these two names, which are the only pattern names Topic 1.1 offers): clustered means concentrated in a small part of the mapped area with large parts empty; dispersed means spread across the mapped area. MAP SNIPPET 3: the same 100-cell grid, with twenty-four dots lying inside a single one-cell-wide band that runs corner to corner from the southwest to the northeast. The rest of the map is empty. Clustered or dispersed? | Clustered. | Dispersed. | CED IMP-1.A.2 (Topic 1.1, Course Framework p. 30), with PSO-5.B.2 (Topic 5.2, p. 91) recorded as the reason linear is not an option here | match |
| hug-w02-10#6 | stretch | GIVENS (same two definitions): clustered means concentrated in a small part of the area with large parts empty; dispersed means spread across the area. A national health ministry maps 100 clinics. Every clinic falls inside one 100 km by 100 km square in the east of the country, and inside that square they are spread evenly, one to each of its hundred 10 km by 10 km cells. The country's total area is three times the square's. A student writes 'the clinics are dispersed'. Say why that answer is incomplete, and what the pattern is at each of the two scales. | It is incomplete because a pattern name is only meaningful against a stated area. At the scale of the mapped square the clinics are dispersed - one per cell, no empty region. At the scale of the country they are clustered: all 100 sit inside one third of the national area, leaving two thirds with none. Numerically, 100/10000 = 0.01 clinics per square kilometre inside the square against 100/30000 = 0.003333 nationally, a ratio of exactly 3.0. | Dispersed, full stop - because within the map every cell has a clinic. | CED IMP-1.A.2 (Topic 1.1, Course Framework p. 30) with skill 5.A (Course Framework p. 14) and Topic 1.6 Scales of Analysis | review |
| post | type / format / style | hook | CTA | caption | copy |
|---|---|---|---|---|---|
| hug-w02-mon-a mon empty | concept explainer | the bridge cut 8 hours to 1. the town never moved. AP HuG 101: distance decay vs time-space compression 5/statement_paradox · AP HUMAN GEO | follow for more 1/follow_for_more @last | no scene script | |
| hug-w02-mon-b mon-2 empty | concept carousel side_peek | what a scale of analysis actually is: 3/what_actually_is | we got more for you on our app 2/app_more @last | 1. [hook] what a scale of analysis actually is: 2. [teach] the four scales | global, regional, national, local / regional is the one everyone forgets. it sits between the country and the neighbourhood / the scale is the size of the unit your conclusion is about 3. [teach] averaging destroys variation | a national figure is a population-weighted average of its regions / the extremes inside it cancel out / so a country always looks more moderate than its most extreme places 4. [teach] same data, two stories | national poverty rate 9.875%: a moderate problem / one city inside it: 55% below the line, a crisis / both are true. nobody is lying 5. [teach] the two rules they test | a claim is only true at the scale it was measured. never move it up or down / causes and outcomes often sit at different scales. name both / national tariff decision, local factory closure: that is the link they want | |
| hug-w02-tue-a tue empty | concept carousel side_peek | why does nobody agree where the South ends? and why it is not one functional region 5/surprising_do_you_know_why | follow for more 1/follow_for_more @last | 1. [hook] why does nobody agree where the South ends? | and why it is not one functional region 2. [teach] three questions, not three boxes | formal: what is uniform here? / functional: what activity converges on one place? / perceptual: what do people believe? 3. [teach] the South, three ways | formal: name a criterion, like an agency's list of states, and the edge is hard / perceptual: survey people and you get a gradient, not a line / functional: fails. there is no single place the whole South converges on 4. [teach] the trap | a fuzzy edge is not a wrong answer. the course says boundaries are transitional, contested and overlapping / a big city inside a region does not make it functional / the type follows the criterion in the question, not the place 5. [teach] one place, all three at once | Chicago: formal as the incorporated city / functional as the commuting zone that converges on it / perceptual as Chicagoland, whose edges people argue about | |
| hug-w02-tue-b tue-2 empty | application explainer | the Netherlands built its own land. that is possibilism. the one example that always scores 3/statement_that_is_x · AP HUMAN GEO | we got more for you on our app 2/app_more @last | no scene script | |
| hug-w02-wed-a wed empty | application carousel paper_snapshot | how to place any country on the DTM: two rates, one stage 4/how_to_outcome_constraint | follow for more 1/follow_for_more @last | hook: how to place any country on the DTM: hook_sub: two rates, one stage method: 1. RNI = (births - deaths) / 10 / 2. then look at the LEVELS / 3. two low rates =/= two high worked 1: W: births 42, deaths 40 / (42 - 40) / 10 = 0.2% worked 2: Z: births 11, deaths 10 / (11 - 10) / 10 = 0.1% worked 3: same RNI, opposite stages / W sums to 82 per 1,000 / Z sums to 21 per 1,000 your turn: Country X: births 38, deaths 12. RNI and doubling time? -> (38 - 12) / 10 = 2.6% / 70 / 2.6; 26.9 years | |
| hug-w02-wed-b wed-2 empty | application carousel ink_on_paper | absolute or relative? here's how to tell: one word gives it away 4/a_or_b_how_to_tell | we got more for you on our app 2/app_more @last | 1. [hook] absolute or relative? here's how to tell: | one word gives it away 2. [teach] the two measures | absolute distance: separation on the ground. km, miles. it only moves if the ground does / relative distance: the same gap in time, cost or effort / a new rail line cannot change the first. it is built to change the second 3. [teach] read the FRQ part | Riverton is 240 km from the capital. bus: 5 hours. new express rail: 2 hours / 'Explain how the rail line changed the relative distance' / circle the word RELATIVE. that is the object. the verb only tells you how much to write 4. [teach] the scoring answer | relative distance fell: 5 h to 2 h, a factor of 5/2 = 2.5 / Riverton now sits at 40% of its former travel time / why: a faster mode on a dedicated line raises average speed. absolute distance stays 240 km 5. [teach] two zero-mark answers | 'the distance is 240 km and the line did not change it': true, wrong object / 'the towns are now 96 km apart': a time ratio converted back into km / relative distance is reported in time, cost or effort. never in km | |
| hug-w02-thu-a thu empty | practice countdown | clustered or dispersed? 3 maps, the count is not the pattern 1/either_or_pair | follow for more 1/follow_for_more @last | no scene script | |
| hug-w02-thu-b thu-2 empty | practice carousel paper_snapshot | can you survive as an AP Human Geo student? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as an AP Human Geo student? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as an AP Human Geo student! intro_sub: try to get as many correct as possible Q1: Towns 10, 20, 40 and 80 km from a hospital send 800, 400, 200 and 100 visits. Name the concept. [A. time-space compression | B. distance decay | C. relative distance | D. dispersal] -> B; distance doubles each step / visits halve each step / interaction falls with distance / distance decay; B is correct Q2: A new bridge cuts an 8 hour boat trip to 1 hour. The town is still 80 km away. Which distance changed? [A. absolute | B. both | C. relative | D. neither] -> C; 80 km did not move / so absolute is unchanged / 8 hrs -> 1 hr / relative distance fell; C is correct Q3: Almost every clinic in a county sits inside one small area near the county seat. Which pattern is that? [A. dispersed | B. random | C. linear | D. clustered] -> D; concentrated in one area / wide empty stretches elsewhere / not spread across the map / clustered; D is correct Q4: A country has 60,000,000 residents and 300,000 square km of land. What is its arithmetic density? [A. 200 / km2 | B. 500 / km2 | C. 2000 / km2 | D. 20 / km2] -> A; total pop / total land / 60,000,000 / 300,000 / = 200 / 200 people per km2; A is correct | |
| hug-w02-fri-a fri empty | practice carousel side_peek | can you spot the scale mistake? 4 traps, the scale changes the answer 1/spot_mistake | enjoying the quiz? follow for more! 1/mid_deck_follow @4 | 1. [hook] can you spot the scale mistake? | 4 traps, the scale changes the answer 2. [question] national poverty rate 9.875%. one city inside the country: 55%. | a student writes: the national figure must be wrong. 3. [answer] the data is fine | different units of analysis. the national rate is the population-weighted average of every locality / the city is 5% of the population but 27.85% of everyone below the line / a bigger unit always looks more moderate than its most extreme part 4. [question] global average income rose over twenty years. | a student concludes: incomes rose in every country. 5. [answer] a conclusion moved downward | a global figure licenses a claim about the world as one unit / an average can rise while some countries fall / the only honest downward claim: at least some component rose 6. [question] FRQ: 'explain the degree to which the country's level of development contributes to this city's environmental challenges.' | a student writes only about the city. 7. [answer] the cause is missing | 'the country's level of development' fixes the cause at the national scale / 'this city's challenges' fixes the outcome at the local scale / a city-only answer never supplies the national cause. no point 8. [question] FRQ asks for a local-scale explanation of one city's density change. | a student answers with the national population growth rate. 9. [answer] wrong scale of cause | a national rate applies equally to every city, so it cannot explain this one / test it: would your cause predict the same outcome everywhere? then it is at the wrong scale / they want a cause inside the city, like local housing development | |
| hug-w02-fri-b fri-2 empty | practice carousel blackbox | can you get all 3 densities in 15 seconds? arithmetic or physiological 1/solve_in_n_seconds | we got more for you on our app 2/app_more @last | 1. [hook] can you get all 3 densities in 15 seconds? | arithmetic or physiological 2. [question] Country A | 60,000,000 people. 300,000 sq km of land. / arithmetic density? 3. [answer] 200 per sq km | 60,000,000 / 300,000 = 200 (arithmetic density: total population over ALL the land, desert and mountains included) 4. [question] Country B | 24,000,000 people. 400,000 sq km of land, 12,000 of it arable. / arithmetic AND physiological density? 5. [answer] 60 and 2,000 | 24,000,000 / 400,000 = 60 per sq km (arithmetic: divide by all the land) / 24,000,000 / 12,000 = 2,000 per sq km of arable land (only 3% of the land is arable, so the physiological figure is 33.3 times the arithmetic one) 6. [question] B versus C | B: 4,800,000 farmers on 12,000 sq km of arable land. C: 1,500,000 farmers on 75,000 sq km. / agricultural density? 7. [answer] 400 versus 20 | B: 4,800,000 / 12,000 = 400 farmers per sq km (many people working each unit of land: labour-intensive farming) / C: 1,500,000 / 75,000 = 20 farmers per sq km (few farmers covering a lot of land: machinery and capital do the work) | |
| hug-w02-sat sat empty | practice carousel blackbox | formal, functional or perceptual? 4 regions. one of them is all three 1/a_or_b_most_wrong | enjoying the quiz? follow for more! 1/mid_deck_follow @4 | 1. [hook] formal, functional or perceptual? | 4 regions. one of them is all three 2. [question] region 1 of 4 | a transit authority defines its service area as every zone from which commuters travel into the central business district. / formal, functional or perceptual? 3. [answer] functional | a pattern of activity converging on one place: the CBD (the zones need share nothing else. the criterion is the commuting, not the land) 4. [question] region 2 of 4 | a statistics agency reports data for a division it defines as a named list of eight mountain states. / formal, functional or perceptual? 5. [answer] formal | membership in a published list is a characteristic every state verifiably shares (why the agency chose those eight does not change the type. the criterion draws the boundary) 6. [question] region 3 of 4 | surveyed residents disagree whether a state belongs to the South. the result is a gradient, not a line. / formal, functional or perceptual? 7. [answer] perceptual | the survey measures beliefs about extent, not a characteristic of the land or a flow to a centre (the disagreement IS the region's extent. the course says boundaries are transitional, contested and overlapping) 8. [question] region 4 of 4 | Chicago: the incorporated city, the metro commuting zone, and 'Chicagoland'. / formal, functional or perceptual? 9. [answer] all three | formal as the legal city. functional as the commuting zone converging on it. perceptual as Chicagoland (region type is a property of the criterion in the question, not of the place) | |
| hug-w02-sun sun empty | practice carousel paper_snapshot | do you still know unit 1? 4 questions, score yourself 1/do_you_still_know | we got more for you on our app 2/app_more @last | hook: do you still know unit 1? hook_sub: 4 questions, score yourself Q1: A tunnel cuts a 4 hour drive to 1 hour. What changed, and by what factor? [] -> ; 4 h / 1 h = 4 / relative distance fell x4 / absolute distance: unchanged; time-space compression Q2: Desert city: a long aqueduct, irrigated farms all around. Determinism or possibilism? [] -> ; the desert limits water / people engineered around it / society chose the option; possibilism Q3: Country: 40,000,000 people, 8% below the poverty line. One city of 2,000,000 reports 44%. The city's share of people vs of the poor? [] -> ; 2,000,000 / 40,000,000 = 5% / poor nationally: 0.08 x 40,000,000 = 3,200,000 / poor in the city: 0.44 x 2,000,000 = 880,000 / 880,000 / 3,200,000 = 27.5%; 5% of the people, 27.5% of the need Q4: A transport agency publishes a hard boundary for the zone whose commuters reach its hub. Formal, functional or perceptual? [] -> ; criterion: commuters converging on one hub / that is a pattern of activity / a hard printed line is not the test; functional |
units 11 [drafted:11] questions 64/70 verified posts 12 [empty:12] hooks 12/12 copy 9/9 captions 0/12
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| algebra1-w02-1#0 | warmup | Is 0.333... (the digit 3 repeating forever) rational or irrational? | Rational. It equals 1/3. | CCSS 8.NS.A.1 | match | |
| algebra1-w02-1#1 | real | Classify sqrt(20) as rational or irrational. | Irrational. | Rational | CCSS 8.EE.A.2, 8.NS.A.1 | match |
| algebra1-w02-1#2 | real | Classify -7/3. Name every set it belongs to from this list: natural, whole, integer, rational, irrational, real. | Rational and real only. | Irrational | CCSS 8.NS.A.1 | match |
| algebra1-w02-1#3 | real | Classify sqrt(25). Name every set it belongs to from this list: natural, whole, integer, rational, irrational, real. Use the usual convention that the natural numbers are the counting numbers 1, 2, 3, ... and the whole numbers are 0, 1, 2, 3, .... | Natural, whole, integer, rational and real. | Irrational | CCSS 8.EE.A.2, 8.NS.A.1 | match |
| algebra1-w02-1#4 | real | Classify 22/7 as rational or irrational. | Rational. | Irrational | CCSS 8.NS.A.1, 8.NS.A.2 | match |
| algebra1-w02-1#5 | real | A number begins 0.1010010001... and continues so that each run of zeros between the 1s is one zero longer than the run before it, forever. Is it rational or irrational? | Irrational. | Rational | CCSS 8.NS.A.1 | match |
| algebra1-w02-1#6 | stretch | sqrt(8) and sqrt(2) are both irrational. Classify their product sqrt(8)*sqrt(2) as rational or irrational. | Rational. The product is 4, a natural number. | Irrational | CCSS HSN-RN.B.3 | match |
| algebra1-w02-2#0 | warmup | Rewrite -(x - 3) without parentheses. | -x + 3 | CCSS 7.EE.A.1 | match | |
| algebra1-w02-2#1 | real | Rewrite -(2x + 5) without parentheses. | -2x - 5 | -2x + 5 | CCSS 7.EE.A.1 | match |
| algebra1-w02-2#2 | real | Simplify 7 - (x - 4). | 11 - x | 3 - x | CCSS 7.EE.A.1, 7.NS.A.1.C | match |
| algebra1-w02-2#3 | real | Rewrite -3(x - 2) without parentheses. | -3x + 6 | -3x - 6 | CCSS 7.EE.A.1 | match |
| algebra1-w02-2#4 | real | Simplify 5 - 2(x - 3). | 11 - 2x | 3x - 9 | CCSS 6.EE.A.2.C, 7.EE.A.1 | match |
| algebra1-w02-2#5 | real | Rewrite -(4 - y) without parentheses and write the result with the variable first. | y - 4 | -4 - y | CCSS 7.EE.A.1 | match |
| algebra1-w02-2#6 | real | Simplify -(x - 3) - (x + 3). | -2x | -2x + 6 | CCSS 7.EE.A.1, HSA-SSE.A.2 | match |
| algebra1-w02-2#7 | stretch | Simplify -(2x - 7) - 3(x - 1). | -5x + 10 | -5x - 10 | CCSS 7.EE.A.1, HSA-SSE.A.2 | match |
| algebra1-w02-3#0 | warmup | Which property of operations justifies rewriting 3 + x as x + 3? | The commutative property of addition. | CCSS glossary Table 3 | match | |
| algebra1-w02-3#1 | real | Which property of operations justifies rewriting (2 + x) + 5 as 2 + (x + 5)? | The associative property of addition. | The commutative property of addition | CCSS glossary Table 3, HSA-REI.A.1 | match |
| algebra1-w02-3#2 | real | Which property of operations justifies the step x + (-x) = 0? | The existence of additive inverses (the additive inverse property). | The additive identity property of 0 | CCSS glossary Table 3 | review |
| algebra1-w02-3#3 | real | Which property of operations justifies rewriting 4(x + 3) as 4x + 12? | The distributive property of multiplication over addition. | The associative property of multiplication | CCSS glossary Table 3, 6.EE.A.3 | match |
| algebra1-w02-3#4 | stretch | The work 7 * (1/7) * x = 1 * x = x uses two different properties, one per step. Name them in order. | First the existence of multiplicative inverses (7 times 1/7 = 1), then the multiplicative identity property of 1 (1 times x = x). | The multiplicative identity property of 1, twice | CCSS glossary Table 3, HSA-REI.A.1 | review |
| algebra1-w02-4#0 | warmup | Simplify 4(2x - 3). | 8x - 12 | CCSS 7.EE.A.1 | match | |
| algebra1-w02-4#1 | real | Simplify 4(2x - 3) - 2(x + 5). | 6x - 22 | 6x - 2 | CCSS 7.EE.A.1 | match |
| algebra1-w02-4#2 | real | Simplify 3(2x + 1) - (x - 4). | 5x + 7 | 5x - 1 | CCSS 7.EE.A.1, 7.NS.A.1.C | match |
| algebra1-w02-4#3 | real | Simplify -2(3x - 4) + 5(x - 2). | -x - 2 | -x - 18 | CCSS 7.EE.A.1 | match |
| algebra1-w02-4#4 | stretch | Simplify 6 - 3(2x - 5) + 2(x - 1). | -4x + 19 | -4x - 11 | CCSS 7.EE.A.1, HSA-APR.A.1 | match |
| algebra1-w02-5#0 | warmup | Evaluate (-3)^2. | 9 | CCSS 6.EE.A.1 | match | |
| algebra1-w02-5#1 | real | Evaluate -3^2. Use the standard convention that an exponent applies only to the number it is written against, and a leading minus sign is applied after the power. | -9 | 9 | CCSS 6.EE.A.2.C | match |
| algebra1-w02-5#2 | real | Evaluate -2^4. The exponent applies only to the 2; the leading minus sign is applied after the power. | -16 | 16 | CCSS 6.EE.A.2.C | match |
| algebra1-w02-5#3 | real | Evaluate (-2)^3. | -8 | 8 | CCSS 6.EE.A.1 | match |
| algebra1-w02-5#4 | real | Evaluate -x^2 when x = -5. | -25 | 25 | CCSS 6.EE.A.2.C | match |
| algebra1-w02-5#5 | real | Evaluate 3 - 4(2 - 5)^2. | -33 | -9 | CCSS 6.EE.A.2.C, 5.OA.A.1 | match |
| algebra1-w02-5#6 | stretch | Evaluate -x^2 - x^3 when x = -2. | 4 | -12 | CCSS 6.EE.A.2.C | match |
| algebra1-w02-6#0 | warmup | Write an expression for '5 more than x'. | x + 5 (equivalently 5 + x) | CCSS 6.EE.A.2.A | match | |
| algebra1-w02-6#1 | real | Write an expression for '7 less than x'. | x - 7 | 7 - x | CCSS 6.EE.A.2.A | match |
| algebra1-w02-6#2 | real | Write an expression for 'x subtracted from 12'. | 12 - x | x - 12 | CCSS 6.EE.A.2.A | match |
| algebra1-w02-6#3 | real | A hoodie costs 8 dollars less than a jacket. The jacket costs j dollars. Write an expression for the cost of the hoodie. | j - 8 | 8 - j | CCSS 6.EE.A.2.A, HSA-SSE.A.1 | match |
| algebra1-w02-6#4 | real | Write an expression for 'the quotient of 8 and a number n, decreased by 3'. | 8/n - 3 | 8/(n - 3) | CCSS 6.EE.A.2.A, HSA-SSE.A.1.A | match |
| algebra1-w02-6#5 | stretch | Write an expression for 'twice the difference of a number n and 6, subtracted from 20', then simplify it. | 20 - 2(n - 6), which simplifies to 32 - 2n | 2n - 32 | CCSS 6.EE.A.2.A, HSA-CED.A.1 | match |
| algebra1-w02-7#0 | warmup | Name every set -4 belongs to from this list: natural, whole, integer, rational, irrational, real. Use the usual convention that the natural numbers are 1, 2, 3, ... and the whole numbers are 0, 1, 2, 3, .... | Integer, rational and real. | CCSS 8.NS.A.1 | match | |
| algebra1-w02-7#1 | real | Classify sqrt(12) as rational or irrational. | Irrational. | Rational | CCSS 8.NS.A.1, 8.EE.A.2 | match |
| algebra1-w02-7#2 | real | Classify -0.75 as rational or irrational. | Rational. It equals -3/4. | Irrational | CCSS 8.NS.A.1 | match |
| algebra1-w02-7#3 | real | Which property of operations justifies rewriting (3x)y as 3(xy)? | The associative property of multiplication. | The commutative property of multiplication | CCSS glossary Table 3 | match |
| algebra1-w02-7#4 | real | Simplify 9 - (2x - 5). | 14 - 2x | 4 - 2x | CCSS 7.EE.A.1 | match |
| algebra1-w02-7#5 | real | Simplify -5(2 - 3x). | 15x - 10 | -15x - 10 | CCSS 7.EE.A.1 | match |
| algebra1-w02-7#6 | real | Evaluate -4^2 + (-4)^2. An exponent applies only to the number it is written against, and a leading minus sign is applied after the power. | 0 | 32 | CCSS 6.EE.A.2.C | unverified |
| algebra1-w02-7#7 | real | Solve 3(x - 2) = 12. | x = 6 | x = 2 | CCSS HSA-REI.B.3 | match |
| algebra1-w02-7#8 | real | Write an expression for '12 less than three times a number n'. | 3n - 12 | 12 - 3n | CCSS 6.EE.A.2.A | match |
| algebra1-w02-7#9 | stretch | Simplify 4 - 2(3x - 1) - (x + 5). | -7x + 1 | -7x + 7 | CCSS 7.EE.A.1, HSA-SSE.A.2 | match |
| algebra1-w02-8#0 | warmup | Solve 2x + 6 = 14. | x = 4 | CCSS HSA-REI.B.3 | match | |
| algebra1-w02-8#1 | real | Solve 4(2x - 3) = 2(x + 9). | x = 5 | x = 2 | CCSS HSA-REI.B.3, 7.EE.A.1 | match |
| algebra1-w02-8#2 | real | Solve 3(x - 4) = 2x + 1. | x = 13 | x = 5 | CCSS HSA-REI.B.3 | match |
| algebra1-w02-8#3 | real | Solve 5 - 2(x + 3) = 9. | x = -5 | x = 1 | CCSS HSA-REI.B.3, 7.EE.A.1 | match |
| algebra1-w02-8#4 | stretch | Solve 6(x - 1) - 2(x + 2) = 4x - 10. | All real numbers: every value of x satisfies the equation. | No solution | CCSS HSA-REI.B.3, HSA-REI.A.1 | review |
| algebra1-w02-9#0 | warmup | Solve -x < 4. | x > -4 | CCSS HSA-REI.B.3 | match | |
| algebra1-w02-9#1 | real | Solve -2x >= 10. | x <= -5 | x >= -5 | CCSS HSA-REI.B.3 | match |
| algebra1-w02-9#2 | real | Solve -x/3 <= 2. | x >= -6 | x <= -6 | CCSS HSA-REI.B.3 | match |
| algebra1-w02-9#3 | real | Solve 5 - 2x < 11. | x > -3 | x < -3 | CCSS HSA-REI.B.3 | match |
| algebra1-w02-9#4 | real | Solve 3x - 7 >= 8. | x >= 5 | x <= 5 | CCSS HSA-REI.B.3, 7.EE.B.4.B | match |
| algebra1-w02-9#5 | real | Solve -4(x - 2) > 4. | x < 1 | x > 1 | CCSS HSA-REI.B.3, 7.EE.A.1 | match |
| algebra1-w02-9#6 | real | Solve 2 - x >= 5 - 2x. | x >= 3 | x <= 3 | CCSS HSA-REI.B.3 | match |
| algebra1-w02-9#7 | stretch | Solve -5 <= -x < 3 and write the answer in reading order. | -3 < x <= 5 | -5 <= x < 3 | CCSS HSA-REI.B.3, 6.EE.B.8 | match |
| algebra1-w02-10#0 | warmup | A line passes through (0, 1) and (1, 4). Find its slope. | 3 | CCSS 8.F.B.4 | match | |
| algebra1-w02-10#1 | real | A line drawn on a coordinate grid passes exactly through the grid crossings (-2, 5) and (2, -3). Find its slope from the graph. | -2 | -1/2 | CCSS 8.EE.B.6, 8.F.B.4 | match |
| algebra1-w02-10#2 | real | A linear table gives x = 1, 3, 5, 7 and the matching y = 10, 4, -2, -8. Find the slope. | -3 | -6 | CCSS 8.F.B.4 | match |
| algebra1-w02-10#3 | real | Find the slope of the line through (-4, -1) and (2, 8). | 3/2 | 7/6 | CCSS 8.F.B.4, HSF-IF.B.6 | match |
| algebra1-w02-10#4 | stretch | Find the slope of the line through (3, -2) and (3, 5). | Undefined: the line is vertical. | 0 | CCSS 8.EE.B.6 | match |
| algebra1-w02-11#0 | warmup | In the fall-term sequence, which comes first: solving linear equations in one variable, or graphing linear functions? | Solving linear equations in one variable comes first. | CCSSM Appendix A, Algebra I model course | match | |
| algebra1-w02-11#1 | real | You can solve 3x - 7 = 8 for a single value of x, but 2x + y = 10 does not pin down a single pair (x, y). What does the second one need in order to have exactly one solution, and which fall-term topic supplies it? | A second, independent linear equation in the same two variables. That is the systems-of-equations topic, the last rung of the fall term. | It has no solution | CCSS HSA-REI.C.6, 8.EE.C.8 | review |
| algebra1-w02-11#2 | real | Simplifying 4(2x - 3) - 2(x + 5) and solving 4(2x - 3) = 2(x + 9) are two different tasks. What makes them different, and which fall-term rung does each belong to? | The first has no equals sign, so it is an expression to be rewritten in equivalent form - the expressions rung. The second is an equation, a constraint on x, so it is solved for a value - the equations rung. | x = 11/3, from setting 6x - 22 equal to 0 | CCSS HSA-SSE.A.2, HSA-REI.B.3 | review |
| algebra1-w02-11#3 | stretch | Which single piece of machinery is used at every rung of the fall term - expanding an expression, clearing parentheses in an equation, scaling an inequality, and eliminating a variable in a system? | The distributive property (with the other properties of operations alongside it). | The properties of equality | CCSS glossary Table 3, HSA-REI.A.1 | match |
| post | type / format / style | hook | CTA | caption | copy |
|---|---|---|---|---|---|
| algebra1-w02-mon-a mon empty | concept explainer | why 0.333... is NOT irrational endless is not the test 5/why_not_x · ALGEBRA 1 101 | follow for more 1/follow_for_more @last | no scene script | |
| algebra1-w02-mon-b mon-2 empty | concept carousel pill_hooks | guaranteed question on every algebra test: distributing a negative 3/guaranteed_question | we got more for you on our app 2/app_more @last | 1. [hook] guaranteed question on every algebra test: | distributing a negative 2. [teach] the question | rewrite -(x - 3) without parentheses | most people write -x - 3. that is wrong. 3. [teach] the rule | the minus in front is a factor of -1 | -(x - 3) means -1 times (x - 3) / so EVERY term inside gets multiplied by -1 4. [teach] the answer | -(x - 3) = -x + 3 | -1 times x is -x / -1 times -3 is +3 / both signs flip, not just the first one 5. [teach] the check | plug in a number | at x = 5: -(5 - 3) = -2 / -x + 3 = -5 + 3 = -2. match. / -x - 3 = -8. wrong. 6. [teach] level up | same rule with a coefficient | -3(x - 2) = -3x + 6 / negative times negative is positive 7. [teach] the trap | 7 - (x - 4) | the minus belongs to the bracket, not the 7 / 7 - x + 4 = 11 - x / not 3 - x | |
| algebra1-w02-tue-a tue empty | concept carousel side_peek | every algebra property on one post: screenshot this 3/every_rule_one_slide | follow for more 1/follow_for_more @last | 1. [hook] every algebra property on one post: | screenshot this 2. [solution] commutative | 3 + x = x + 3 (terms swapped) / xy = yx (factors swapped) | check: two things swap places. nothing else moves. 3. [solution] associative | (2 + x) + 5 = 2 + (x + 5) (brackets moved) / (3x)y = 3(xy) (still 3, x, y) | check: read left to right: same order, only the brackets moved. 4. [solution] identity | x + 0 = x (adding 0) / 1 · x = x (times 1) | check: the line ends in the number you started with. 5. [solution] inverse | x + (-x) = 0 (opposite added) / 7 · (1/7) = 1 (reciprocal) | check: ends in 0 or 1? inverse. ends in x? identity. 6. [solution] distributive | 4(x + 3) = 4x + 12 (4 times each term) | check: not associative: no grouping moved, a factor got multiplied across a sum. 7. [solution] name the move | (2 + x) + 5 = 2 + (x + 5) (associative) / x + (-x) = 0 (inverse) / 7 - x ≠ x - 7 (no rule here) | check: order stayed: associative. ends in 0: inverse. subtraction is not commutative. | |
| algebra1-w02-tue-b tue-2 empty | application explainer | why 5 - 2(x - 3) is not 3x - 9 the minus belongs to the 2 5/why_not_x_math · ALGEBRA 1 | we got more for you on our app 2/app_more @last | no scene script | |
| algebra1-w02-wed-a wed empty | application carousel sketch_light | how to solve any two-step equation in 3 moves: 4/how_to_outcome_constraint | follow for more 1/follow_for_more @last | 1. [hook] how to solve any two-step equation in 3 moves: 2. [teach] move 1: distribute, both sides | 4(2x - 3) = 2(x + 9) / 8x - 12 = 2x + 18 / every term inside gets multiplied, including the last one 3. [teach] move 2: collect | x terms on the left, numbers on the right / 8x - 2x - 12 = 18 → 6x - 12 = 18 / 6x = 30 4. [teach] move 3: divide once, at the very end | 6x = 30 / x = 5 / dividing early gives you fractions to carry through. don't. 5. [teach] check in the original, not in your working | 4(2 · 5 - 3) = 4(7) = 28 / 2(5 + 9) = 2(14) = 28 / equal, so x = 5 is right 6. [teach] the mistake that costs the mark | 8x - 3 = 2x + 9 (distributed to the first term only) / gives x = 2 / check: 4(1) = 4 vs 2(11) = 22. dead. 7. [teach] same 3 moves, one more | 3(x - 4) = 2x + 1 / 3x - 12 = 2x + 1 / x - 12 = 1 → x = 13 / check: 3(9) = 27 and 2(13) + 1 = 27 | |
| algebra1-w02-wed-b wed-2 empty | application carousel paper_snapshot | algebra tricks that genuinely save me time: save this before your next test 4/tricks_save_time | we got more for you on our app 2/app_more @last | hook: algebra tricks that genuinely save me time: hook_sub: save this before your next test method: 1. attach the sign to the number / 2. distribute both brackets / 3. collect x's and numbers apart worked 1: 4(2x - 3) - 2(x + 5) / signs: +4 and -2 worked 2: 8x - 12 / -2x - 10 worked 3: 8x - 2x = 6x / -12 - 10 = -22 / 6x - 22 your turn: Simplify: 3(2x + 1) - (x - 4) -> the second bracket is -1 / 6x + 3 / -x + 4; 5x + 7 | |
| algebra1-w02-thu-a thu empty | practice countdown | sqrt(25), 22/7 or 0.1010010001...: which one is irrational? one of them is lying 1/which_one_is | follow for more 1/follow_for_more @last | no scene script | |
| algebra1-w02-thu-b thu-2 empty | practice carousel paper_snapshot | can you survive as an Algebra 1 student? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as an Algebra 1 student? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as an Algebra 1 student! intro_sub: try to get as many correct as possible Q1: Evaluate: -3^2 [A. 9 | B. -9 | C. 6 | D. -6] -> B; the power hits the 3 only / 3^2 = 9 / then apply the minus / -9; B is correct Q2: Simplify: 9 - (2x - 5) [A. 14 - 2x | B. 4 - 2x | C. 14 + 2x | D. -2x - 4] -> A; the minus flips both signs / 9 - 2x + 5 / collect the numbers / 14 - 2x; A is correct Q3: Solve for x: 4(2x - 3) = 2(x + 9) [A. x = 3 | B. x = 4 | C. x = 5 | D. x = 6] -> C; 8x - 12 = 2x + 18 / 6x = 30 / x = 5; C is correct Q4: Classify this number: sqrt(12) [A. rational | B. an integer | C. a whole number | D. irrational] -> D; 12 is not a perfect square / sqrt(12) = 2 sqrt(3) / the decimal never repeats / irrational; D is correct | |
| algebra1-w02-fri-a fri empty | practice carousel blackbox | plus or minus? 6 expressions, most people get 4 1/a_or_b_most_wrong | follow for more 1/follow_for_more @last | 1. [hook] plus or minus? | 6 expressions, most people get 4 2. [question] plus or minus? | 1. -(2x + 5) / 2. 7 - (x - 4) 3. [answer] answers 1 and 2 | -2x - 5 (both signs flip: -1 times +5 is -5.) / 11 - x (the minus belongs to the bracket: 7 - x + 4.) 4. [question] plus or minus? | 3. -3(x - 2) / 4. 5 - 2(x - 3) 5. [answer] answers 3 and 4 | -3x + 6 (the factor is -3. negative times negative is positive.) / 11 - 2x (multiply before you subtract: 5 - 2x + 6.) 6. [question] plus or minus? | 5. -(4 - y) / 6. -(x - 3) - (x + 3) 7. [answer] answers 5 and 6 | y - 4 (-4 + y, written variable first.) / -2x (-x + 3 - x - 3. the constants cancel.) | |
| algebra1-w02-fri-b fri-2 empty | practice carousel paper_snapshot | can you find all 3 slopes in 15 seconds? graph, table, two points 1/solve_in_n_seconds | we got more for you on our app 2/app_more @last | hook: can you find all 3 slopes in 15 seconds? hook_sub: graph, table, two points Q1: Find the slope of the line through (0, 1) and (1, 4) [] -> ; change in y = 4 - 1 = 3 / change in x = 1 - 0 = 1 / 3 / 1; slope = 3 Q2: A line on a grid passes through (-2, 5) and (2, -3) [] -> ; y: -3 - 5 = -8 / x: 2 - (-2) = 4 / -8 / 4; slope = -2 Q3: A table gives x = 1, 3, 5, 7 and y = 10, 4, -2, -8 [] -> ; 4 - 10 = -6 / 3 - 1 = 2 / -6 / 2; slope = -3 | |
| algebra1-w02-sat sat empty | practice carousel blackbox | what is -3²? most people get this wrong 1/what_is_simple | follow for more 1/follow_for_more @last | 1. [hook] what is -3²? | most people get this wrong 2. [question] Evaluate -3² | the exponent applies to the 3 only. the minus is applied after the power. 3. [answer] -9 | -3² = -(3²) = -9 (no brackets, so the base is 3. square it, then apply the minus.) 4. [question] Evaluate (-3)² | now the minus is inside the brackets. 5. [answer] 9 | (-3)² = (-3)(-3) = 9 (the base is -3. two negative factors give a positive. the brackets are the whole difference.) 6. [question] Evaluate (-2)³ | brackets again, but check the exponent. 7. [answer] -8 | (-2)(-2)(-2) = 4 · (-2) = -8 (odd power, odd number of negatives, so the sign survives.) 8. [question] Evaluate -x² when x = -5 | substitute with brackets before you do anything. 9. [answer] -25 | -x² = -(-5)² = -(25) = -25 (square first, minus last. cancelling the two minus signs first gives 25, which is wrong by 50.) | |
| algebra1-w02-sun sun empty | practice carousel blackbox | can you still solve freshman algebra? 10 questions, score yourself 1/still_solve | we got more for you on our app 2/app_more @5 | 1. [hook] can you still solve freshman algebra? | 10 questions, score yourself 2. [question] questions 1 and 2 | 1. which of these is -4: natural, whole, integer, rational, real? / 2. √12: rational or irrational? 3. [question] questions 3 and 4 | 3. -0.75: rational or irrational? / 4. which property turns (3x)y into 3(xy)? 4. [answer] answers 1 to 4 | 1. integer, rational, real (-4 = -4/1. negative, so not natural or whole.) / 2. irrational (√12 = 2√3, and √3 never terminates or repeats.) / 3. rational (-0.75 = -3/4.) / 4. associative (multiplication) (same order, 3 then x then y. only the brackets moved.) 5. [question] questions 5 and 6 | 5. simplify 9 - (2x - 5) / 6. simplify -5(2 - 3x) 6. [question] questions 7 and 8 | 7. evaluate -4² + (-4)² / (a minus in front is applied after the power) / 8. solve 3(x - 2) = 12 7. [answer] answers 5 to 8 | 5. 14 - 2x (distribute the -1: 9 - 2x + 5.) / 6. 15x - 10 (-5 times -3x is +15x.) / 7. 0 (-16 + 16. the brackets decide the base.) / 8. x = 6 (3x - 6 = 12, so 3x = 18.) 8. [question] questions 9 and 10 | 9. write '12 less than three times a number n' as an expression / 10. simplify 4 - 2(3x - 1) - (x + 5) 9. [answer] answers 9 and 10 | 9. 3n - 12 ('less than' reverses the order. not 12 - 3n.) / 10. -7x + 1 (-6x + 2 - x - 5 + 4. check at x = 2: both give -13.) |
units 10 [drafted:9 empty:1] questions 52/59 verified posts 12 [empty:12] hooks 12/12 copy 9/9 captions 0/12
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| geometry-w02-1#0 | warmup | Point D lies in the interior of angle ABC. Angle ABD measures 25 degrees and angle DBC measures 38 degrees. What is the measure of angle ABC? | 63 degrees. | CCSS 4.MD.C.7 | match | |
| geometry-w02-1#1 | real | Point D lies in the interior of angle ABC. Angle ABC measures 112 degrees and angle ABD measures 47 degrees. What is the measure of angle DBC? | 65 degrees. | 159 degrees | CCSS 4.MD.C.7 | match |
| geometry-w02-1#2 | real | Ray BD bisects angle ABC. Angle ABD = 4x + 7 and angle DBC = 6x - 13. Find the measure of angle ABC. | 94 degrees. | 47 degrees | CCSS HSG.CO.D.12 with 4.MD.C.7 | match |
| geometry-w02-1#3 | real | Point D lies in the interior of angle ABC. Angle ABD = 3x + 5, angle DBC = 2x - 1, and angle ABC = 84 degrees. Find the measure of angle DBC. | 31 degrees. | 16 degrees | CCSS 4.MD.C.7 | match |
| geometry-w02-1#4 | stretch | Ray BD bisects angle ABC. Angle ABC = 4y + 4 and angle ABD = y + 16. Find the measure of angle ABC. | 60 degrees. | 20 degrees | CCSS HSG.CO.D.12 with 4.MD.C.7 | match |
| geometry-w02-2#0 | warmup | An angle measures 32 degrees. What is the measure of its complement? | 58 degrees. | CCSS 7.G.B.5 | match | |
| geometry-w02-2#1 | real | Angle A and angle B are adjacent and their non-shared sides form a straight line, so together they make a straight angle. Angle A measures 63 degrees. Is angle B the complement or the supplement of angle A, and what is its measure? | The supplement; angle B measures 117 degrees. | 27 degrees (the complement) | CCSS 7.G.B.5 | match |
| geometry-w02-2#2 | real | Two angles are supplementary. One of them is 24 degrees less than twice the other. Find both angle measures. | 68 degrees and 112 degrees. | 38 degrees and 52 degrees | CCSS 7.G.B.5 | match |
| geometry-w02-2#3 | real | Two angles are complementary. One of them is 14 degrees more than three times the other. Find both angle measures. | 19 degrees and 71 degrees. | 41.5 degrees and 138.5 degrees | CCSS 7.G.B.5 | match |
| geometry-w02-2#4 | stretch | The supplement of an angle is four times the angle's complement. Find the measure of the angle. | 60 degrees. | 72 degrees | CCSS 7.G.B.5 | match |
| geometry-w02-3#0 | warmup | Two lines intersect. One of the four angles formed measures 47 degrees. What is the measure of the angle directly across the intersection from it (its vertical angle)? | 47 degrees. | CCSS HSG.CO.C.9 | match | |
| geometry-w02-3#1 | real | Two lines intersect and one of the four angles measures 118 degrees. Give the measures of all four angles, going around the intersection. | 118, 62, 118, 62. | 118, 242, 118, 242 | CCSS 7.G.B.5 with HSG.CO.C.9 | match |
| geometry-w02-3#2 | real | Two lines intersect. One angle measures 5x - 17 degrees and the angle across the intersection from it measures 3x + 25 degrees. Find the measure of one of the OTHER two angles at that intersection. | 92 degrees. | 88 degrees | CCSS HSG.CO.C.9 with 7.G.B.5 | match |
| geometry-w02-3#3 | real | Two lines intersect. Two of the four angles are marked 4x + 10 degrees and 6x - 20 degrees, and they are the pair that sits across the intersection from each other. Find the measure of each marked angle. | 70 degrees each. | 86 degrees and 94 degrees | CCSS HSG.CO.C.9 | match |
| geometry-w02-3#4 | stretch | Two lines intersect. One angle measures 6x + 4 degrees, and the angle immediately NEXT to it (they share a side and their other two sides are opposite rays) measures 2x + 40 degrees. Find the measure of the angle that is vertical to the 6x + 4 angle. | 106 degrees. | 58 degrees | CCSS HSG.CO.C.9 with 7.G.B.5 | match |
| geometry-w02-4#0 | warmup | Lines m and n intersect at point P. Angle 1 and angle 3 are the two angles at P that face each other across the intersection: each side of angle 1 is opposite to a side of angle 3. Name the relationship between angle 1 and angle 3, and say whether it makes their measures equal or makes them total 180. | They are vertical angles, so their measures are equal. | CCSS HSG.CO.C.9 | review | |
| geometry-w02-4#1 | real | Ray PA and ray PC are opposite rays, so A, P and C lie on one straight line. Ray PB comes off the vertex P on one side of that line. Name the relationship between angle APB and angle BPC, and say what equation it gives you. | They form a linear pair, so angle APB + angle BPC = 180. | The two measures are equal | CCSS 7.G.B.5 | match |
| geometry-w02-4#2 | real | Two angles are adjacent and their non-shared sides are opposite rays. One measures 2x + 15 degrees and the other measures 4x + 9 degrees. Find x. | x = 26. | x = 3 | CCSS 7.G.B.5 | match |
| geometry-w02-4#3 | real | Two lines intersect. The two angles that face each other across the intersection are marked 7x + 5 degrees and 3x + 45 degrees. Find the measure of each of those two angles. | 75 degrees each. | 96 degrees and 84 degrees | CCSS HSG.CO.C.9 | match |
| geometry-w02-4#4 | real | Two angles are adjacent: they share a vertex and one side, and together they form a right angle. Name the relationship between them and give the total of their measures. | They are complementary, and their measures total 90 degrees. | 180 degrees | CCSS 7.G.B.5 | match |
| geometry-w02-4#5 | real | Two lines intersect. Two of the four angles formed are adjacent to each other, and they measure 3x degrees and 2x degrees. Find the measure of the larger of those two angles. | 108 degrees. | 90 degrees | CCSS 7.G.B.5 | match |
| geometry-w02-4#6 | stretch | Ray PA and ray PC are opposite rays. Ray PB comes off vertex P on one side of line AC, with angle APB = 2x + 20 degrees and angle BPC = 7x + 25 degrees. Is ray PB perpendicular to line AC? Give the two angle measures that justify your answer. | No. Angle APB = 50 degrees and angle BPC = 130 degrees, and perpendicular would require both to be 90. | Yes, both angles are 90 degrees | CCSS 7.G.B.5 with HSG.CO.A.1 | review |
| geometry-w02-5#0 | warmup | In a figure drawn deliberately not to scale, point D lies inside angle ABC. Angle ABD and angle DBC each carry a single tick mark, which is the standard notation asserting that the two angles are congruent. The whole angle ABC is labelled 116 degrees. In the drawing, angle ABD looks much smaller than angle DBC. Find the measure of angle DBC. | 58 degrees. | CCSS 4.MD.C.7 with MP6 | match | |
| geometry-w02-5#1 | real | Two lines intersect. The angles facing each other across the intersection are labelled 4x degrees and x + 60 degrees. The figure is not to scale: the 4x angle is drawn looking clearly larger than the x + 60 angle. Find the measure of the 4x angle. | 80 degrees. | 96 degrees | CCSS HSG.CO.C.9 with MP3 | match |
| geometry-w02-5#2 | real | In a figure not drawn to scale, point D lies inside angle ABC. The figure states angle ABD = 37 degrees and angle ABC = 81 degrees. Angle ABC is drawn with a square-looking corner, but no right-angle mark appears at B and no 90 is given anywhere. Find the measure of angle DBC. | 44 degrees. | 53 degrees | CCSS 4.MD.C.7 with MP6 | match |
| geometry-w02-5#3 | real | A figure states that ray PA and ray PC are opposite rays, and shows ray PB coming off vertex P between them, with angle APB = 3x + 12 degrees and angle BPC = 7x + 8 degrees. The figure is not to scale: the two angles are drawn looking equal in size, and line APC is drawn with a slight bend. Find x. | x = 16. | x = 1 | CCSS 7.G.B.5 with MP3 | match |
| geometry-w02-5#4 | real | A figure not drawn to scale shows angle 1 and angle 2 adjacent, with their non-shared sides forming a straight line, and marks both angles with a single tick mark each - the notation asserting that the two angles are congruent. Angle 1 is drawn much larger than angle 2. Find the measure of angle 1. | 90 degrees. | Cannot be determined | CCSS 7.G.B.5 with HSG.CO.A.1 | match |
| geometry-w02-5#5 | real | A figure not drawn to scale shows angle 1 and angle 2 adjacent at a vertex, and states angle 1 = 68 degrees and angle 2 = 68 degrees. The two outer sides are drawn looking almost like a straight line, but the figure does not state that they are opposite rays and marks no straight angle. What is the sum of the two angle measures, and what does that tell you about the two outer sides? | The sum is 136 degrees, so the two outer sides are not opposite rays - they do not form a straight line. | 180 degrees | CCSS 7.G.B.5 with MP6 | review |
| geometry-w02-5#6 | stretch | In a figure not drawn to scale, point D lies inside angle ABC, with angle ABD = 2x + 9 degrees, angle DBC = x + 6 degrees and angle ABC = 5x - 15 degrees. The drawing shows ray BD placed so that the two parts look identical in size, as though BD were a bisector, but nothing in the figure states or marks that. Find the measure of angle ABC. | 60 degrees. | 150 degrees | CCSS 4.MD.C.7 with MP3 | match |
| geometry-w02-6#0 | warmup | In a two-column proof, the statement 'angle ABD = angle DBC' appears directly beneath the statement 'ray BD bisects angle ABC'. What reason belongs beside it? | The definition of an angle bisector (a bisector splits an angle into two congruent angles, and congruent angles have equal measures). | CCSS HSG.CO.D.12 with MP3 | match | |
| geometry-w02-6#1 | real | A proof begins: Statement 1, 'angle 1 and angle 2 form a linear pair', Reason 1, 'Given'. Statement 2 is 'angle 1 + angle 2 = 180'. What reason belongs beside statement 2? | Adjacent angles whose non-shared sides are opposite rays are supplementary - the linear-pair fact (equivalently, the definition of supplementary angles applied to a straight angle). | Because they add up to 180 | CCSS 7.G.B.5 with MP3 | review |
| geometry-w02-6#2 | real | Given: angle ABD = angle DBC, point D lies inside angle ABC, and angle ABC = 74 degrees. To prove: angle ABD = 37 degrees. One statement is missing between the givens and the conclusion. What is it, and what reason authorises it? | Statement: angle ABD + angle DBC = angle ABC = 74. Reason: angle measure is additive (the Angle Addition Postulate), because D lies inside angle ABC. With the two parts equal, this gives 2 x angle ABD = 74, so angle ABD = 37. | 37 degrees by the definition of an angle bisector | CCSS 4.MD.C.7 with MP3 | unverified |
| geometry-w02-6#3 | real | A student writes this proof about two lines that intersect. Step 1: 'angle 1 is congruent to angle 3', reason 'Given: angle 1 and angle 3 are vertical angles, and vertical angles are congruent'. Step 2: 'angle 1 + angle 3 = 180', reason 'linear pair'. Which step is wrong, and why? | Step 2. Angle 1 and angle 3 are the vertical pair, so they are congruent, not supplementary; they are not adjacent and do not form a linear pair, so nothing licenses a total of 180. | Neither step is wrong | CCSS HSG.CO.C.9 with MP3 | match |
| geometry-w02-6#4 | stretch | Given: angle ABD is congruent to angle DBC, point D lies inside angle ABC, angle ABD = 4x + 3 degrees and angle DBC = 6x - 11 degrees. Find the measure of angle ABC, and name the two authorities the proof needs to get there. | Angle ABC = 62 degrees, using the definition of congruent angles and then the additivity of angle measure (the Angle Addition Postulate). | 31 degrees | CCSS HSG.CO.D.12 with 4.MD.C.7 | match |
| geometry-w02-7#0 | warmup | An angle measures 41 degrees. What is the measure of its complement? | 49 degrees. | CCSS 7.G.B.5 | match | |
| geometry-w02-7#1 | real | An angle measures 76 degrees. What is the measure of its supplement? | 104 degrees. | 14 degrees | CCSS 7.G.B.5 | match |
| geometry-w02-7#2 | real | Two lines intersect. The two angles facing each other across the intersection measure 3x degrees and x + 48 degrees. Find the measure of each. | 72 degrees each. | 99 degrees and 81 degrees | CCSS HSG.CO.C.9 | match |
| geometry-w02-7#3 | real | Two adjacent angles have non-shared sides that are opposite rays. They measure 5x + 8 degrees and 3x + 12 degrees. Find the measure of the larger angle. | 108 degrees. | 18 degrees | CCSS 7.G.B.5 | match |
| geometry-w02-7#4 | real | Ray QS bisects angle PQR, and angle PQS measures 27 degrees. What is the measure of angle PQR? | 54 degrees. | 13.5 degrees | CCSS HSG.CO.D.12 | match |
| geometry-w02-7#5 | real | Point D lies inside angle ABC. Angle ABC measures 145 degrees and angle ABD measures 68 degrees. Find the measure of angle DBC. | 77 degrees. | 112 degrees | CCSS 4.MD.C.7 | match |
| geometry-w02-7#6 | real | Two angles are complementary, and one of them is twice the other. Find the measure of the larger angle. | 60 degrees. | 120 degrees | CCSS 7.G.B.5 | match |
| geometry-w02-7#7 | real | Angle 1 and angle 2 are adjacent, their non-shared sides are opposite rays, and angle 1 is congruent to angle 2. Find the measure of angle 1. | 90 degrees. | Cannot be determined | CCSS 7.G.B.5 | match |
| geometry-w02-7#8 | real | In a figure drawn deliberately not to scale, angle XYZ is drawn as a wide obtuse angle. The figure states that angle XYZ and angle ZYW are complementary and that angle ZYW measures 26 degrees. Find the measure of angle XYZ. | 64 degrees. | 154 degrees | CCSS 7.G.B.5 with MP6 | match |
| geometry-w02-7#9 | stretch | Two lines intersect, forming four angles. One of them measures 2x + 30 degrees, and the angle adjacent to it measures 4x degrees. Find the measure of the smallest of the four angles. | 80 degrees. | 60 degrees | CCSS HSG.CO.C.9 with 7.G.B.5 | match |
| geometry-w02-8#0 | warmup | In right triangle DEF the right angle is at F. The sides measure DE = 13, DF = 12 and EF = 5. Find sin D as a fraction. (Definitions: sine = opposite / hypotenuse, cosine = adjacent / hypotenuse, tangent = opposite / adjacent. The hypotenuse is the side opposite the right angle.) | sin D = 5/13 (about 0.3846). | CCSS HSG.SRT.C.6 | match | |
| geometry-w02-8#1 | real | In right triangle XYZ the right angle is at Y. The sides measure XY = 8, YZ = 15 and XZ = 17. Find cos X as a fraction. (Definitions: sine = opposite / hypotenuse, cosine = adjacent / hypotenuse, tangent = opposite / adjacent. The hypotenuse is the side opposite the right angle.) | cos X = 8/17 (about 0.4706). | 8/15 (about 0.5333) | CCSS HSG.SRT.C.6 with HSG.CO.A.1 | match |
| geometry-w02-8#2 | real | In right triangle ABC the right angle is at C. Angle A measures 34 degrees, and the leg AC - the leg lying between angle A and the right angle - measures 20. Find the length of BC, the leg across from angle A, to two decimal places. (Definitions: sine = opposite / hypotenuse, cosine = adjacent / hypotenuse, tangent = opposite / adjacent.) | BC = 13.49. | 11.18 | CCSS HSG.SRT.C.8 | match |
| geometry-w02-8#3 | real | In right triangle PQR the right angle is at R. The hypotenuse PQ measures 25, and angle P measures 41 degrees. Find the length of PR, the leg lying between angle P and the right angle, to two decimal places. (Definitions: sine = opposite / hypotenuse, cosine = adjacent / hypotenuse, tangent = opposite / adjacent.) | PR = 18.87. | 16.40 | CCSS HSG.SRT.C.8 with HSG.SRT.C.7 | match |
| geometry-w02-8#4 | real | In right triangle KLM the right angle is at M. Angle K measures 28 degrees, and the leg LM - the leg across from angle K - measures 15. Find the length of the hypotenuse KL to two decimal places. (Definitions: sine = opposite / hypotenuse, cosine = adjacent / hypotenuse, tangent = opposite / adjacent. The hypotenuse is the longest side of a right triangle.) | KL = 31.95. | 7.04 | CCSS HSG.SRT.C.8 with MP6 | match |
| geometry-w02-8#5 | real | In right triangle PQR the right angle is at R. The sides measure PR = 9, QR = 40 and PQ = 41. Find tan Q as a fraction. (Definitions: sine = opposite / hypotenuse, cosine = adjacent / hypotenuse, tangent = opposite / adjacent.) | tan Q = 9/40 (which is 0.225 exactly). | 40/9 (about 4.4444) | CCSS HSG.SRT.C.6 | match |
| geometry-w02-8#6 | real | In right triangle ABC the right angle is at C. The leg BC, across from angle A, measures 7, and the leg AC, between angle A and the right angle, measures 24. Find the measure of angle A to two decimal places. (Definitions: sine = opposite / hypotenuse, cosine = adjacent / hypotenuse, tangent = opposite / adjacent. Use the inverse of whichever ratio your two sides define.) | Angle A = 16.26 degrees. | 73.74 degrees | CCSS HSG.SRT.C.8 with HSG.SRT.C.7 | match |
| geometry-w02-8#7 | stretch | Points A, D and C lie on a line in that order, and B is a point off that line with BD perpendicular to the line at D - so triangle ABD and triangle CBD are both right triangles, each with its right angle at D, and they share the leg BD. In triangle ABD, angle A measures 35 degrees and AD = 24. In triangle CBD, angle C measures 58 degrees. Find the length of BC to two decimal places. (Definitions: sine = opposite / hypotenuse, cosine = adjacent / hypotenuse, tangent = opposite / adjacent.) | BC = 19.82. | 31.71 | CCSS HSG.SRT.C.8 with MP1 | match |
| geometry-w02-9#0 | warmup | Find the midpoint of the segment joining A(-3, 8) and B(7, -2). (Midpoint: average the two x coordinates and average the two y coordinates.) | (2, 3). | CCSS HSG.GPE.B.6 | match | |
| geometry-w02-9#1 | real | Find the distance between P(-2, -1) and Q(4, 7). (Distance: square the horizontal gap, square the vertical gap, add, then take the square root.) | 10. | 100 | CCSS 8.G.B.8 with MP6 | match |
| geometry-w02-9#2 | real | Find the midpoint of the segment joining C(3, 5) and D(8, -2). Give both coordinates exactly. (Midpoint: average the two x coordinates and average the two y coordinates.) | (11/2, 3/2), that is (5.5, 1.5). | (2.5, 3.5) | CCSS HSG.GPE.B.6 with MP6 | match |
| geometry-w02-9#3 | real | M(1, -2) is the midpoint of segment AB, and A is the point (-5, 3). Find the coordinates of B. (Midpoint: each coordinate of the midpoint is the average of the corresponding coordinates of the two endpoints.) | B = (7, -7). | (6, -5) | CCSS HSG.GPE.B.6 | match |
| geometry-w02-9#4 | real | Find the exact distance between E(-4, 2) and F(2, 5), simplified as far as possible. (Distance: square the horizontal gap, square the vertical gap, add, then take the square root.) | 3 times the square root of 5 (about 6.7082). | 5 times the square root of 3 (about 8.6603) | CCSS 8.G.B.8 with HSG.GPE.B.7 | review |
| geometry-w02-9#5 | real | Segment GH has endpoints G(-6, -1) and H(2, 5). Find the distance from G to the midpoint of GH. (Midpoint: average the coordinates. Distance: square the gaps, add, take the square root.) | 5. | 10 | CCSS HSG.GPE.B.6 with 8.G.B.8 | match |
| geometry-w02-9#6 | stretch | Segment AB has endpoint A(3, -4), and its midpoint is M(-1, 2). Find the exact length of the whole segment AB, simplified as far as possible. (Midpoint: each midpoint coordinate is the average of the endpoints' corresponding coordinates. Distance: square the gaps, add, take the square root.) | 4 times the square root of 13 (about 14.4222). | 2 times the square root of 13 (about 7.2111) | CCSS HSG.GPE.B.6 with HSG.GPE.B.7 and HSG.GPE.B.4 | review |
| post | type / format / style | hook | CTA | caption | copy |
|---|---|---|---|---|---|
| geometry-w02-mon-a mon empty | concept explainer | the four words that solve every angle problem: pieces add to whole 3/the_n_words_that · GEOMETRY 101 | follow for more 1/follow_for_more @last | no scene script | |
| geometry-w02-mon-b mon-2 empty | concept carousel pill_hooks | why vertical angles are always equal: one line of reasoning 3/what_actually_is | we got more for you on our app 2/app_more @last | 1. [hook] why vertical angles are always equal: | one line of reasoning 2. [teach] two lines cross, four angles | call them 1, 2, 3, 4 going round / 1 and 3 face each other: vertical / 1 and 2 sit on one straight line | graphic: cross 3. [teach] the one line of reasoning | angle 1 + angle 2 = 180 / angle 3 + angle 2 = 180 / take angle 2 off both sides / so angle 1 = angle 3 4. [teach] in words | both are supplements of angle 2 / same supplement, equal angles / that is the whole proof 5. [teach] on the test: which move? | facing each other: set EQUAL / next to each other: SUM to 180 / 5x - 17 = 3x + 25, not = 180 | graphic: cross 6. [teach] one solve gives all four | 2x = 42, so x = 21 / 5(21) - 17 = 88 = 3(21) + 25 / the other pair: 180 - 88 = 92 / 88, 92, 88, 92 round the point | |
| geometry-w02-tue-a tue empty | concept carousel pill_hooks | angle pair cheat sheet save this before your first test 3/cheat_sheet | follow for more 1/follow_for_more @last | 1. [hook] angle pair cheat sheet | save this before your first test 2. [teach] vertical angles | they face each other / share only the vertex / move: set them EQUAL | graphic: cross 3. [teach] linear pair | side by side on a straight line / one shared side, opposite rays / move: SUM to 180 | graphic: ray 4. [teach] complementary pair | side by side inside a right angle / the little square is the proof / move: SUM to 90 | graphic: split 5. [teach] adjacent is not a relationship | a shared side = no rule yet / straight line? total 180 / right angle? total 90 / neither? no equation yet 6. [teach] screenshot this | vertical: equal / linear pair: total 180 / complementary: total 90 / check your answer's shape | |
| geometry-w02-tue-b tue-2 empty | application explainer | '14 more than three times the other': make it an equation the decimal is the alarm 4/quote_make_it_x · GEOMETRY | we got more for you on our app 2/app_more @last | no scene script | |
| geometry-w02-wed-a wed empty | application carousel pill_hooks | how to never lose points on a bisector problem: 4/never_lose_points | follow for more 1/follow_for_more @last | 1. [hook] how to never lose points on a bisector problem: 2. [teach] step 1: what does the ray do? | ray BD bisects angle ABC / bisect = two EQUAL halves / only words or tick marks say so | graphic: split 3. [teach] step 2: half equals half | 4x + 7 = 6x - 13 / 20 = 2x / x = 10 4. [teach] step 3: read the last four words | each half: 4(10) + 7 = 47 / asked for ABC? that is the WHOLE / 47 + 47 = 94 / writing 47 loses the mark 5. [teach] the mirror trap | whole 4y + 4, one half y + 16 / NOT 4y + 4 = y + 16 / a whole is twice a half: / 4y + 4 = 2(y + 16), so y = 14 / halves 30, whole 60 | graphic: split 6. [teach] your built-in alarm | whole = its own half? impossible / exactly half the key? swapped / check: halves add to the whole? | |
| geometry-w02-wed-b wed-2 empty | application carousel paper_snapshot | how to pass geometry's angle problems: solve once, subtract three times 4/how_to_outcome_constraint | we got more for you on our app 2/app_more @last | hook: how to pass geometry's angle problems: hook_sub: solve once, subtract three times method: 1. name the relationship / 2. write the equation / 3. substitute into BOTH worked 1: 5x - 17 and 3x + 25 / across the intersection / so they are equal worked 2: 5x - 17 = 3x + 25 / 2x = 42 / x = 21 worked 3: 5(21) - 17 = 88 / 3(21) + 25 = 88 / they agree your turn: Find the other two angles. Each sits on a straight line with 88. -> 180 - 88 = 92 / 88, 92, 88, 92; 92 degrees each | |
| geometry-w02-thu-a thu empty | practice countdown | complement or supplement? 3 angles, one of them is a straight line 1/either_or_pair | follow for more 1/follow_for_more @last | no scene script | |
| geometry-w02-thu-b thu-2 empty | practice carousel paper_snapshot | can you survive as a Geometry student? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as a Geometry student? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as a Geometry student! intro_sub: try to get as many correct as possible Q1: An angle measures 41 degrees. What is its complement? [A. 139 | B. 59 | C. 49 | D. 41] -> C; complements total 90 / 90 - 41 / = 49 / 49 degrees; C is correct Q2: Ray BD bisects angle ABC, with ABD = 4x + 7 and DBC = 6x - 13. Find angle ABC. [A. 94 | B. 47 | C. 10 | D. 188] -> A; a bisector makes halves equal / 4x + 7 = 6x - 13 / x = 10, so each half = 47 / ABC = 2(47) = 94; A is correct Q3: Two lines cross. The angles facing each other are 3x and x + 48. How big is each? [A. 24 | B. 108 | C. 48 | D. 72] -> D; vertical angles are equal / 3x = x + 48 / x = 24 / 3(24) = 72; D is correct Q4: Two adjacent angles have non-shared sides that are opposite rays: 5x + 8 and 3x + 12. Find the larger angle. [A. 72 | B. 108 | C. 90 | D. 120] -> B; opposite rays = linear pair / 5x + 8 + 3x + 12 = 180 / 8x = 160, so x = 20 / 5(20) + 8 = 108; B is correct | |
| geometry-w02-fri-a fri empty | practice carousel blackbox | linear pair or vertical angles? 4 diagrams, most people get 3 1/a_or_b_most_wrong | follow for more 1/follow_for_more @4 | 1. [hook] linear pair or vertical angles? | 4 diagrams, most people get 3 2. [question] diagram 1 | two lines cross. find each marked angle. | graphic: cross 3. [answer] vertical angles: set them equal | 7x + 5 = 3x + 45 (they face each other across the intersection) / 4x = 40, so x = 10 () / 75° and 75° (adding to 180 gives 96 and 84, an unequal vertical pair: impossible) 4. [question] diagram 2 | PA and PC are opposite rays. find both angles. | graphic: ray 5. [answer] linear pair: sum to 180 | (2x + 15) + (4x + 9) = 180 (they share a side on a straight line) / 6x + 24 = 180, so x = 26 () / 67° and 113° (setting them equal gives x = 3 and 21 + 21 = 42, not a straight line) 6. [question] diagram 3 | two lines cross. find the larger marked angle. | graphic: cross 7. [answer] linear pair: sum to 180 | 3x + 2x = 180 (next to each other, not across) / 5x = 180, so x = 36 () / 108° and 72°, the larger is 108° (setting 3x = 2x forces x = 0: no angle at all) 8. [question] diagram 4 | PA and PC are opposite rays. is PB perpendicular to AC? | graphic: ray 9. [answer] linear pair, and no | (2x + 20) + (7x + 25) = 180 (opposite rays make a straight line) / 9x = 135, so x = 15 () / 50° and 130° (perpendicular needs 90 and 90. it only looked upright) | |
| geometry-w02-fri-b fri-2 empty | practice carousel paper_snapshot | can you solve all 3 in 20 seconds? midpoint and distance 1/solve_in_n_seconds | we got more for you on our app 2/app_more @last | hook: can you solve all 3 in 20 seconds? hook_sub: midpoint and distance Q1: Find the midpoint of A(-3, 8) and B(7, -2) [] -> ; x: (-3 + 7) / 2 = 2 / y: (8 - 2) / 2 = 3; (2, 3) Q2: Find the distance between P(-2, -1) and Q(4, 7) [] -> ; across: 4 - (-2) = 6 / up: 7 - (-1) = 8 / sqrt(36 + 64) = sqrt(100); 10 Q3: M(1, -2) is the midpoint of AB, and A is (-5, 3). Find B. [] -> ; -5 + Bx = 2, so Bx = 7 / 3 + By = -4, so By = -7; B = (7, -7) | |
| geometry-w02-sat sat empty | practice carousel blackbox | can you spot why the diagram is lying? 4 problems, not to scale 1/spot_mistake | follow for more 1/follow_for_more @last | 1. [hook] can you spot why the diagram is lying? | 4 problems, not to scale 2. [question] problem 1 | the tick marks say the two parts are congruent. angle ABC = 116°. find angle DBC. | graphic: split 3. [answer] trust the marks, not the drawing | two ticks = two congruent parts (the drawing makes ABD look half the size of DBC. ignore it) / 116 ÷ 2 = 58° (a not-to-scale figure is still a correct map of which angle contains which) 4. [question] problem 2 | two lines cross. find the 4x angle. | graphic: cross 5. [answer] vertical angles are equal, drawn or not | 4x = x + 60 (the theorem does not consult the picture) / 3x = 60, so x = 20 () / 4(20) = 80° (adding to 180 gives 96 and 84: an unequal vertical pair, so wrong) 6. [question] problem 3 | angle ABD = 37°, angle ABC = 81°. find angle DBC. | graphic: split 7. [answer] an unmarked corner is not 90° | parts sum to the whole (no little square, no 90 in the givens) / 81 - 37 = 44° (reading the corner as 90 gives 53: every line correct, answer wrong) 8. [question] problem 4 | angle ABD = 2x + 9, angle DBC = x + 6, angle ABC = 5x - 15. find angle ABC. | graphic: split 9. [answer] a ray in the middle is not a bisector | (2x + 9) + (x + 6) = 5x - 15 (parts sum to the whole. that is all the figure asserts) / 3x + 15 = 5x - 15, so x = 15 () / 5(15) - 15 = 60° (setting the halves equal gives x = -3: a negative angle) | |
| geometry-w02-sun sun empty | practice carousel quiz_white | do you still know angle pairs? 10 questions, score yourself 1/still_solve | we got more for you on our app 2/app_more @last | 1. [hook] do you still know angle pairs? | 10 questions, score yourself 2. [questions] questions 1 to 3 | An angle measures 41°. Find its complement. / An angle measures 76°. Find its supplement. / Two lines cross. The angles facing each other are 3x and x + 48. Find each. 3. [answers] answers 1 to 3 | complement of 41° (90 - 41 = 49°) / supplement of 76° (180 - 76 = 104°) / 3x = x + 48 (x = 24, each angle is 72°) 4. [questions] questions 4 to 6 | Adjacent angles on a straight line measure 5x + 8 and 3x + 12. Find the larger one. / Ray QS bisects angle PQR. Angle PQS = 27°. Find angle PQR. / D is inside angle ABC. Angle ABC = 145°, angle ABD = 68°. Find angle DBC. 5. [answers] answers 4 to 6 | (5x + 8) + (3x + 12) = 180 (x = 20, angles 108° and 72°, larger is 108°) / a bisector: the whole is twice the part (2 × 27 = 54°) / parts sum to the whole (145 - 68 = 77°) 6. [questions] questions 7 and 8 | Two angles are complementary and one is twice the other. Find the larger. / Angle 1 and angle 2 form a linear pair and are congruent. Find angle 1. 7. [answers] answers 7 and 8 | x + 2x = 90 (x = 30, the larger is 60°) / equal and totalling 180 (90° each) 8. [questions] questions 9 and 10 | Angle XYZ is drawn obtuse, but the figure states XYZ and ZYW are complementary and ZYW = 26°. Find XYZ. / Two lines cross. One angle is 2x + 30 and the angle next to it is 4x. Find the smallest of the four angles. 9. [answers] answers 9 and 10 | trust the words, not the drawing (90 - 26 = 64°) / (2x + 30) + 4x = 180 (x = 25, angles 80° and 100°, smallest is 80°) |
units 9 [drafted:8 empty:1] questions 15/56 verified posts 12 [empty:12] hooks 12/12 copy 9/9 captions 0/12
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| english-w02-1#0 | warmup | Direct or indirect characterization? In Macbeth I.ii a wounded Captain reports the battle to King Duncan and says: 'brave Macbeth - well he deserves that name.' (Direct = a trait is stated in words. Indirect = you must infer the trait from speech, thoughts, effect on others, actions or looks.) | Direct. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.1; Macbeth (Shakespeare, First Folio 1623), public domain, I.ii | match | |
| english-w02-1#1 | real | Direct or indirect, and which STEAL channel? Montague describes his son in Romeo and Juliet I.i: Romeo steals home away from the light, 'private in his chamber pens himself', shuts up his windows and 'makes himself an artificial night'. (Direct = a trait is stated. Indirect = inferred from Speech, Thoughts, Effect on others, Actions or Looks.) | Indirect, through Actions. | Direct. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.1; Romeo and Juliet (Shakespeare, Second Quarto 1599), public domain, I.i | review |
| english-w02-1#2 | real | Direct or indirect characterization of Romeo? At the ball in Romeo and Juliet I.v, Capulet holds Tybalt back from attacking Romeo and says Verona brags of him 'to be a virtuous and well-governed youth'. | Direct - the trait is stated, and it counts even though a character rather than a narrator says it. | Indirect. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.1; Romeo and Juliet (Shakespeare, Second Quarto 1599), public domain, I.v | unverified |
| english-w02-1#3 | real | Direct or indirect? In The Cask of Amontillado, Montresor says he went on smiling in Fortunato's face, and that his smile was now at the thought of Fortunato's death. | Indirect - the trait comes from an action (and the thought behind it), not from a trait word. | Direct. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.1; The Cask of Amontillado (Edgar Allan Poe, 1846), public domain | review |
| english-w02-1#4 | real | What is this line doing, in characterization terms? Name every mode at work in it - there may be more than one - and say how they relate. Poe's narrator in The Tell-Tale Heart: 'I was never kinder to the old man than during the whole week before I killed him.' | Both at once: it states a trait directly (kindness) and, by setting that word beside 'before I killed him', shows indirectly that the kindness was calculation. | Direct; the narrator is kind. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.1; The Tell-Tale Heart (Edgar Allan Poe, 1843), public domain | unverified |
| english-w02-1#5 | real | Direct or indirect characterization of Macbeth? Lady Macbeth, reading her husband's letter in Macbeth I.v, says of his nature: 'It is too full o' the milk of human kindness.' | Direct - a trait is stated, in a metaphor. | Indirect. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.1; Macbeth (Shakespeare, First Folio 1623), public domain, I.v | unverified |
| english-w02-1#6 | real | Direct or indirect, and which STEAL channel is strongest? In Macbeth V.i Lady Macbeth walks in her sleep, rubs her hands as if washing them, and says 'Out, damned spot! out, I say!' | Indirect - carried mainly by Actions (the washing gesture), with Speech supporting it. | Direct. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Macbeth (Shakespeare, First Folio 1623), public domain, V.i | unverified |
| english-w02-1#7 | real | Direct or indirect? Shelley's creature says to Victor: 'I was benevolent and good; misery made me a fiend.' | Direct - he states two traits about himself and dates the change between them. | Indirect. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.1; Frankenstein (Mary Shelley, 1818; rev. 1831), public domain | review |
| english-w02-1#8 | real | Direct or indirect? Victor Frankenstein tells Walton that he worked hard for nearly two years for the sole purpose of putting life into a lifeless body, and that he deprived himself of rest and health to do it. | Indirect - obsession is inferred from the timescale and the cost, not stated. | Direct. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.1; Frankenstein (Mary Shelley, 1818; rev. 1831), public domain | review |
| english-w02-1#9 | stretch | One line, two characters. Mercutio calls Tybalt 'the very butcher of a silk button' in Romeo and Juliet. For each of the two characters the line touches, say whether it characterizes him directly or indirectly. | Tybalt: direct - a trait (lethal, showy precision with a blade) is stated about him, in metaphor. Mercutio: indirect - his contempt and his wit are inferred from the way he chooses to say it, through the Speech channel. | Direct (about Tybalt), with nothing said about Mercutio. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Romeo and Juliet (Shakespeare, Second Quarto 1599), public domain | review |
| english-w02-2#0 | warmup | The three steps are: (1) what it says in context, (2) how it says it, (3) why that matters here. Which of the three steps are missing from this analysis? 'When Lady Macbeth says a little water clears them of the deed, she means that washing their hands will get rid of the blood, so she thinks they can clean up and move on.' | Steps two and three - it performs step one twice. Nothing is said about which words do the work, and nothing about what the line reveals at this moment in the play. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.1; Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; Macbeth (Shakespeare, First Folio 1623), public domain, II.ii | unverified | |
| english-w02-2#1 | real | Step two on this line. Lady Macbeth, minutes after the murder: 'A little water clears us of this deed.' Name the words doing the work and say what each one does. Do not paraphrase the line. | 'A little' shrinks the crime to a small quantity; 'water' makes the remedy domestic and ordinary; 'this deed' refuses the word murder and replaces it with the vaguest available noun. | She is saying that a small amount of water will wash the blood away and the murder will be behind them. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; Macbeth (Shakespeare, First Folio 1623), public domain, II.ii | review |
| english-w02-2#2 | real | Step three on the same line, and 'here' matters: the line is spoken in the minutes after the murder, and in Act 5 the same character says all the perfumes of Arabia will not sweeten her hand. What does the euphemism reveal at this point in the play? | That her method for handling the crime is renaming it - the murder becomes a deed, the guilt becomes a stain, the stain becomes a cleaning job - which is why she can act while Macbeth cannot, and why Act 5 destroys her in her own vocabulary. | Water symbolises baptism and purification, so she is really asking for religious forgiveness. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.1; Macbeth (Shakespeare, First Folio 1623), public domain, II.ii and V.i | match |
| english-w02-2#3 | stretch | Poe's narrator calls the windows of the House of Usher 'vacant eye-like windows'. Two readings: (A) the house is presented as a living body, which is why it can die with the family. (B) the eye-like windows show that the house is watching the narrator, representing surveillance. Which reading is licensed by the text, and what licenses it? | (A). The story describes the house in the vocabulary of a body repeatedly, and the building splits and falls at the moment the last Usher dies - the pattern and that ending are what license the reading. (B) needs a watcher the story never supplies. | (B), because eyes mean watching. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; The Fall of the House of Usher (Edgar Allan Poe, 1839), public domain | review |
| english-w02-3#0 | warmup | Which of metaphor, simile, personification or symbolism best describes this line? Poe's narrator hears the old man's heartbeat as 'a low, dull, quick sound, such as a watch makes when enveloped in cotton'. | Simile. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; The Tell-Tale Heart (Edgar Allan Poe, 1843), public domain | match | |
| english-w02-3#1 | real | Which of the four best describes this line? 'Death, in approaching him, had stalked with his black shadow before him, and enveloped the victim.' (The Tell-Tale Heart) | Personification. | Metaphor. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; The Tell-Tale Heart (Edgar Allan Poe, 1843), public domain | match |
| english-w02-3#2 | real | Which of the four best describes this line? The speaker of The Raven tells the bird: 'Take thy beak from out my heart'. | Metaphor. | Symbolism. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; The Raven (Edgar Allan Poe, 1845), public domain | match |
| english-w02-3#3 | real | Which of the four best describes what the giant ebony clock does in The Masque of the Red Death? Every hour its striking stops the music and freezes the dancers, and it stops for good at the hour the last of the revellers dies. | Symbolism. | Personification. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; The Masque of the Red Death (Edgar Allan Poe, 1842), public domain | unverified |
| english-w02-3#4 | real | Which of the four best describes this line? Victor Frankenstein says that life and death appeared to him 'ideal bounds' which he should first break through, and that he would 'pour a torrent of light into our dark world'. | Metaphor. | Symbolism. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; Frankenstein (Mary Shelley, 1818; rev. 1831), public domain | match |
| english-w02-3#5 | real | Which of the four best describes this line? Shelley's creature, fleeing after he burns the cottage: 'I was like a wild beast that had broken the toils'. | Simile. | Metaphor. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; Frankenstein (Mary Shelley, 1818; rev. 1831), public domain | match |
| english-w02-3#6 | stretch | Which of the four best describes the last sentence of The Masque of the Red Death - 'Darkness and Decay and the Red Death held illimitable dominion over all' - and what specifically rules out the others? | Personification. Three abstractions are given the human act of holding dominion, that is, ruling. | Symbolism. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; The Masque of the Red Death (Edgar Allan Poe, 1842), public domain | review |
| english-w02-4#0 | warmup | Why does Romeo agree to go to the Capulet feast in Act 1? Answer from what Romeo knows at that point in the play. (Rule for every question here: a motive must be built from what the character knows at that moment, not from what the audience knows.) | To see Rosaline. Benvolio offers the feast as a chance to compare her with other beauties, and Romeo goes only because she will be there - in his own words in I.ii, to rejoice in the splendour of his own lady. | CCSS RL.9-10.3; Romeo and Juliet I.ii | review | |
| english-w02-4#1 | real | In III.i Tybalt calls Romeo a villain and demands a fight, and Romeo refuses, telling him 'I see thou know'st me not.' Why does Romeo refuse? Answer from what Romeo knows at that moment. | Because Friar Laurence married him to Juliet an hour or two earlier, which makes Tybalt his wife's cousin and so his own kinsman - and because the marriage is secret, he cannot say so, which is what the line about not being known means. | Because Romeo is a peaceful person who does not want to fight. | CCSS RL.9-10.3; Romeo and Juliet II.vi and III.i | review |
| english-w02-4#2 | real | In II.iii Friar Laurence has just rebuked Romeo for how fast he dropped Rosaline, and then agrees to marry him to Juliet anyway. What is the Friar's stated motive for consenting? | Ending the feud. He consents on the ground that the alliance may prove happy enough to turn the two households' rancour to pure love - a public motive, not a romantic one. | Because he is moved by how much they love each other. | CCSS RL.9-10.3 with RL.9-10.1; Romeo and Juliet II.iii | review |
| english-w02-4#3 | real | In III.iv Capulet fixes Juliet's wedding to Paris for Thursday. In IV.ii Juliet comes back from Friar Laurence, kneels, and says she will be ruled by her father - and Capulet immediately sends for Paris and moves the wedding to Wednesday morning. Why does he move it forward? | Because her apparent obedience delights him and he wants to act on the mood while it lasts - he says he will have the knot knit up the next morning. It is enthusiasm at getting his way, not suspicion. | Because he suspects she is deceiving him and wants to close off her escape. | CCSS RL.9-10.3; Romeo and Juliet III.iv and IV.ii | review |
| english-w02-4#4 | real | In V.i Balthasar tells Romeo that Juliet is dead, and Romeo at once buys poison and sets out for the tomb. Friar Laurence's letter explaining the plan never reached him, because Friar John was shut up in a quarantined house. Why does Romeo act as he does? Answer from what Romeo knows. | Because his information is that his wife is dead and that there is no plan - the letter never arrived - so from where he stands there is nothing to wait for and nothing to check. | Because he does not realise she is not really dead. | CCSS RL.9-10.3 with RL.9-10.5; Romeo and Juliet V.i and V.ii | review |
| english-w02-4#5 | stretch | In III.v, after Romeo's banishment, the Nurse tells Juliet 'I think it best you married with the county.' Two readings are offered: (a) the Nurse betrays Juliet out of fickleness, and (b) the Nurse is protecting Juliet in the only way she can see. Which reading does the Nurse's own information support, and what is the strongest objection to the other? | Reading (b). On what the Nurse knows, Romeo has been banished on pain of death by the Prince, the marriage cannot be revealed without ruining Juliet, and Juliet has to go on living in Verona - so Paris is the only survivable future she can see. The objection to (a) is that fickleness would predict a change of view for no reason, and the Nurse's view changes only after the banishment removes Romeo from the situation. | (a): the Nurse abandons Juliet because she never really cared, or because she says whatever suits the person in front of her. | CCSS RL.9-10.3 with RL.9-10.1; Romeo and Juliet III.i and III.v | review |
| english-w02-5#0 | warmup | placeholder | placeholder | CCSS RL.9-10.3 | unanswerable | |
| english-w02-6#0 | warmup | Which of the two axes does the word 'dynamic' belong to, and what exactly does that axis measure? (The axes: change - static or dynamic; depth - flat or round.) | The change axis. It measures whether the character is fundamentally different by the end of the text - in beliefs, values or the way they treat people - as a result of what happens to them. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3 | review | |
| english-w02-6#1 | real | Place Mercutio on both axes: static or dynamic, flat or round? (Change axis: is he a different person by the end. Depth axis: is he built from one or two traits, or several that can pull against each other.) He spins the long Queen Mab fantasy about how dreams are made, jokes bawdily at Romeo's expense in the next act, draws on Tybalt out of loyalty to a friend who will not fight, and dies cursing both households. | Round and static. | Round and dynamic. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Romeo and Juliet (Shakespeare, Second Quarto 1599), public domain, I.iv, II.iv and III.i | unverified |
| english-w02-6#2 | real | Place Tybalt on both axes. He enters the play refusing to hear the word peace, spends it hunting Montagues, and is killed in Act 3. | Flat and static. | Flat and dynamic. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Romeo and Juliet (Shakespeare, Second Quarto 1599), public domain, I.i and III.i | match |
| english-w02-6#3 | real | Place Lady Macbeth on both axes, using Act 2 and Act 5. | Round and dynamic. | Flat and dynamic, or flat and static. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Macbeth (Shakespeare, First Folio 1623), public domain, II.ii and V.i | match |
| english-w02-6#4 | real | Place Benvolio on both axes. He appears in a great many scenes: breaking up the opening brawl, reporting the fight to the Prince, advising Romeo about Rosaline, and trying to get Mercutio off the street before Tybalt arrives. | Flat and static. | Round and static. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Romeo and Juliet (Shakespeare, Second Quarto 1599), public domain, I.i, I.ii, III.i | match |
| english-w02-6#5 | real | Place Shelley's creature on both axes, and say whether his being the novel's antagonist affects either placement. | Round and dynamic, and his role affects neither placement. | Flat and static. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Frankenstein (Mary Shelley, 1818; rev. 1831), public domain | review |
| english-w02-6#6 | stretch | Walton, who writes the letters that frame Frankenstein, sails north hunting glory and, after Victor dies and his crew demand it, turns the ship for home. Where does he sit on the change axis, and why is his placement on the depth axis harder to settle? | Dynamic on the change axis - he abandons the ambition the whole voyage was built on. The crew's demand is the occasion of the turn, not a reason to call him unchanged: the Walton of the first letter would have given his fortune and his life for this knowledge, and the Walton who consents is a man for whom his crew's lives now outweigh the goal. On the depth axis he is genuinely arguable: he is thinly drawn, with ambition and loneliness doing nearly all the work, yet he is also the only character whose own letters let you watch him think. | Flat and static. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Frankenstein (Mary Shelley, 1818; rev. 1831), public domain, opening and closing letters | review |
| english-w02-6#7 | stretch | Three moments from the creature's story: (a) he burns his hand reaching into a fire left by beggars, (b) he pulls a drowning girl out of a stream and is shot for it, (c) he kills Elizabeth on Victor's wedding night. Which is the hinge that makes him dynamic rather than merely dangerous, and why the other two are not? | (b). The shooting is the point where his last attempt at benevolence is punished, and it is immediately after it that he turns on the species rather than on any individual. | (c), the murder of Elizabeth. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Frankenstein (Mary Shelley, 1818; rev. 1831), public domain | review |
| english-w02-7#0 | warmup | What is a foil's job in a text, and does a foil have to be the protagonist's enemy? (Foil = a character whose contrast with another makes that other character's traits visible. Antagonist = a character who opposes what the protagonist is trying to do.) | A foil's job is to create a contrast that makes another character's traits visible, and no - a foil does not have to be an enemy. Friends and allies are often the strongest foils. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3 | review | |
| english-w02-7#1 | real | Banquo is standing beside Macbeth when the witches deliver the prophecy, and he warns that the instruments of darkness tell us truths in order to win us to our harm. He then does nothing about it. What does the contrast between the two men let you claim about Macbeth that Macbeth alone could not support? | That the prophecy did not cause the murder - Macbeth's ambition did. The same prophecy reached Banquo and produced nothing, so the difference lies in the men, not the prediction. | That Banquo is good and Macbeth is evil. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Macbeth (Shakespeare, First Folio 1623), public domain, I.iii | review |
| english-w02-7#2 | real | Mercutio spends the first two acts treating desire as appetite and as a joke, while Romeo speaks about love in the language of torches, saints and pilgrimage. Mercutio is Romeo's friend and obstructs nothing he wants. Is Mercutio a foil, an antagonist, both or neither - and what does he reveal? | A foil, not an antagonist. The contrast reveals that Romeo's idealising, worshipping register is a temperament rather than the play's default way of speaking about love. | Neither - they are friends, so Mercutio cannot be a foil. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Romeo and Juliet (Shakespeare, Second Quarto 1599), public domain, I.iv and II.i | review |
| english-w02-7#3 | real | Walton sets out for the pole in pursuit of glory, hears Victor's account of where the same appetite led him, and turns his ship back. What makes this a foil relationship rather than just two characters who happen to be ambitious? | That the novel does not merely give the two men the same appetite - it puts them in the same position, each holding an account of where that appetite leads, and then lets their conduct diverge. Shared circumstance plus diverging response is the structure of a foil; two characters who simply happen to want the same thing give you nothing to compare. | Not a foil - they are too similar, they both want glory. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Frankenstein (Mary Shelley, 1818; rev. 1831), public domain | review |
| english-w02-7#4 | stretch | In III.i Tybalt hunts Romeo and demands a fight; Romeo refuses, and the reason he cannot give is that he has secretly married a Capulet. Argue whether Tybalt is a foil, an antagonist, both or neither, and state the two claims separately. | Both. Antagonist claim: he obstructs what Romeo now wants, peace with the Capulets. Foil claim: his demand for a fight is what exposes Romeo's new loyalty, since the refusal is inexplicable to everyone on stage and readable only to an audience who knows about the marriage. | Antagonist only. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.3; Romeo and Juliet (Shakespeare, Second Quarto 1599), public domain, III.i | review |
| english-w02-8#0 | warmup | A character body paragraph has four moves: claim, evidence, analysis, link. Which move does the sentence 'This shows that Lady Macbeth wants Macbeth to kill Duncan' fail to perform, even though it sits in the analysis position? | Analysis. It restates the quotation instead of explaining how the words produce the trait. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.W.9-10.1; Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4 | review | |
| english-w02-8#1 | real | A paragraph reads: 'Lady Macbeth is ambitious. When Macbeth hesitates she tells him to "screw your courage to the sticking-place". This is a metaphor which emphasises her ambitious nature.' Which of the four moves fail here, and what is wrong with each? | Three of the four fail; only the evidence move is intact. The claim is not arguable, because it states a trait with no mechanism. The analysis is device spotting: it names the metaphor without saying what the image claims, so nothing reasons from the evidence to the claim. And the link sentence is absent altogether. | Nothing is missing - it has a claim, a quotation and an explanation. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.W.9-10.1; Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; Macbeth (Shakespeare, First Folio 1623), public domain, I.vii | unverified |
| english-w02-8#2 | real | Which of these is a usable claim for a body paragraph, and why is the other one unusable? (A) Lady Macbeth is a ruthless character who wants power. (B) Lady Macbeth's ambition works on her husband's self-image rather than on the murder itself. | (B). It names a mechanism - persuasion aimed at Macbeth's self-image rather than at the killing - so it can be argued against and therefore supported. (A) states a trait everyone already accepts and gives the paragraph nothing to prove. | (A), because it states the trait clearly and forcefully. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.W.9-10.1 | review |
| english-w02-8#3 | real | Lady Macbeth asks whether 'the hope' was 'drunk' in which Macbeth 'dressed' himself. Write the analysis sentence: what does the clothing image claim about his intention, and what does that do to his hesitation? | The image treats his intention as something he put on rather than something he holds, so abandoning the murder is recast as a costume change - an inconsistency to be embarrassed about rather than a moral decision to be defended. | This metaphor shows how she highlights his weakness and emphasises her ambition. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.RL.9-10.4; Macbeth (Shakespeare, First Folio 1623), public domain, I.vii | review |
| english-w02-8#4 | stretch | A paragraph argues that Lady Macbeth's ambition operates through Macbeth's shame, quotes 'screw your courage to the sticking-place', and analyses the mechanical image well. It then stops. Write the link move, and say what makes a link different from a conclusion that repeats the claim. | Link: because her method needs no weapon, the play can locate the real cost of the crown in a character who never kills anyone on stage. A link states what the argued trait does for the text - here, how it lets the play distribute guilt - whereas a repeated claim only asserts the trait again in different words. | In conclusion, this shows that Lady Macbeth is a very ambitious character. | Common Core ELA-Literacy, CCSS.ELA-LITERACY.W.9-10.1; Macbeth (Shakespeare, First Folio 1623), public domain, I.vii and V.i | review |
| english-w02-9#0 | warmup | Direct or indirect characterization OF MACBETH? In Macbeth I.vii, Lady Macbeth answers her husband's hesitation by asking whether he is afeard, and whether he means to live 'a coward in thine own esteem'. (Direct = a trait is stated in words. Indirect = you must infer the trait from evidence.) | Direct. | CCSS RL.9-10.1 with RL.9-10.3; Macbeth I.vii | unverified | |
| english-w02-9#1 | real | Direct or indirect, and which STEAL channel? In Frankenstein, Victor rushes out of the room the moment the creature opens its eyes, cannot bring himself to go back in, and spends the night pacing the courtyard of the house he lives in. (Channels: Speech, Thoughts, Effect on others, Actions, Looks.) | Indirect, through Actions. | Indirect, through Thoughts. | CCSS RL.9-10.1 with RL.9-10.3; Frankenstein, the night of the creation | review |
| english-w02-9#2 | real | Direct or indirect? Poe's narrator in The Tell-Tale Heart says: 'Object there was none. Passion there was none. I loved the old man. He had never wronged me.' | Direct - and it stays direct even though the story is built to make you distrust it. What the passage STATES is love and the absence of any motive; the madness is what the reader infers on top of that statement, and a reader inference is not one of the text's two methods. | Indirect. | CCSS RL.9-10.1 with RL.9-10.3; The Tell-Tale Heart (Poe, 1843) | review |
| english-w02-9#3 | real | In The Tell-Tale Heart the narrator says the old man 'had the eye of a vulture - a pale blue eye, with a film over it', and that whenever it fell upon him his blood ran cold. Which STEAL channel characterizes THE NARRATOR here? (Channels: Speech, Thoughts, Effect on others, Actions, Looks.) | Thoughts. | Looks. | CCSS RL.9-10.1 with RL.9-10.3; The Tell-Tale Heart (Poe, 1843) | match |
| english-w02-9#4 | real | Place Juliet on both axes. In I.iii she tells her mother she will look to like if looking liking move, and no further than her parents' consent allows. In IV.iii she deceives her family, sends the Nurse away, and drinks an unidentified drug alone after saying she may wake among corpses. (Change axis: static or dynamic. Depth axis: flat or round.) | Round and dynamic. | Round and static. | CCSS RL.9-10.3; Romeo and Juliet I.iii and IV.iii | match |
| english-w02-9#5 | real | Which of these three is a change on the CHANGE AXIS, and not merely a change in circumstance? (a) Juliet goes from unmarried to secretly married. (b) Juliet goes from asking her mother's permission to consider a suitor, to lying to her family and drinking an unidentified drug alone. (c) Juliet goes from her father's house to the Capulet tomb. | (b). | (a). | CCSS RL.9-10.3; Romeo and Juliet I.iii, II.vi and IV.iii | match |
| english-w02-9#6 | real | Place Prince Escalus on both axes. He appears three times: threatening death for further brawling in I.i, banishing Romeo in III.i, and declaring at the end that all are punished. (Change axis: static or dynamic. Depth axis: flat or round.) | Flat and static. | Round and static. | CCSS RL.9-10.3; Romeo and Juliet I.i, III.i and V.iii | match |
| english-w02-9#7 | real | Henry Clerval studies as hard as Victor does but toward languages and the humane arts, follows him to Ingolstadt, and nurses him through months of fever after the creation. Is Clerval a foil, an antagonist, both, or neither - and what does the contrast reveal? (Foil = a character whose contrast makes another's traits visible. Antagonist = a character whose own purpose is set against what the protagonist is trying to do.) | A foil, not an antagonist. The contrast reveals that Victor's secrecy and isolation were choices, not requirements of the work. | Neither. | CCSS RL.9-10.3; Frankenstein, Clerval at Ingolstadt | unverified |
| english-w02-9#8 | real | Shelley's creature kills Victor's brother, his friend and his wife, and Victor's stated purpose for the last part of the novel is to destroy him. He also explains himself at length and claims his acts, where Victor conceals his and confesses to nobody who could act on it. Is the creature a foil, an antagonist, both, or neither? | Both. | An antagonist only. | CCSS RL.9-10.3; Frankenstein | match |
| english-w02-9#9 | stretch | Paris asks Capulet for Juliet, a wedding date is fixed, the match is announced, and he never learns that Juliet is already married. Name the trait in Romeo that the contrast with Paris exposes, and say why calling Paris the play's antagonist misdescribes him. (Foil = a character whose contrast makes another character's traits visible. Antagonist = a character whose own purpose is set against what the protagonist is trying to do.) | The contrast exposes that Romeo treats his own desire as sufficient authority. Paris's suit runs entirely through Juliet's father and the household's public calendar; Romeo asks nobody's permission at all - he goes to Juliet directly and then to a friar for a rite, not for consent. Calling Paris the antagonist misdescribes him because he holds no purpose opposed to anyone's: he does not know the marriage exists, so his obstruction is a by-product of Capulet's arrangement rather than an intention of his own. | Paris is the antagonist, because he is Romeo's rival for Juliet. | CCSS RL.9-10.3 with RL.9-10.1; Romeo and Juliet I.ii, I.iii and III.iv | unverified |
| post | type / format / style | hook | CTA | caption | copy |
|---|---|---|---|---|---|
| english-w02-mon-a mon empty | concept explainer | did the text tell you, or show you? characterization 101 5/either_or_question · ENGLISH 101 | follow for more 1/follow_for_more @last | no scene script | |
| english-w02-mon-b mon-2 empty | concept carousel side_peek | every character type on one slide: 3/every_rule_one_slide | we got more for you on our app 2/app_more @last | 1. [hook] every character type on one slide: 2. [teach] two questions, not one | change: is this a different person by the end? static or dynamic / depth: how much of a person is on the page? flat or round / the two axes are independent. so there are four boxes, not two 3. [grid] the one slide | round + dynamic (Lady Macbeth) / round + static (Mercutio) / flat + dynamic (Walton) / flat + static (Tybalt) 4. [teach] trap 1: the wrong kind of change | Tybalt dies. Romeo gets married. that is the situation changing, not the person / test: if the same scene came round again, would they act differently? / Tybalt would draw again. static, then dead 5. [teach] trap 2: letting the role decide | protagonist and antagonist say whose goal drives the plot. nothing more / the creature in Frankenstein opposes Victor at every turn and changes more than anyone in the book / classify in three moves: role, change, depth. never let the first answer the other two | |
| english-w02-tue-a tue empty | concept carousel sketch_light | why does Mercutio even exist? that is what a foil does 5/surprising_do_you_know_why | follow for more 1/follow_for_more @last | 1. [hook] why does Mercutio even exist? | that is what a foil does | graphic: cards 2. [teach] a foil is not an antagonist | foil: a character set beside another so the contrast shows you who the other one is / antagonist: whoever stands in the way of what the protagonist wants / different tests. one character can be either, both or neither | graphic: cards 3. [teach] Banquo: the control case | same heath, same witches, same prophecy. two soldiers just rewarded by the same king / Banquo: the instruments of darkness tell truths 'to win us to our harm'. then does nothing / Macbeth writes home to his wife / so the prophecy did not make a murderer. it did not make one of Banquo | graphic: cards 4. [teach] Mercutio: the friend who is a foil | he obstructs nothing. he is the one who gets Romeo into the ball / he talks about desire as appetite and as a joke, in the same scenes / beside him, Romeo's saints and pilgrims stop being how the play talks and become a temperament | graphic: cards 5. [teach] Tybalt: both at once | Act 3: Tybalt demands a fight. Romeo refuses one, and cannot say why / antagonist claim: he blocks the peace Romeo now wants / foil claim: his demand is what exposes Romeo's new loyalty / state which job you are claiming. that sentence is the mark | graphic: cards | |
| english-w02-tue-b tue-2 empty | application explainer | Lady Macbeth, analysed in five moves: STEAL, done properly 4/x_analysed_in_n_moves · ENGLISH | we got more for you on our app 2/app_more @last | no scene script | |
| english-w02-wed-a wed empty | application carousel pill_hooks | how to analyse any quote in 3 steps: the curtains were never just blue 4/how_to_outcome_constraint | follow for more 1/follow_for_more @last | 1. [hook] how to analyse any quote in 3 steps: | the curtains were never just blue 2. [teach] step 1: what it says | who says it, to whom, at what moment / and what the words mean literally / do this first and half the wild readings die 3. [teach] step 2: how it says it | 'a little water clears us of this deed' / 'a little' shrinks the crime to a quantity / 'water' makes the fix domestic, like a spill / 'this deed' refuses the word murder 4. [teach] step 3: why it matters HERE | she renames: murder, deed, stain, cleaning job / that is why she can act and Macbeth cannot / Act 5: no perfume will sweeten her hand / the euphemism holds until it does not 5. [teach] the two ways to lose the mark | under-read: step 1 said twice in nicer words / over-read: step 3 with no step 1. blue curtains / the tether: words on the page, in this scene | |
| english-w02-wed-b wed-2 empty | application carousel celebrity | why an antagonist can still be dynamic: 5/why_question | we got more for you on our app 2/app_more @last | 1. [hook] why an antagonist can still be dynamic: 2. [teach] scene 1 - the woods | who he starts as | alone in the woods the creature finds a fire left by beggars, is delighted, and puts his hand in the embers. curious, undefended, learning by being hurt 3. [teach] scene 2 - the cottage | the strongest evidence there is | he stops taking the De Laceys' food once he learns it costs them. clears their snow, leaves firewood at the door. at night, unseen 4. [teach] scene 3 - the hinge | his last kind act gets him shot | driven out, he still pulls a drowning girl from a stream. her companion shoots him for it. the next paragraph declares war on the whole species 5. [teach] scene 4 - the arctic | murderer and mourner in one speech | over Victor's coffin: 'I was benevolent and good; misery made me a fiend.' both true at once, and neither cancels the other 6. [teach] the verdict | antagonist. dynamic. round. | three labels, three separate pieces of evidence. the role never decided the other two. 'he becomes evil' is a claim; the shot at the stream is proof | |
| english-w02-thu-a thu empty | practice countdown | 'brave Macbeth': direct or indirect? 3 lines, most people get 2 1/either_or_quote | follow for more 1/follow_for_more @last | no scene script | |
| english-w02-thu-b thu-2 empty | practice carousel paper_snapshot | can you survive as an English student? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as an English student? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as an English student! intro_sub: try to get as many correct as possible Q1: Why does Romeo agree to go to the Capulet feast in Act 1? Answer from what he knows then. [A. to meet Juliet | B. to see Rosaline | C. to fight Tybalt | D. to please his father] -> B; he has not met Juliet yet / Benvolio offers the feast / as a chance to see Rosaline / to see Rosaline; B is correct Q2: "Death, in approaching him, had stalked with his black shadow." Which device is that? [A. metaphor | B. simile | C. personification | D. symbolism] -> C; death is given a body / it approaches, it stalks / human action, not a comparison / personification; C is correct Q3: Mercutio treats desire as a joke while Romeo speaks of it as worship. What is Mercutio here? [A. the antagonist | B. a flat narrator | C. the protagonist | D. a foil] -> D; he blocks nothing Romeo wants / so he is not the antagonist / the contrast reveals Romeo / a foil; D is correct Q4: Place Lady Macbeth on both axes, using Act 2 and Act 5. Which pair fits? [A. round and dynamic | B. flat and static | C. round and static | D. flat and dynamic] -> A; Act 2: she steadies Macbeth / Act 5: she sleepwalks, washing / she changes, and she has depth / round and dynamic; A is correct | |
| english-w02-fri-a fri empty | practice carousel blackbox | static or dynamic? 6 characters, most people get 3 1/a_or_b_most_wrong | how you doing so far? follow for more! 1/mid_deck_follow @4 | 1. [hook] static or dynamic? | 6 characters, most people get 3 2. [teach] the four words | static / dynamic (the change axis. is this a different PERSON by the end? not a different situation) / flat / round (the depth axis. one or two traits doing a job, or several that pull against each other) / role is a third thing (protagonist, antagonist. says nothing about change or depth) 3. [teach] round 1: place both | Mercutio (Queen Mab, puns while bleeding out, curses both houses. dead in Act 3 exactly the man he was in Act 1) / Tybalt (hates the word peace in scene one, hunts Montagues, killed in Act 3) 4. [teach] round 1: answers | Mercutio: round and static (several traits pulling against each other. killed, not changed) / Tybalt: flat and static (one trait, one job. dying is something that happens TO a character) 5. [teach] round 2: place both | Lady Macbeth (Act 2: takes the daggers back herself, 'a little water clears us'. Act 5: sleepwalking, scrubbing at nothing) / Benvolio (breaks up the brawl, reports to the Prince, counsels Romeo, tries to clear the street. in nearly every act) 6. [teach] round 2: answers | Lady Macbeth: round and dynamic (the person who dismissed the blood is replaced by one the blood will not leave) / Benvolio: flat and static (count traits, not scenes. one trait doing the same work every time) 7. [teach] round 3: place both | the creature (Frankenstein) (leaves firewood at a poor family's door. later kills a child, a friend and a bride. opposes Victor at every turn) / Walton (sails for the pole hunting glory. hears Victor's story, and turns the ship home) 8. [teach] round 3: answers | the creature: round and dynamic (the traits reverse, and he is murderer and mourner in one speech. being the antagonist changes neither) / Walton: dynamic, depth arguable (he gives up the goal the book opened with. thin on the page, but you watch him think) | |
| english-w02-fri-b fri-2 empty | practice carousel paper_snapshot | can you get all 3 in 15 seconds? Romeo and Juliet 1/solve_in_n_seconds | we got more for you on our app 2/app_more @last | hook: can you get all 3 in 15 seconds? hook_sub: Romeo and Juliet Q1: Why does Romeo agree to go to the Capulet feast in Act 1? Answer from what he knows then. [] -> ; Juliet's name is unspoken / Benvolio offers a comparison / with Rosaline; to see Rosaline Q2: In III.i Romeo refuses Tybalt's challenge: 'I see thou know'st me not.' Why does he refuse? [] -> ; II.vi was that same afternoon / the Friar married him to Juliet / Tybalt is his kinsman now; they are family now Q3: The Friar rebukes Romeo over Rosaline, then marries him to Juliet anyway. What is his stated reason? [] -> ; not the strength of the feelings / he had just doubted those / the alliance may end the feud; ending the feud | |
| english-w02-sat sat empty | practice carousel blackbox | how far can you get in this character quiz? 6 questions. most people stop at 4 1/how_far_quiz | how you doing so far? follow for more! 1/mid_deck_follow @4 | 1. [hook] how far can you get in this character quiz? | 6 questions. most people stop at 4 2. [teach] the rules | direct (a trait is stated in words. brave, virtuous, nervous) / indirect (you infer the trait from evidence: Speech, Thoughts, Effect on others, Actions, Looks) / the test (look for a trait word. who says it does not matter yet) 3. [teach] questions 1 and 2 | 1. Macbeth, a wounded Captain to the King: 'brave Macbeth - well he deserves that name' (direct or indirect?) / 2. Romeo and Juliet, Montague on his son: he shuts his windows and 'makes himself an artificial night' (direct or indirect, and which channel?) 4. [teach] answers 1 and 2 | 1. direct ('brave' is a trait word, applied to Macbeth. a character saying it changes nothing) / 2. indirect, through Actions (no trait word. a routine you convert into withdrawn yourself) 5. [teach] questions 3 and 4 | 3. Capulet, holding Tybalt back: Verona brags of Romeo 'to be a virtuous and well-governed youth' (direct or indirect?) / 4. The Cask of Amontillado: Montresor keeps smiling in Fortunato's face, a smile at the thought of his death (direct or indirect?) 6. [teach] answers 3 and 4 | 3. direct (two trait words on the page. that the enemy's father says it is a trust question, asked after) / 4. indirect (no adjective. an action laid against a thought, and you supply duplicitous) 7. [teach] questions 5 and 6 | 5. Poe's narrator: 'I was never kinder to the old man than during the whole week before I killed him' (what is this line doing?) / 6. Lady Macbeth on her husband: 'too full o' the milk of human kindness' (direct or indirect?) 8. [teach] answers 5 and 6 | 5. both at once ('kinder' is stated. 'before I killed him' shows the kindness was calculation) / 6. direct (a trait stated inside a metaphor. metaphor answers HOW, never WHETHER) | |
| english-w02-sun sun empty | practice carousel pill_hooks | do you still know characterization? 10 questions, score yourself 1/do_you_still_know | we got more for you on our app 2/app_more @last | 1. [hook] do you still know characterization? | 10 questions, score yourself 2. [teach] questions 1 + 2 | 1. Lady Macbeth asks if he will live 'a coward in thine own esteem'. direct or indirect, of Macbeth? / 2. Victor flees the room the moment the creature wakes, paces the yard all night. direct or indirect, which channel? 3. [teach] questions 3 + 4 | 3. Poe's narrator: 'I loved the old man. He had never wronged me.' direct or indirect? / 4. the old man 'had the eye of a vulture'. which channel characterizes the NARRATOR? 4. [teach] answers 1 to 4 | 1. direct. trait words on the page, whoever says them / 2. indirect, through Actions. what he does, twice / 3. direct. you distrust it, but it is stated / 4. Thoughts. the eye is the old man's, the reading is the narrator's 5. [teach] questions 5 + 6 | 5. Juliet: Act 1, asks permission to look at a suitor. Act 4, lies to everyone and drinks the vial alone. both axes? / 6. which one is on the CHANGE axis? (a) she gets married (b) permission-asker to defying everyone (c) her house to the tomb 6. [teach] questions 7 + 8 | 7. Prince Escalus: three scenes, one demand every time - quiet streets. both axes? / 8. Clerval studies as hard as Victor, follows him, nurses him for months. foil, antagonist, both or neither? 7. [teach] answers 5 to 8 | 5. round and dynamic. the person changed, not just the situation / 6. (b). marriage and location are circumstances / 7. flat and static. count traits, not scenes / 8. foil. he blocks nothing, and makes Victor's secrecy a choice 8. [teach] questions 9 + 10 | 9. the creature kills three people Victor loves, and explains himself where Victor hides. foil, antagonist, both or neither? / 10. Paris asks Capulet for Juliet and never learns of the marriage. is he the antagonist? 9. [teach] answers 9 + 10 | 9. both. opposition and contrast, two separate reasons / 10. no. an obstacle with no purpose against anyone is not an antagonist / how many did you get? |
units 8 [drafted:8] questions 35/57 verified posts 12 [empty:5 rendered:7] hooks 12/12 copy 9/9 captions 0/12
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| grade9-w02-1#0 | warmup | Glucose is the building block of one of the four macromolecule classes. Which class is it: carbohydrate, lipid, protein or nucleic acid? | Carbohydrate | NGSS HS-LS1-6 (DCI LS1.C); Biology 1 macromolecules unit | match | |
| grade9-w02-1#1 | real | A molecule is built from repeating amino acids. Which of the four classes is it: carbohydrate, lipid, protein or nucleic acid? | Protein | Nucleic acid | NGSS HS-LS1-6 (DCI LS1.C) | match |
| grade9-w02-1#2 | real | A molecule is a chain of subunits, and every subunit is one five-carbon sugar, one phosphate group and one nitrogenous base. Which of the four classes is it: carbohydrate, lipid, protein or nucleic acid? | Nucleic acid | Carbohydrate | Biology 1 macromolecules unit, nucleotide structure | match |
| grade9-w02-1#3 | real | A molecule is assembled from one glycerol with three fatty acids attached to it, and it has no repeating identical subunit anywhere in its structure. Which of the four classes is it: carbohydrate, lipid, protein or nucleic acid? | Lipid | Carbohydrate | Biology 1 macromolecules unit, triglyceride structure | match |
| grade9-w02-1#4 | real | An unknown molecule contains only carbon, hydrogen and oxygen, and its hydrogen-to-oxygen ratio is 2 to 1. Which of the four classes is it: carbohydrate, lipid, protein or nucleic acid? | Carbohydrate | Lipid | Biology 1 macromolecules unit, elemental composition | match |
| grade9-w02-1#5 | real | An unknown molecule contains carbon, hydrogen, oxygen, nitrogen and sulfur, and no phosphorus. Which of the four classes is it: carbohydrate, lipid, protein or nucleic acid? | Protein | Nucleic acid | Biology 1 macromolecules unit, elemental composition | match |
| grade9-w02-1#6 | real | An unknown molecule contains carbon, hydrogen, oxygen, nitrogen and phosphorus, and it is a chain of repeating subunits. Which of the four classes is it: carbohydrate, lipid, protein or nucleic acid? | Nucleic acid | Protein | Biology 1 macromolecules unit, elemental composition | unverified |
| grade9-w02-1#7 | real | An unknown molecule contains only carbon, hydrogen and oxygen, its hydrogen-to-oxygen ratio is 18 to 1, and it does not dissolve in water. Which of the four classes is it: carbohydrate, lipid, protein or nucleic acid? | Lipid | Carbohydrate | Biology 1 macromolecules unit, elemental composition | match |
| grade9-w02-1#8 | stretch | Of the four macromolecule classes, which two can contain only carbon, hydrogen and oxygen, so that an element list alone cannot separate them? Name both. | Carbohydrates and lipids | Carbohydrates and proteins | Biology 1 macromolecules unit, elemental composition | match |
| grade9-w02-2#0 | warmup | Write an algebraic expression for: the sum of a number n and 12. | n + 12 | CCSS 6.EE.A.2a | match | |
| grade9-w02-2#1 | real | Write an algebraic expression for: the difference of a number n and 6. | n - 6 | 6 - n | CCSS 6.EE.A.2a | match |
| grade9-w02-2#2 | real | Write an algebraic expression for: 5 less than a number n. | n - 5 | 5 - n | CCSS 6.EE.A.2a | match |
| grade9-w02-2#3 | real | Write an algebraic expression for: 5 less than twice a number n. | 2n - 5 | 5 - 2n | CCSS 6.EE.A.2a | match |
| grade9-w02-2#4 | real | Write an algebraic expression for: 8 subtracted from the product of 3 and x. | 3x - 8 | 8 - 3x | CCSS 6.EE.A.2a | match |
| grade9-w02-2#5 | stretch | Write an algebraic expression for: 7 less than the quotient of a number n and 4. | n/4 - 7 | 4/n - 7 | CCSS 6.EE.A.2a, carried into HSA-SSE.A.1a | match |
| grade9-w02-3#0 | warmup | In grade 9 the categories are internal conflict, where the opposing force is inside the character, and external conflict, where it is outside. A student knows the answer to the teacher's question and is certain she is right, but cannot make herself raise her hand because she is afraid of being wrong in front of the class. Which category is her conflict? | Internal | CCSS RL.9-10.3, grade 9 conflict taxonomy stated in the stem | match | |
| grade9-w02-3#1 | real | External conflicts are named by their antagonist: character versus character, character versus society, or character versus nature. In the opening letters of Mary Shelley's Frankenstein (1818), the narrator Walton's ship becomes beset by ice in the Arctic and cannot move. Which type of external conflict is that, and what is the marker that decides it? | Character versus nature; the marker is that the opposing force has no intention | Character versus nature, justified by the Arctic setting rather than by the absence of intention | CCSS RL.9-10.3; Frankenstein, Shelley 1818, public domain | review |
| grade9-w02-3#2 | real | External conflicts are named by their antagonist: character versus character, character versus society, or character versus nature. In Shakespeare's Romeo and Juliet (first printed 1597), Tybalt fights and kills Mercutio, and Romeo then fights and kills Tybalt. Taking that episode on its own, which type of external conflict is it, and which test confirms it? | Character versus character; the swap test confirms it, because removing Tybalt dissolves the conflict | Character versus society | CCSS RL.9-10.3; Romeo and Juliet, Shakespeare, first printed 1597, public domain | review |
| grade9-w02-3#3 | real | The categories are internal conflict, where the opposing force is inside the character, and external conflict, where it is outside. In Poe's The Tell-Tale Heart (1843), the narrator has committed a murder that nobody has detected, and the police who visit suspect nothing; he nevertheless cannot contain his own agitation and confesses. Which category is the central conflict, and what is the test? | Internal; the test is that removing everyone else leaves the struggle standing | External, character versus character (the police) | CCSS RL.9-10.3; The Tell-Tale Heart, Poe 1843, public domain | review |
| grade9-w02-3#4 | real | External conflicts are named by their antagonist: character versus character, character versus society, or character versus nature. In Shirley Jackson's The Lottery (1948), a town holds an annual drawing, and the townspeople - neighbours, friends and family of the person who draws the marked slip - stone her to death. No individual has arranged the outcome and nobody defends the custom out loud. Which type of external conflict is central, and which test decides it? | Character versus society; the swap test decides it, because no individual is indispensable to the outcome | Character versus character | CCSS RL.9-10.3; The Lottery, Jackson 1948, plot described in our own words, no quotation | review |
| grade9-w02-3#5 | stretch | A story contains two conflicts at once: a character is hunted by a named rival, and the same character is also unable to decide whether to keep a promise that would save the rival's life. The story ends at the moment the character makes that decision. The categories are internal conflict and external conflict, and the central conflict is the one whose resolution ends the story. Which conflict is central? | The internal conflict | The external conflict, character versus character | CCSS RL.9-10.3, central-conflict criterion stated in the stem | match |
| grade9-w02-4#0 | warmup | Solve for x: 2x + 5 = 13 | x = 4 | CCSS 7.EE.B.4a | match | |
| grade9-w02-4#1 | real | Solve for x: 5 - 2x = 13 | x = -4 | x = 4 | CCSS 7.EE.B.4a, 8.EE.C.7b | match |
| grade9-w02-4#2 | real | Solve for x: -3x + 7 = 22 | x = -5 | x = 5 | CCSS 8.EE.C.7b | match |
| grade9-w02-4#3 | real | Solve for x: -x/3 + 2 = 5 | x = -9 | x = 9 | CCSS 8.EE.C.7b, rational coefficients | match |
| grade9-w02-4#4 | real | Solve for x: 7 - 4x = -9 | x = 4 | x = -4 | CCSS 8.EE.C.7b | match |
| grade9-w02-4#5 | real | Solve for x: -x/2 - 6 = -10 | x = 8 | x = -20 | CCSS 8.EE.C.7b, rational coefficients | match |
| grade9-w02-4#6 | real | Solve for x: 4 - x = 9 | x = -5 | x = 5 | CCSS 8.EE.C.7b | match |
| grade9-w02-4#7 | real | Solve for x: x/4 - 3 = 2 | x = 20 | x = 1.25 | CCSS 7.EE.B.4a | match |
| grade9-w02-4#8 | stretch | Solve for x: 6 - x/5 = 8 | x = -10 | x = 10 | CCSS 8.EE.C.7b, carried into HSA-REI.B.3 | match |
| grade9-w02-5#0 | warmup | On a standard Mercator map, along which line is the scale true, so that areas there are drawn at their correct relative size? | The equator | National Geography Standards, Standard 1; map-projection properties | match | |
| grade9-w02-5#1 | real | On a Mercator map the linear scale at latitude 60 degrees is 1/cos(60), which is 2. By what factor is AREA exaggerated at 60 degrees? | 4 times | 2 times | Mercator area factor 1/cos^2(phi), computed in Python: 4.0 at 60 degrees | match |
| grade9-w02-5#2 | real | Greenland's land area is about 2.166 million square kilometres and Africa's is about 30.37 million square kilometres. Roughly how many times larger than Greenland is Africa? | About 14 times | About the same size, or about twice as large | Standard reference land areas; ratio 14.021 computed in Python | match |
| grade9-w02-5#3 | real | Greenland's land area is about 2.166 million square kilometres and Australia's is about 7.692 million. Greenland lies between about 60 and 83 degrees north; Australia's centre is near 25 degrees south. Which is actually larger, and why does a Mercator map suggest otherwise? | Australia, by about 3.55 times; Mercator inflates Greenland far more because Greenland is much nearer the pole | Greenland | Standard reference land areas; ratio 3.551 computed in Python | review |
| grade9-w02-5#4 | stretch | A Mercator map exaggerates area badly, yet it was the standard chart for marine navigation for centuries. Which property does Mercator preserve, and what does that property let a navigator do? | It preserves angles - it is conformal - so a straight line drawn on the chart is a course of constant compass bearing | It preserves area, or it preserves distance | National Geography Standards, Standard 1; Mercator 1569, conformality | review |
| grade9-w02-6#0 | warmup | In Shakespeare's Romeo and Juliet (first printed 1597), Romeo says of Juliet at her window: "It is the east, and Juliet is the sun." Name the figurative device in that line. | Metaphor | CCSS RL.9-10.4; Romeo and Juliet, Shakespeare 1597, public domain | match | |
| grade9-w02-6#1 | real | In Mary Shelley's Frankenstein (1818), the creature says to Victor: "I ought to be thy Adam, but I am rather the fallen angel." What it SAYS is that the creature feels he was made to be a first, beloved creation and has instead been cast out. Your task is the second move only: name the technique that carries that meaning and say what structure it is set in. | Allusion - to Adam and to the fallen angel of the biblical creation and rebellion stories - set in an antithesis, two opposed figures balanced across the word but | Metaphor | CCSS RL.9-10.4; Frankenstein, Shelley 1818, public domain | review |
| grade9-w02-6#2 | real | Poe's The Tell-Tale Heart (1843) opens: "True! nervous, very, very dreadfully nervous I had been and am; but why will you say that I am mad?" What it SAYS is that the narrator admits to being nervous and denies being mad. Your task is the second move only: what do the repetition, the broken syntax and the question DO to the reader's sense of the narrator? | They enact his agitation instead of reporting it, and by making him argue with an accusation nobody in the text has made, they establish him as an unreliable narrator | It shows that he is nervous and upset | CCSS RL.9-10.4; The Tell-Tale Heart, Poe 1843, public domain | review |
| grade9-w02-6#3 | real | In Shakespeare's Macbeth (First Folio, 1623), Macbeth says on hearing of his wife's death: "Life's but a walking shadow, a poor player." The technique is two stacked metaphors, one reducing a life to a moving outline and one to an actor in someone else's script. Your task is the third move only: why does it matter in the play? | It marks the collapse of the ambition that drove the whole plot: a life reduced to a performance with a fixed running time is not worth killing for, so the crown Macbeth now holds has become worthless to him | It matters because it makes the audience feel sad for Macbeth | CCSS RL.9-10.4, RL.9-10.1; Macbeth, Shakespeare, First Folio 1623, public domain | review |
| grade9-w02-6#4 | stretch | In Poe's The Raven (1845) the speaker cries: "Take thy beak from out my heart, and take thy form from off my door!" Do all three moves, briefly and separately: what it says, how the language does it, and why it matters. | Says: he orders the bird to leave him and leave his house. How: two parallel imperatives, take thy beak and take thy form, with the first turning the bird's beak into something lodged in his heart, so an outside creature is described as a wound inside him. Why: the command fails and the bird stays, so the poem makes grief something that has moved inside the mourner and cannot be ordered away - which is why the poem ends with the bird still there. | He is telling the raven to get out of his house and leave him alone | CCSS RL.9-10.4, RL.9-10.1; The Raven, Poe 1845, public domain | review |
| grade9-w02-7#0 | warmup | In our fall Biology sequence the order is biochemistry, cells, energetics, cell division, genetics. Which comes first, cell structure or the chemistry of life? | The chemistry of life (biochemistry) | calendar/grade9.json W01-W15, Biology sequence | match | |
| grade9-w02-7#1 | real | Our fall Algebra 1 sequence is expressions, linear equations, inequalities, functions, slope and linear graphs, then systems. A student cannot reliably solve a two-step equation in week 11, when the class is working on functions. Which unit should they study first, and why does the answer not depend on what the next test covers? | Linear equations, the earlier unit, because equation solving is a step inside almost every functions problem | Functions, because that is the unit being tested | calendar/grade9.json W01-W15, Algebra 1 sequence; CCSS HSA-REI.B.3 dependency | review |
| grade9-w02-7#2 | real | Our fall English 9 sequence is short fiction, then literary devices, then essay basics. The short-fiction weeks are where you learn to classify a conflict and to analyse a quotation in three moves - what it says, how the language does it, why it matters. A student wants to prepare for the week 12 essay unit. What should they practise, given that an essay unit introduces almost no new content? | The week 2 short-fiction components - classifying a conflict and analysing a quotation in three moves - and then writing them up as paragraphs | Memorise essay structures and transition phrases | calendar/grade9.json W01-W15, English 9 sequence; CCSS RL.9-10.3, RL.9-10.4 | unverified |
| grade9-w02-7#3 | real | Our fall Geography sequence is map skills for about six weeks, then regions for the rest of the term. A student skips the map-skills unit. On our sequence, when do they feel it, and how does it show up? | Later, inside the regions unit, where distortion and projection ideas are assumed rather than retaught - so they lose marks on regional comparisons without seeing a question labelled map skills | They never feel it, because the map-skills unit is over | calendar/grade9.json W01-W15, Geography sequence | review |
| grade9-w02-7#4 | stretch | Three of these four fall topics sit in the same subject on our calendar: inequalities, systems of equations, cellular respiration, slope. Which one is the odd one out, and which subject does it belong to? | Cellular respiration, which is Biology; the other three are Algebra 1 | Systems of equations | calendar/grade9.json W01-W15, all four subject sequences | match |
| grade9-w02-8#0 | warmup | Starch is built from many glucose units joined together in a chain. Using the terms monomer and polymer, which one is glucose and which one is starch? | Glucose is the monomer; starch is the polymer. | NGSS HS-LS1-6 (DCI LS1.C); standard Biology 1 macromolecule taxonomy, monomer and polymer | unverified | |
| grade9-w02-8#1 | real | Nine amino acids are joined into a single chain by dehydration synthesis, which releases one water molecule for every bond formed. How many water molecules are released? | 8. | 9 | NGSS HS-LS1-6 (DCI LS1.C) | match |
| grade9-w02-8#2 | real | Which of the four macromolecule classes is NOT a polymer of a single repeating monomer, and what is a triglyceride of that class assembled from instead? | Lipids. A triglyceride is one glycerol molecule with three fatty acids attached to it. | Lipid, whose monomer is the fatty acid. | Standard Biology 1 macromolecule taxonomy; NGSS HS-LS1-6 (DCI LS1.C) | review |
| grade9-w02-8#3 | real | Write an algebraic expression for: 12 less than the product of 4 and a number n. (Reversing phrases: less than, subtracted from, fewer than.) | 4n - 12. | 12 - 4n | CCSS 6.EE.A.2a, carried into HSA-SSE.A.1a | match |
| grade9-w02-8#4 | real | Write an algebraic expression for: the difference of a number n and 7, divided by 3. | (n - 7)/3. | n - 7/3 | CCSS 6.EE.A.2a, carried into HSA-SSE.A.1a | match |
| grade9-w02-8#5 | real | Write an expression for '9 less than a number n', then evaluate it for n = 20. | n - 9, which is 11. | -11 | CCSS 6.EE.A.2a | review |
| grade9-w02-8#6 | real | In Frankenstein the creature is driven out of the De Lacey cottage, is shot by a stranger after pulling a girl out of a stream, and is attacked or fled from by every person he approaches. Taking the pattern across the whole novel rather than any one incident, which conflict category is this? (Internal = the opposing force is inside the character. External is named by its antagonist: character versus character, character versus society, or character versus nature.) | Character versus society. | Character versus character. | CCSS RL.9-10.3; Frankenstein (Shelley, 1818), public domain | unverified |
| grade9-w02-8#7 | real | In Macbeth, in the scenes right after Duncan's murder, Macbeth cannot sleep and is tormented by what he has done - and at that point nobody suspects him. Which conflict category is this? (Internal = the opposing force is inside the character. External is named by its antagonist: character versus character, character versus society, or character versus nature.) | Internal. | Character versus character. | CCSS RL.9-10.3; Macbeth (Shakespeare, First Folio 1623), public domain, II.ii | match |
| grade9-w02-8#8 | real | A story is set entirely in a three-day blizzard, and its plot is a named rival hunting the protagonist through it. Which category is the CENTRAL conflict, and what makes the setting the wrong basis for the answer? (Internal = the opposing force is inside the character. External is named by its antagonist: character versus character, character versus society, or character versus nature.) | Character versus character. The category is fixed by the opposing force, and the blizzard is where the story happens rather than what opposes the protagonist. | Character versus nature. | CCSS RL.9-10.3 | review |
| grade9-w02-8#9 | real | On a Mercator map the linear scale at latitude 45 degrees is 1/cos(45), which is about 1.4142. By what factor is AREA exaggerated at 45 degrees? | 2 times (exactly 2). | About 1.41 times | Mathematical property of the Mercator projection; National Geography Standards, Standard 1 | review |
| grade9-w02-8#10 | real | On a Mercator map the area factor at latitude phi is 1/cos squared(phi). By what factor is area exaggerated at 75 degrees, to one decimal place? | About 14.9 times (14.9282). | About 5 times | Mathematical property of the Mercator projection | review |
| grade9-w02-8#11 | stretch | A student writes: 'Mercator shrinks countries near the equator, which is why Africa looks small.' Correct the statement precisely, using the area factor 1/cos squared(phi), and say what actually makes Africa look small next to Greenland. | Mercator shrinks nothing. The area factor is 1/cos squared(0) = 1 at the equator and strictly greater than 1 at every other latitude, so equatorial regions are drawn at true relative size and everything else is inflated. Africa looks small only by comparison with high-latitude land that has been blown up: Greenland sits between about 60 and 83 degrees north, where the factor runs from 4 upwards, so it is drawn comparably to Africa despite Africa being about 14 times its area. | Mercator squeezes the tropics vertically to fit the stretched high latitudes onto the sheet. | Mathematical property of the Mercator projection; National Geography Standards, Standard 1 | review |
| post | type / format / style | hook | CTA | caption | copy |
|---|---|---|---|---|---|
| grade9-w02-mon-a mon empty | concept explainer | carbs, proteins, DNA, fats: what are they made of? biology 101, lipids break the rule 5/what_are_they_made_of · GRADE 9 BIOLOGY | follow for more 1/follow_for_more @last | no scene script | |
| grade9-w02-mon-b mon-2 rendered | concept carousel pill_hooks | everything you need to know about: internal conflict who is the character fighting 3/what_actually_is | we got more for you on our app 2/app_more @last | 1. [hook] everything you need to know about: internal conflict | who is the character fighting 2. [teach] one question sorts every conflict | who or what is the character up against? / inside the character: internal / outside the character: external 3. [teach] internal is not just feelings | every character has feelings / internal = two forces inside one person / whatever they do, they give something up / Tell-Tale Heart: no one suspects him. he confesses anyway 4. [teach] the test for internal | remove everyone else from the room / does the struggle survive? / yes: internal / no: external, so now name the antagonist 5. [teach] external: name the antagonist | vs character: a named person wants the opposite / vs nature: no intention behind it. ice, storm, sea / vs society: a rule or custom many people uphold 6. [teach] the swap test | swap the person on the other side / same pressure from someone else? society / conflict gone with them? character / no villain does not mean no antagonist | |
| grade9-w02-tue-a tue rendered | concept carousel sketch_light | why does the map make Greenland huge? 5/surprising_do_you_know_why | follow for more 1/follow_for_more @last | 1. [hook] why does the map make Greenland huge? | graphic: mercator_pair 2. [teach] every flat map lies somewhere | a sphere will not unroll onto a sheet of paper / each projection picks which error to make / Mercator (1569) chose to keep **angles** right / a straight line = one compass heading, so sailors used it for 400 years | graphic: flow 3. [teach] the price is area | to keep angles, it stretches east-west AND north-south by the same factor / stretch twice = area times the factor **squared** / the factor grows the further you get from the equator | graphic: bars 4. [teach] nothing gets shrunk | at the equator the factor is exactly 1, and it is never below 1 / so Africa is drawn at its true size / Greenland sits at 60° to 83° north: blown up **4 to 67 times** / next to inflated Greenland, correct Africa just looks small | graphic: columns 5. [teach] the rule on a test | same size on the map? the one nearer the **pole** is really smaller / linear factor 2 at 60°? area factor is **4**, not 2 / Mercator inflates. it never shrinks. say it that way round | graphic: flow | |
| grade9-w02-tue-b tue-2 empty | application explainer | the one phrase that flips your algebra: 'less than' n - 5, never 5 - n 3/the_one_x_that · GRADE 9 ALGEBRA | we got more for you on our app 2/app_more @last | no scene script | |
| grade9-w02-wed-a wed rendered | application carousel sketch_light | how to solve any two-step equation in 3 moves: 4/how_to_outcome_constraint | follow for more 1/follow_for_more @last | 1. [hook] how to solve any two-step equation in 3 moves: | graphic: flow 2. [teach] 2x + 5 = 13 in 3 moves | move 1: subtract 5 from both sides. **2x = 8** / move 2: divide both sides by 2. **x = 4** / move 3: check it. 2(4) + 5 = 13. done / it was built multiply-then-add, so you undo add-then-divide | graphic: flow 3. [teach] the sign is the whole trap | 5 - 2x = 13: the coefficient is **-2**, not 2. the minus belongs to the 2x / subtract 5 from both sides: -2x = 8 / divide both sides by -2: **x = -4** / check: 5 - 2(-4) = 5 + 8 = 13 | graphic: flow 4. [teach] dividing by a negative flips the sign | -3x + 7 = 22, so -3x = 15, so x = **-5** (not 5) / 7 - 4x = -9, so -4x = -16, so x = **4** (not -4) / negative over negative is positive / leave the minus where it is and divide by it. do not move the x across | graphic: columns 5. [teach] x under a number? multiply | -x/3 + 2 = 5 / move 1: subtract 2. -x/3 = 3 / move 2: multiply both sides by **-3**. x = -9 / same order every time: the + or - first, the x or ÷ second | graphic: flow | |
| grade9-w02-wed-b wed-2 empty | application carousel polished | vs society or vs character? here's how to tell: in 'The Lottery' 4/a_or_b_how_to_tell | we got more for you on our app 2/app_more @last | 1. [hook] vs society or vs character? here's how to tell: | in 'The Lottery' | graphic: flow 2. [teach] The Lottery, in our own words | a small town, one summer morning, an annual drawing everyone treats as normal / slips drawn by household, then within the household that gets the marked one / whoever holds the marked slip is **stoned by the town** / neighbours, friends, her own family. nobody objects, nobody planned it 3. [teach] step 1: is it internal? | remove everyone else and ask if the struggle survives / alone, she has no conflict at all / so it is **external**. now the real job: name the antagonist 4. [teach] step 2: the swap test | replace the man running the drawing: it still happens, same morning / replace the first person to throw: someone else throws / **no individual is indispensable** to the outcome / so no individual is the antagonist 5. [teach] what cannot be removed | the custom itself, and the town's willingness to finish it / a rule many people keep and no one person controls / that is a **society**. the central conflict is vs society / there is no villain to hate. that is exactly Jackson's point 6. [teach] the two near misses | one neighbour secretly rigged it to remove a rival? then **vs character**, because removing him ends it / a drought forced the town into it? then **vs nature**, an indifferent world / neither happens. the pressure is a rule people keep | |
| grade9-w02-thu-a thu empty | practice countdown | C, H and O only. carb or lipid? 3 molecules, the ratio decides 1/either_or_pair · GRADE 9 BIOLOGY | follow for more 1/follow_for_more @last | no scene script | |
| grade9-w02-thu-b thu-2 empty | practice carousel paper_snapshot | can you survive as a 9th grader? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as a 9th grader? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as a 9th grader! intro_sub: try to get as many correct as possible Q1: Every subunit is one 5-carbon sugar, one phosphate and one base. Which macromolecule class? [A. carbohydrate | B. protein | C. nucleic acid | D. lipid] -> C; the phosphate is the tell / sugar + phosphate + base / = a nucleotide / nucleic acid; C is correct Q2: Solve for x: 5 - 2x = 13 [A. x = 4 | B. x = -4 | C. x = 9 | D. x = -9] -> B; -2x = 13 - 5 / -2x = 8 / x = 8 / -2 / x = -4; B is correct Q3: Romeo says of Juliet: "It is the east, and Juliet is the sun." Which device is that? [A. simile | B. personification | C. allusion | D. metaphor] -> D; no 'like' and no 'as' / she IS the sun / a direct comparison / metaphor; D is correct Q4: On a Mercator map the linear scale at 60 degrees north is 2. By what factor is area inflated? [A. 4 times | B. 2 times | C. 8 times | D. 16 times] -> A; area stretches both ways / 2 across and 2 up / 2 x 2 = 4 / 4 times; A is correct | |
| grade9-w02-fri-a fri rendered | practice carousel blackbox | 5 - n or n - 5? 4 phrases. most people get this wrong 1/a_or_b_most_wrong | follow for more 1/follow_for_more @5 | 1. [hook] 5 - n or n - 5? | 4 phrases. most people get this wrong 2. [question] phrase 1 of 4 | Write an algebraic expression for: the difference of a number n and 6. 3. [answer] answer 1 | n - 6 | 'the difference of a and b' means a take away b, in the order given. this one does not flip. writing 6 - n is the over-correction that shows up right after the flip rule gets taught. 4. [question] phrase 2 of 4 | Write an algebraic expression for: 5 less than twice a number n. 5. [answer] answer 2 | 2n - 5 | build the inner quantity first: twice a number is 2n. 'less than' names the amount being removed first, so the 5 goes second. check with n = 20: five less than forty is 35, and 2(20) - 5 = 35. 6. [question] phrase 3 of 4 | Write an algebraic expression for: 8 subtracted from the product of 3 and x. 7. [answer] answer 3 | 3x - 8 | 'subtracted from' behaves like 'less than': the 8 is what comes off, so it goes second. check with x = 6: 18 - 8 = 10. the flipped 8 - 3x gives -10. right size, wrong sign, the fingerprint of an order error. 8. [question] phrase 4 of 4 | Write an algebraic expression for: 7 less than the quotient of a number n and 4. 9. [answer] answer 4 | n/4 - 7 | two steps, in order. the quotient of n and 4 is n/4, n on top. then 7 less than that quantity: n/4 - 7. only the subtraction flips, never the division. 4/n - 7 is the trap. | |
| grade9-w02-fri-b fri-2 rendered | practice carousel blackbox | can you analyse these 3 quotes? one easy, one medium, one hard 1/solve_3 | we got more for you on our app 2/app_more @last | 1. [hook] can you analyse these 3 quotes? | one easy, one medium, one hard 2. [question] quote 1 of 3 (easy) | Poe's The Raven, the speaker to the bird: "Take thy beak from out my heart, and take thy form from off my door!" Name the device that turns the bird into a wound. 3. [answer] answer 1 | metaphor | the beak is not literally in his heart. an outside creature is described as something lodged inside him, so grief becomes a wound he carries. two parallel commands ('take thy... take thy') make the two demands sound like one gesture. 4. [question] quote 2 of 3 (medium) | Frankenstein's creature, to Victor: "I ought to be thy Adam, but I am rather the fallen angel." What it SAYS: he was made to be loved and was cast out instead. Your job is the second move only: name the technique that carries that. 5. [answer] answer 2 | allusion, set in an antithesis | he names two figures from a story the reader already knows. Adam: made first, made loved. the fallen angel: cast out by the same maker. balanced across 'but', the gap between the two IS his complaint. 'metaphor' is the label that fits every line and says nothing. 6. [question] quote 3 of 3 (hard) | Macbeth, told his wife is dead: "Life's but a walking shadow, a poor player." The technique: two stacked metaphors, a moving outline and an actor in someone else's script. Third move only: why does it matter in the play? 7. [answer] answer 3 | it prices the crown and finds it worthless | a life with no author and a fixed running time is not worth killing for. he says it holding the crown he murdered for, so the line marks the collapse of the ambition that drove the whole plot. 'it makes the audience sad' is about the reader, not the play. | |
| grade9-w02-sat sat rendered | practice carousel blackbox | can you name all 4? from the monomer 1/name_all_n | follow for more 1/follow_for_more @5 | 1. [hook] can you name all 4? | from the monomer 2. [question] molecule 1 of 4 | A chain of about 200 identical rings, each ring glucose, C6H12O6. Carbohydrate, lipid, protein or nucleic acid? 3. [answer] answer 1 | carbohydrate | glucose is a monosaccharide, and monosaccharides are the monomers of carbohydrates. a chain of them is a polysaccharide: starch, glycogen, cellulose. two hydrogens per oxygen confirms it. 4. [question] molecule 2 of 4 | A chain built from repeating amino acids. Which of the four classes? 5. [answer] answer 2 | protein | amino acids are the monomers of proteins, and the chain is a polypeptide. the 'acid' in the name is the amino acid's own carboxyl group. it has nothing to do with nucleic acids. 6. [question] molecule 3 of 4 | A chain of repeating subunits, each carrying a nitrogenous base. Its elements: C, H, O, N and P. Which class? 7. [answer] answer 3 | nucleic acid | nitrogen rules out carbohydrate and lipid. phosphorus then splits protein from nucleic acid: every nucleotide carries a phosphate group, a plain amino acid has none. N with P in a polymer is the nucleic acid signature. 8. [question] molecule 4 of 4 | One glycerol with three fatty acids attached, and no repeating identical subunit anywhere. Which class? 9. [answer] answer 4 | lipid | the one class that is not a polymer. a triglyceride is four pieces of two kinds, not a chain, so 'no repeating unit' is itself the clue. a fatty acid is NOT the monomer of fat. | |
| grade9-w02-sun sun rendered | practice carousel blackbox | can you survive freshman year? 10 questions, score yourself 1/survive_as | we got more for you on our app 2/app_more @5 | 1. [hook] can you survive freshman year? | 10 questions, score yourself 2. [question] questions 1 and 2 | 1. starch is a chain of glucose units. which one is the monomer and which is the polymer? / 2. 9 amino acids join into one chain, one water molecule released per bond. how many water molecules? 3. [question] questions 3 and 4 | 3. which macromolecule class is NOT a polymer of one repeating monomer? / 4. write '12 less than the product of 4 and a number n' as an expression 4. [answer] answers 1 to 4 | 1. glucose is the monomer, starch the polymer (the small unit that repeats is always the monomer.) / 2. 8 (count bonds, not units. 9 in a row have 8 links: n - 1.) / 3. lipids (a triglyceride is one glycerol + three fatty acids. not a chain.) / 4. 4n - 12 ('less than' flips the order. check n = 5: 20 - 12 = 8.) 5. [question] questions 5 and 6 | 5. write 'the difference of a number n and 7, divided by 3' as an expression / 6. Frankenstein's creature is driven out, shot at and fled from by everyone he meets. remove any one of them and nothing changes. which conflict type? 6. [question] questions 7 and 8 | 7. right after the murder, Macbeth cannot sleep, and nobody suspects him yet. internal or external? / 8. a named rival hunts the hero through a three-day blizzard. vs character or vs nature? 7. [answer] answers 5 to 8 | 5. (n - 7)/3 (the whole difference gets divided, so it needs brackets.) / 6. character vs society (no individual is indispensable, so no individual is the antagonist.) / 7. internal (remove everyone else and the struggle still stands.) / 8. vs character (remove the rival and there is no plot. the blizzard is scenery.) 8. [question] questions 9 and 10 | 9. on a Mercator map the linear scale at 45° is about 1.41. by what factor is AREA exaggerated there? / 10. 'Mercator shrinks Africa.' true or false? 9. [answer] answers 9 and 10 | 9. 2, exactly (area is the linear factor squared: 1.41² = 2.) / 10. false (the factor is 1 at the equator and above 1 everywhere else. nothing is shrunk. Greenland is inflated.) |
units 8 [drafted:8] questions 37/54 verified posts 12 [empty:6 rendered:6] hooks 12/12 copy 9/9 captions 0/12
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| grade10-w02-1#0 | warmup | Use this convention: a trailing zero is significant only when the number contains a written decimal point. How many significant figures does the measurement 20.0 cm have? | 3 | Stated sig-fig convention (trailing zeros); CCSS.MATH.CONTENT.HSN-Q.A.3 | match | |
| grade10-w02-1#1 | real | A rectangle measures 4.6 cm by 2.13 cm. Using the convention that a product carries as many significant figures as the input with the fewest significant figures, report its area. | 9.8 cm2 | 9.80 cm2 | Stated multiplication sig-fig rule; CCSS.MATH.CONTENT.HSN-Q.A.3 | match |
| grade10-w02-1#2 | real | Two masses are measured as 12.11 g and 3.4 g. Using the convention that a sum carries as many decimal places as the input with the fewest decimal places, report the total mass. | 15.5 g | 16 g | Stated addition sig-fig rule; CCSS.MATH.CONTENT.HSN-Q.A.3 | match |
| grade10-w02-1#3 | real | Use this convention: leading zeros are never significant, and a trailing zero after a written decimal point is significant. How many significant figures does the measurement 0.00450 g have? | 3 | 5 | Stated sig-fig convention (leading and trailing zeros) | match |
| grade10-w02-1#4 | stretch | A sample has a measured mass of 24.0 g and a measured volume of 5.0 mL. Using the convention that a quotient carries as many significant figures as the input with the fewest,, report its density in g/mL. | 4.8 g/mL | 4.80 g/mL | Stated division sig-fig rule; CCSS.MATH.CONTENT.HSN-Q.A.3 | unverified |
| grade10-w02-2#0 | warmup | Convert 2.50 m to centimetres, using 1 m = 100 cm exactly. Set the conversion factor up so metres cancel. | 2.50 x 10^2 cm | CCSS.MATH.CONTENT.HSN-Q.A.1; stated exact factor 1 m = 100 cm | match | |
| grade10-w02-2#1 | real | Convert 5.00 in to centimetres, using 1 in = 2.54 cm exactly. Show which unit cancels. | 12.7 cm | 1.969 cm | CCSS.MATH.CONTENT.HSN-Q.A.1; stated exact factor 1 in = 2.54 cm | match |
| grade10-w02-2#2 | real | Convert 3.5 hours to seconds, using 1 h = 60 min exactly and 1 min = 60 s exactly. Report the answer to the significant figures the measurement allows. | 1.3 x 10^4 s | 210 s | CCSS.MATH.CONTENT.HSN-Q.A.1 (multi-step); stated exact time factors | match |
| grade10-w02-2#3 | real | A car travels at 45.0 miles per hour. Convert this to feet per second, using 1 mi = 5280 ft exactly and 1 h = 3600 s exactly. | 66.0 ft/s | 8.55e+08 ft/s | CCSS.MATH.CONTENT.HSN-Q.A.1 (rate conversion, consistent units) | match |
| grade10-w02-2#4 | stretch | A liquid has a density of 0.789 g/mL. Find the mass, in kilograms, of 2.50 L of it, using 1 L = 1000 mL exactly and 1 kg = 1000 g exactly. Density may be used as a conversion factor. | 1.97 kg | 3.17 kg | CCSS.MATH.CONTENT.HSN-Q.A.1 (multi-step, density as a unit-bearing ratio) | match |
| grade10-w02-3#0 | warmup | Find the midpoint of the segment joining A(-4, 2) and B(6, 8). | (1, 5) | CCSS.MATH.CONTENT.HSG-GPE.B.6 (midpoint as the 1:1 partition) | match | |
| grade10-w02-3#1 | real | Find the distance between A(-3, -2) and B(5, 4). | 10 | 2.83 (the square root of 8) | CCSS.MATH.CONTENT.8.G.B.8 (distance via the Pythagorean theorem) | match |
| grade10-w02-3#2 | real | Find the midpoint of the segment joining P(-7, -3) and Q(-1, 9). | (-4, 3) | (3, 6) | CCSS.MATH.CONTENT.HSG-GPE.B.6 | match |
| grade10-w02-3#3 | real | Find the distance between R(-6, 5) and S(-1, -7). | 13 | 10.91 (the square root of 119) | CCSS.MATH.CONTENT.8.G.B.8 | match |
| grade10-w02-3#4 | real | The midpoint of segment AB is M(1, -2) and one endpoint is A(-5, 4). Find the coordinates of B. | (7, -8) | (6, -6) | CCSS.MATH.CONTENT.HSG-GPE.B.6 (rearranged) | match |
| grade10-w02-3#5 | real | Find the distance between T(-2, -5) and U(-2, 7). | 12 | 2 | CCSS.MATH.CONTENT.8.G.B.8; CCSS.MATH.CONTENT.6.NS.C.8 (absolute-difference case) | match |
| grade10-w02-3#6 | stretch | A triangle has vertices A(-4, -1), B(2, -1) and C(2, 7). Find its perimeter. | 24 | 14 | CCSS.MATH.CONTENT.HSG-GPE.B.7 (perimeter using coordinates) | match |
| grade10-w02-4#0 | warmup | A right triangle has hypotenuse 5 cm and one leg 3 cm. Find the other leg. | 4 cm | CCSS.MATH.CONTENT.8.G.B.7 (unknown leg) | match | |
| grade10-w02-4#1 | real | In a right triangle the side opposite the right angle measures 13 m and one of the other two sides measures 5 m. Find the length of the third side. | 12 m | 13.93 m (the square root of 194) | CCSS.MATH.CONTENT.8.G.B.7 | match |
| grade10-w02-4#2 | real | A rectangular gate is 10 ft wide and has a diagonal brace 26 ft long. How tall is the gate? | 24 ft | 27.86 ft | CCSS.MATH.CONTENT.8.G.B.7 (real-world application) | match |
| grade10-w02-4#3 | real | A guy wire 17 m long runs from the top of a vertical pole to a peg in level ground 8 m from the foot of the pole. How tall is the pole? | 15 m | 9 m | CCSS.MATH.CONTENT.8.G.B.7 (real-world application) | match |
| grade10-w02-4#4 | real | A 25 ft ladder leans against a vertical wall with its foot 15 ft from the wall. How far up the wall does the top of the ladder reach? | 20 ft | 29.15 ft | CCSS.MATH.CONTENT.8.G.B.7 (real-world application) | match |
| grade10-w02-4#5 | real | A right triangle has hypotenuse 41 in and one leg 9 in. Find the other leg. | 40 in | 41.98 in | CCSS.MATH.CONTENT.8.G.B.7 | match |
| grade10-w02-4#6 | stretch | An isosceles triangle has two congruent sides of 10 cm and a base of 12 cm. Find the height of the triangle measured from the base. | 8 cm | 6.63 cm (the square root of 44, reached by reversing the subtraction once 100 - 144 came out negative) | CCSS.MATH.CONTENT.8.G.B.7 with the isosceles line of symmetry | match |
| grade10-w02-5#0 | warmup | Which of these two is a theme statement rather than a topic label, and what makes it one? (a) censorship; (b) a society that trades reading for constant entertainment loses the ability to think about the war it is fighting. | (b) | CCSS.ELA-LITERACY.RL.9-10.2 (theme as a claim developed over the text) | match | |
| grade10-w02-5#1 | real | In the society of Fahrenheit 451, owning a book is a crime and firemen are sent to burn the houses where books are found. A fireman becomes curious about what is inside the books he burns and takes one home. Describe what the setting does to that single act of curiosity that it would not do in a society where books were legal, and name one later choice the character is pushed into as a result. | The setting turns curiosity itself into a crime, so the smallest first step towards reading already carries the price of his job, his marriage and his freedom; because the price is that high, he is pushed into hiding the books rather than reading them openly and into finding an ally outside his own home. | The setting is a bleak dystopian future which creates a dark and oppressive mood. | CCSS.ELA-LITERACY.RL.9-10.3 (how character, plot and theme interact); RL.9-10.2 | review |
| grade10-w02-5#2 | real | Early in Fahrenheit 451 fire is the state's instrument: kerosene, ignition, and the burning of houses by uniformed firemen. Late in the book the protagonist, now a fugitive in the countryside, comes on a group of exiles sitting around a campfire and registers something about it that had not occurred to him before. State what has changed about the symbol, and explain why this is a change of meaning rather than the author contradicting himself. | Fire has flipped from consuming to warming - the same element in the opposite function - and it is a change of meaning rather than a contradiction because what changed with it is who controls the fire and what they are using it for. | Fire always stands for destruction in the novel, so the campfire is just a campfire and does not count. | CCSS.ELA-LITERACY.RL.9-10.4 (figurative meaning and cumulative impact across a text) | review |
| grade10-w02-5#3 | real | You are tracking one recurring symbol across a whole novel and want to find the moment its meaning turns. Which record for each appearance will actually locate that moment, and why does the other one make it invisible? (a) what the thing is doing in that scene, who controls it, and how the character reacts; (b) the page number plus a one-word label for what the symbol means. | (a) | (b), on the grounds that the label is the analysis and the page number lets you find the quote later. | CCSS.ELA-LITERACY.RL.9-10.4 (cumulative impact); RL.9-10.2 (development over the course of the text) | review |
| grade10-w02-5#4 | stretch | Here is a scene from Fahrenheit 451 in summary. The protagonist's wife has swallowed a bottle of sleeping pills. Two technicians arrive with a machine, pump her stomach, treat the call as routine work of the kind they do several times a night, bill it and leave; the wall screens go on playing in the next room, and by morning she remembers none of it. Using only this description, name the pressure the setting applies and the option it makes almost impossible for the protagonist. | The setting has turned private despair into a routine mechanical service that leaves no trace, so the option it removes is honest conversation with the person closest to him - which is what pushes him to look for someone outside his marriage to think with. | The scene shows that his wife is shallow and addicted to television, which is why he grows apart from her. | CCSS.ELA-LITERACY.RL.9-10.3 with RL.9-10.2 (setting and character developing the theme) | review |
| grade10-w02-6#0 | warmup | One of the four early river valleys was watered by a river that flooded once a year at roughly the same time and left fertile silt on the fields as it fell. Which valley? Choose from: Mesopotamia (Tigris and Euphrates), Egypt (Nile), the Indus valley, or north China (Huang He). | Egypt (Nile) | Widely-taught fact: the annual Nile inundation and its silt deposit | match | |
| grade10-w02-6#1 | real | Which valley left cities laid out on street grids, built from fired bricks made to a standard size, with covered drains carrying waste away from the houses and standardised weights for trade, and a script that has never been deciphered? Choose from: Mesopotamia (Tigris and Euphrates), Egypt (Nile), the Indus valley, or north China (Huang He). | The Indus valley | Mesopotamia (Tigris and Euphrates) | Widely-taught facts: Harappan grid plans, standardised bricks and weights, covered drainage, undeciphered script | match |
| grade10-w02-6#2 | real | In which valley was writing done by pressing wedge shapes into clay tablets, and that also issued one of the earliest surviving written law codes, under a king of Babylon around 1750 BCE? Choose from: Mesopotamia (Tigris and Euphrates), Egypt (Nile), the Indus valley, or north China (Huang He). | Mesopotamia (Tigris and Euphrates) | Egypt (Nile) | Widely-taught facts: cuneiform on clay; Hammurabi of Babylon, about 1750 BCE | unverified |
| grade10-w02-6#3 | real | The earliest writing found in one of these valleys is on ox shoulder blades and turtle shells, used to put questions to ancestors, and the same period produced elaborate cast-bronze ritual vessels. Which valley? Choose from: Mesopotamia (Tigris and Euphrates), Egypt (Nile), the Indus valley, or north China (Huang He). | North China (Huang He) | Mesopotamia (Tigris and Euphrates) | Widely-taught facts: Shang oracle bones as the earliest Chinese writing; Shang bronze casting | match |
| grade10-w02-6#4 | real | Which valley wrote in a picture script on sheets pressed from strips of a tall reed cut in the river's marshes, and built its monumental royal tombs from quarried blocks of cut stone rather than from brick? Choose from: Mesopotamia (Tigris and Euphrates), Egypt (Nile), the Indus valley, or north China (Huang He). | Egypt (Nile) | North China (Huang He) | Widely-taught facts: papyrus made from the Nile reed and written in hieroglyphs; Egyptian monumental building in quarried limestone, sandstone and granite | match |
| grade10-w02-6#5 | real | Two of these valleys farmed at a similar technological level, but one was ruled from a single centre for centuries at a stretch while the other cycled through Sumerian city-states, then Akkad, then Babylon, then Assyria. Name the two facts about the rivers and the land that best explain the difference. | The predictability of the flood and the presence or absence of natural barriers: the Nile flooded annually and left silt, and Egypt was closed in by desert, cataracts and sea, while the Tigris and Euphrates flooded erratically across an open plain that any army could enter. | The Egyptians were simply more advanced and better organised than the Mesopotamians. | Widely-taught comparison of Nile and Tigris-Euphrates flood behaviour and of Egypt's natural barriers against the open Mesopotamian plain | review |
| grade10-w02-6#6 | real | Which valley's cities were centred on stepped mud-brick temple platforms, and gave us a number system based on 60 - the reason an hour has 60 minutes and a circle has 360 degrees? Choose from: Mesopotamia (Tigris and Euphrates), Egypt (Nile), the Indus valley, or north China (Huang He). | Mesopotamia (Tigris and Euphrates) | Egypt (Nile) | Widely-taught facts: ziggurats as mud-brick temple platforms; Mesopotamian base-60 arithmetic surviving in 60 minutes and 360 degrees | match |
| grade10-w02-6#7 | stretch | The Huang He is nicknamed China's sorrow. Explain from the silt what earns it that name, and say what kind of state project the problem pushes a government towards, in contrast with the canal-digging that Mesopotamia's rivers demanded. | The river carries so much fine loess silt that it drops it and raises its own bed, in places above the surrounding plain, so when it breaks out the flood is catastrophic and the river can change course entirely; that pushes a government towards large-scale dyking and flood control, a project only a central state can organise and be blamed for, whereas Mesopotamia's erratic rivers demanded irrigation canals maintained locally, city by city. | The river often dried up, so the government had to build irrigation canals just as Mesopotamia did. | Widely-taught facts: loess silt load, raised bed and course changes of the Huang He; Mesopotamian canal irrigation; Zhou Mandate of Heaven tied to visible governance | review |
| grade10-w02-6#8 | stretch | Egypt lasted about 3000 years as a recognisable state, but it also split into three long periods of division and was conquered by the Hyksos, the Assyrians, the Persians in 525 BCE, the Macedonians in 332 BCE and Rome in 30 BCE. Does that break the claim that the Nile explains Egypt's continuity? State what the river explains and what it does not. | No, but it limits the claim: the Nile explains why re-unification kept happening - a dependable silt-fed surplus, one navigable corridor the length of the country, and desert and cataracts making invasion expensive - and it explains none of the timing, which came from disputed successions, runs of poor floods, administrative overreach and other people's military technology such as the Hyksos chariot. | The Nile made Egypt permanently stable, so Egypt was never really divided or conquered until the very end. | Widely-taught facts: unification about 3100 BCE to Roman annexation 30 BCE, a span of 3070 years computed during drafting; three Intermediate Periods; Hyksos, Assyrian, Persian (525 BCE), Macedonian (332 BCE) and Roman conquests | review |
| grade10-w02-7#0 | warmup | Scene, described in summary. The protagonist's wife lies in bed with small radio earpieces in, playing sound through the night, and spends her evenings in a room whose walls are television screens running continuous programming. He has something troubling him that he wants to talk to her about. Name the option the setting removes, and the choice that pushes him towards. | It removes the option of a conversation with his wife - the sound never stops, so nothing that needs two people's attention can happen in that house - which pushes him to find someone outside his marriage to think with. | CCSS.ELA-LITERACY.RL.9-10.3 (setting and character interacting to advance plot) | review | |
| grade10-w02-7#1 | real | Scene, described in summary. Firemen arrive to burn a house where books have been found. The woman who lives there will not leave, and while they wait in the yard she strikes the match herself and burns with her books. The protagonist, one of the firemen, watches; he is expected on shift again the following day. The woman's death is her own choice. Name the pressure the setting applies to the fireman who watched, and the option it closes off for him. | The setting has just proved, in front of him, that a book can matter more to somebody than her own life, while still requiring him to report for the same work tomorrow - so the option it closes is going on treating the job as ordinary work he can do without a position on it. | The scene shows how devoted she was to her books, and that she would rather die than lose them. | CCSS.ELA-LITERACY.RL.9-10.3 with RL.9-10.2 (a scene developing the theme) | review |
| grade10-w02-7#2 | real | Scene, described in summary. The protagonist reads a page of a book aloud in his own living room to his wife and her two visitors. One visitor ends up in tears and cannot say why; the group leaves offended, and the household is reported to the fire station shortly afterwards. Name what the setting does to his home in this scene, and the option it removes. | The setting turns his own living room into a place of surveillance - his wife's visitors are the reporting mechanism - so the option it removes is using his home as the place where he can test an idea, which is what forces the books and then the man himself out of the house. | The scene shows the books are starting to reach people, so it is a hopeful turning point. | CCSS.ELA-LITERACY.RL.9-10.3 (how a scene advances plot and develops theme) | review |
| grade10-w02-7#3 | stretch | Scene, described in summary. The protagonist is a fugitive. The hunt for him is broadcast live to the wall screens in every home as it happens, with a camera following the pursuit, and it is brought to a close on camera by the killing of a man who is not him, so that the programme has an ending. Explain how the live broadcast alone changes his set of options, and why the escape that remains is geographic rather than social. | Broadcasting the hunt makes every viewer a lookout and makes his capture the entertainment the audience is waiting for, so no option that depends on another person in the city survives - no friend's house, no crowd to vanish into, no appeal to public opinion - which leaves only physically leaving the reach of the screens, and also lets the state end the story with a substitute victim. | It emphasises how obsessed this society is with entertainment and how little it cares about the truth. | CCSS.ELA-LITERACY.RL.9-10.3 with RL.9-10.2 (setting closing options and developing the theme) | review |
| grade10-w02-8#0 | warmup | Convention: all non-zero digits are significant, a zero between non-zero digits is significant, leading zeros are never significant, and a trailing zero is significant only when the number contains a written decimal point. How many significant figures does the measurement 0.03080 g have? | 4 | Stated sig-fig convention (leading, captive and trailing zeros); CCSS.MATH.CONTENT.HSN-Q.A.3 | match | |
| grade10-w02-8#1 | real | Convention: a product carries as many significant figures as the input with the fewest significant figures. A rectangle measures 6.02 cm by 0.35 cm. Report its area. | 2.1 cm2 | 2.11 cm2 | Stated multiplication sig-fig rule; CCSS.MATH.CONTENT.HSN-Q.A.3 | match |
| grade10-w02-8#2 | real | Find the distance between the points (-5, 2) and (7, -3). | 13 | About 5.39, the square root of 29 | CCSS.MATH.CONTENT.8.G.B.8 (distance via the Pythagorean theorem) | match |
| grade10-w02-8#3 | real | In the society of the novel studied this term, owning a book is a crime, firemen are sent to burn the houses where books are found, and the screens in an ordinary living room play without stopping. In one sentence, say what that setting does to an ordinary impulse - being curious about what is in the books. | It makes curiosity itself a crime and leaves nowhere at home to satisfy it, so the smallest act of reading already costs the character his job, his marriage and his safety. | The setting is a bleak, oppressive future where books are banned, which creates a dark mood. | CCSS.ELA-LITERACY.RL.9-10.3 with RL.9-10.2 | review |
| grade10-w02-8#4 | real | Which early river valley had a flood that varied in timing and volume from year to year, sat on an open plain with no natural barriers, and was ruled by a sequence of different powers - Sumerian city-states, then Akkad, then Babylon, then Assyria - rather than by one long-lived state? Choose from: Mesopotamia (Tigris and Euphrates), Egypt (Nile), the Indus valley, or north China (Huang He). | Mesopotamia (Tigris and Euphrates) | North China (Huang He) | Widely-taught facts: erratic Tigris-Euphrates flooding, the open Mesopotamian plain, and the Sumer-Akkad-Babylon-Assyria sequence | match |
| grade10-w02-8#5 | real | Convention: a sum carries as many decimal places as the input with the fewest decimal places. Two masses are measured as 105.4 g and 2.68 g. Report the total. | 108.1 g | 108 g | Stated addition sig-fig rule; CCSS.MATH.CONTENT.HSN-Q.A.3 | match |
| grade10-w02-8#6 | real | Find the midpoint of the segment joining (-9, 4) and (3, -10). | (-3, -3) | (6, -7) | CCSS.MATH.CONTENT.HSG-GPE.B.6 | match |
| grade10-w02-8#7 | real | In the novel studied this term, one recurring image appears first as the instrument a state hands its officials to destroy with, and last as the warmth a group of outcasts sits around in the countryside. What does a symbol that carries two opposite meanings let a novel argue, and what makes the shift a change of meaning rather than an inconsistency? | It lets the novel argue that the thing itself is neutral and the use decides, and the shift is a change of meaning rather than an inconsistency because what changes with it is who controls the thing and what they use it for. | The image always stands for destruction, so the second appearance is just a literal detail and does not count. | CCSS.ELA-LITERACY.RL.9-10.4 (figurative meaning and cumulative impact) | review |
| grade10-w02-8#8 | real | Which early river valley left standardised weights for trade, a large water tank on a raised citadel, cities of standard-sized fired brick - and no identified royal tombs, palaces or monuments celebrating battles? Choose from: Mesopotamia (Tigris and Euphrates), Egypt (Nile), the Indus valley, or north China (Huang He). | The Indus valley | Egypt (Nile) | Widely-taught facts: Harappan standardised weights and bricks, the Mohenjo-Daro water tank, and the absence of identified royal tombs or war monuments | match |
| grade10-w02-8#9 | stretch | A triangle has vertices A(-2, 3), B(-2, -9) and C(3, -9). Find its perimeter. | 30 | 17 | CCSS.MATH.CONTENT.HSG-GPE.B.7 with 8.G.B.7 (perimeter from coordinates) | match |
| grade10-w02-8#10 | stretch | Your symbol notes read 'fire = destruction' beside every appearance of fire in the novel. Explain why notes in that form can never locate the moment the symbol's meaning turns, and say what each entry should record instead. | Because the label is decided at the first appearance and then copied forward, so every later scene is filed as more evidence for the original meaning and a reversal cannot appear in the notes at all; each entry should instead record what the thing is doing in that scene, who controls it, and how the character reacts. | The notes are fine as long as you add the page numbers, so you can find the quotations again later. | CCSS.ELA-LITERACY.RL.9-10.4 with RL.9-10.2 (development over the course of the text) | review |
| grade10-w02-8#11 | stretch | Egypt was a recognisable state for about 3000 years, but it also broke into three long periods of division and was conquered by the Hyksos, the Assyrians, the Persians in 525 BCE, the Macedonians in 332 BCE and Rome in 30 BCE. State what the Nile explains about Egyptian history and what it does not. | The Nile explains why re-unification kept happening - a dependable silt-fed surplus, a single navigable corridor the length of the country, and desert and cataracts that made invasion expensive - and it explains none of the timing, which came from disputed successions, runs of poor floods, administrative overreach and other people's military technology such as the Hyksos chariot. | The Nile made Egypt permanently stable, so Egypt was never really divided or conquered until the very end. | Widely-taught facts: unification about 3100 BCE to Roman annexation 30 BCE, three Intermediate Periods, and the Hyksos, Assyrian, Persian, Macedonian and Roman conquests | review |
| post | type / format / style | hook | CTA | caption | copy |
|---|---|---|---|---|---|
| grade10-w02-mon-a mon empty | concept explainer | why 20.0 is not the same as 20 sig figs 101 5/why_not_x · GRADE 10 CHEMISTRY | follow for more 1/follow_for_more @last | no scene script | |
| grade10-w02-mon-b mon-2 rendered | concept carousel pill_hooks | what setting actually does in a novel: 3/what_actually_is | we got more for you on our app 2/app_more @last | 1. [hook] what setting actually does in a novel: 2. [teach] setting is not the backdrop | most essays: one line of scene-painting, then silence / setting is the thing that prices every choice / same act, different world, different cost 3. [teach] Fahrenheit 451: the price list | owning a book is a crime / firemen burn the houses that hide them / so curiosity about a book already costs / a job, a marriage, a life 4. [teach] the sentence that scores | the setting removed X, which forced Y / 'a bleak future with a dark mood' = describing / 'the screens never stop, so he thinks / with a stranger' = analysing 5. [teach] three removals, three choices | wall screens all evening: no talk at home, / so he finds an ally outside / books cannot stay in the house: / they hide, then so does he / the city watches his manhunt live: / the only exit is out of the city, on foot 6. [teach] how to use it in an essay | name the option the world removed / name the choice it forced / could someone disagree with you? / then it is analysis | |
| grade10-w02-tue-a tue empty | concept carousel sketch_light | why did one river flood on schedule? the Nile vs the Tigris and Euphrates 5/surprising_do_you_know_why | follow for more 1/follow_for_more @last | 1. [hook] why did one river flood on schedule? | the Nile vs the Tigris and Euphrates | graphic: flow 2. [teach] ask two questions of every river | how **predictable** was the water? / how hard was the valley to **invade**? / farms, cities, kings and gods all follow from those two / stop memorising achievement lists. ask the river instead | graphic: columns 3. [teach] the Nile: on schedule | flooded once a year, late summer, and left fresh silt as it fell / so Egypt built a **365-day calendar** to predict it / the flood erased field lines, so surveyors re-marked them every year / desert east and west, cataracts south, sea north: hard to invade 4. [teach] one river, one state | one navigable corridor the whole length of the country / predictable food + protection + a highway = governed from **one centre** / unified about 3100 BCE, a recognisable state until 30 BCE / hieroglyphs on papyrus, monuments in quarried cut stone | graphic: timeline 5. [teach] Tigris and Euphrates: no schedule | flooded at different times, in different sizes, sometimes destructively / farming needed dug **canals** and constant repair / open plain, no barrier: Sumer, then Akkad, then Babylon, then Assyria / cuneiform on clay, ziggurats in mud brick. no stone, no timber | graphic: flow 6. [teach] the other two, by signature | Indus: street grids, standard bricks, covered drains, no kings' tombs, a script nobody has read / Huang He: silt raises the riverbed above the plain, then it breaks out. **China's sorrow** / Shang China: oracle bones and cast bronze | graphic: columns 7. [teach] the trap in the essay | geography sets the **odds**, not the events / Egypt still split three times and was conquered by the Hyksos, Assyria, Persia, Macedon and Rome / say 'the river made recovery likely'. never 'the river caused it' | |
| grade10-w02-tue-b tue-2 empty | application explainer | the distance formula is just Pythagoras in disguise draw the hidden triangle 3/x_is_just_y · GRADE 10 GEOMETRY | we got more for you on our app 2/app_more @last | no scene script | |
| grade10-w02-wed-a wed rendered | application carousel sketch_light | how to track a symbol through a whole novel: 4/how_to_outcome_constraint | follow for more 1/follow_for_more @last | 1. [hook] how to track a symbol through a whole novel: | graphic: flow 2. [teach] a symbol can mean two opposite things | fire in Fahrenheit 451 starts as the state's tool: kerosene, ignition, a job / near the end: a campfire the exiles sit around for **warmth** / not a contradiction. the change **is** the argument | graphic: columns 3. [teach] the note that kills your essay | 'fire = destruction' written beside every appearance / the label gets copied forward from page one / so the ending cannot show up in your notes at all / you finish with a thesis the last chapters refute 4. [teach] the three-column table | for every appearance, write three things / what is the fire **doing**? who **controls** it? how does he **react**? / variables, not verdicts. only variables can change | graphic: flow 5. [teach] fire, four rows | 1: kerosene and ignition. the state. he enjoys his craft / 2: a woman strikes the match herself. not the state. he cannot forget it / 3: he burns his own house, then his captain. his now. still destroying / 4: the campfire in the woods. the powerless. surprise: fire can give | graphic: timeline 6. [teach] read the column down | the function flips in the last row / the control column says why: it stopped **belonging to the state** / 'the thing is neutral, the use decides' is a thesis / and you got there without quoting a single line | |
| grade10-w02-wed-b wed-2 empty | application carousel math_solution | conversion tricks that genuinely save me time: save this before your next test 4/tricks_save_time | we got more for you on our app 2/app_more @last | 1. [hook] conversion tricks that genuinely save me time: | save this before your next test 2. [solution] trick 1: let the unit cancel | 5.00 in × (2.54 cm / 1 in) (in cancels) / in gone, cm survives (chain checks) / 5.00 × 2.54 = 12.7 cm (3 sig figs) | check: divide instead? 1.97 cm. the units catch it 3. [solution] trick 2: two units, two factors | 3.5 h × (60 min / 1 h) (h cancels) / × (60 s / 1 min) (min cancels) / = 12600 s = 1.3 × 10⁴ s (2 sig figs) | check: one factor gives 210 s. the units said two 4. [solution] trick 3: rates flip the second factor | 60.0 mi / 1 h (write it as a fraction) / × (5280 ft / 1 mi) (fix the top) / × (1 h / 3600 s) (flip it, fix the bottom) / 316800 / 3600 = 88.0 ft/s (3 sig figs) | check: multiply by 3600 too? 1.14 × 10⁹ ft/s. no | |
| grade10-w02-thu-a thu empty | practice countdown | 45 mph to feet per second, in your head? 3 conversions, the units do the algebra 1/can_you_in_your_head · GRADE 10 CHEMISTRY | follow for more 1/follow_for_more @last | no scene script | |
| grade10-w02-thu-b thu-2 empty | practice carousel paper_snapshot | can you survive as a 10th grader? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as a 10th grader? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as a 10th grader! intro_sub: try to get as many correct as possible Q1: A rectangle measures 4.6 cm by 2.13 cm. Give the area to the right sig figs. [A. 9.798 cm2 | B. 9.80 cm2 | C. 9.8 cm2 | D. 10 cm2] -> C; 4.6 x 2.13 = 9.798 / 4.6 has 2 sig figs / 2.13 has 3 / round to 2: 9.8 cm2; C is correct Q2: A car travels at 45.0 miles per hour. Convert to feet per second. [A. 66.0 ft/s | B. 33.0 ft/s | C. 264 ft/s | D. 15.0 ft/s] -> A; 45.0 x 5280 ft / hr / = 237,600 ft / hr / / 3600 s / 66.0 ft/s; A is correct Q3: Find the distance between A(-3, -2) and B(5, 4). [A. 8 | B. 14 | C. 6 | D. 10] -> D; dx = 8, dy = 6 / 8^2 + 6^2 = 100 / sqrt(100) / = 10; D is correct Q4: In a right triangle the side opposite the right angle is 13 m and one leg is 12 m. Find the other leg. [A. 1 m | B. 5 m | C. 25 m | D. 17.7 m] -> B; 13 is the hypotenuse / 13^2 - 12^2 = 169 - 144 / = 25 / sqrt(25) = 5 m; B is correct | |
| grade10-w02-fri-a fri rendered | practice carousel blackbox | can you spot the sign error? 4 problems, most people miss 2 1/spot_mistake | follow for more 1/follow_for_more @5 | 1. [hook] can you spot the sign error? | 4 problems, most people miss 2 2. [question] problem 1 of 4 | Midpoint of P(-7, -3) and Q(-1, 9). A student writes: x = (-1 - (-7))/2 = 3, y = (9 - (-3))/2 = 6, so (3, 6). Where is the error? 3. [answer] answer 1 | the midpoint is (-4, 3) | a midpoint is a pair of AVERAGES: add, then halve. (-7 + -1)/2 = -4 and (-3 + 9)/2 = 3. the student computed the gaps instead. the one-second check: 3 does not lie between -7 and -1, so (3, 6) was dead on arrival. 4. [question] problem 2 of 4 | Distance from A(-5, 2) to B(7, -3). A student writes: horizontal gap 7 - 5 = 2, vertical gap -3 - 2 = -5, distance √29 ≈ 5.39. Where is the error? 5. [answer] answer 2 | the distance is 13 | subtracting a negative ADDS: 7 - (-5) = 12. the student read the minus inside the coordinate as the subtraction sign. the vertical gap -5 was right. 144 + 25 = 169, and √169 = 13. 6. [question] problem 3 of 4 | Distance from R(-6, 5) to S(-1, -7). A student writes: gaps 5 and -12, so 25 + (-144) = -119, no real distance. Where is the error? 7. [answer] answer 3 | the distance is 13 | a squared term cannot stay negative: (-12)² = +144. 25 + 144 = 169, and √169 = 13. squaring is exactly what makes distance safe against sign errors. the gaps were right, the square was wrong. 8. [question] problem 4 of 4 | M(1, -2) is the midpoint of AB, and A is (-5, 4). A student writes B = (6, -6). Where is the error? 9. [answer] answer 4 | B is (7, -8) | run the midpoint formula backwards. the x's sum to 2 × 1 = 2, so x_B = 2 - (-5) = 7. the y's sum to 2 × (-2) = -4, so y_B = -4 - 4 = -8. the student subtracted -5 as if it were +5. check: (-5 + 7)/2 = 1 and (4 + -8)/2 = -2. | |
| grade10-w02-fri-b fri-2 rendered | practice carousel blackbox | ANALYSE ALL 3 SCENES IN UNDER 60 SECONDS most people get this wrong 1/do_x_in_under_n | we got more for you on our app 2/app_more @last | 1. [hook] ANALYSE ALL 3 SCENES IN UNDER 60 SECONDS | most people get this wrong 2. [question] scene 1 of 3 | Fahrenheit 451, in our own words. His wife sleeps with radio earpieces in and spends every evening with wall-sized screens running. He has something troubling him and wants to talk to her about it. Name the option the setting removes, and the choice it pushes him towards. 3. [answer] answer 1 | it removes a conversation with his wife | the sound never stops, so nothing that needs two people's attention can happen in that house. not affection, not interest: attention. so the thinking has to be done with someone else. first a neighbour, then a retired teacher. 4. [question] scene 2 of 3 | Firemen arrive to burn a house where books were found. The woman who lives there will not leave. While they wait in the yard she strikes the match herself and burns with her books. He watches. He is on shift again tomorrow. Name the pressure on the watcher, and the option it closes. 5. [answer] answer 2 | it closes 'this is just a job' | two facts do the work: she chose the fire, so books now hold a value he cannot account for, and the shift roster is unchanged, so the world gives him no time to absorb it. the middle position, burning as a craft with no view on it, is gone. 'it shows how devoted she was' is about her, not him. 6. [question] scene 3 of 3 | He reads a page aloud in his own living room to his wife and her two visitors. One visitor ends up in tears and cannot say why. The group leaves offended. The house is reported to the fire station soon after. What does the setting do to his home, and which option does it remove? 7. [answer] answer 3 | his living room becomes surveillance | the visitors are not officials, and that is the point: ordinary guests do the reporting. the one place a person can think out loud is exactly the place that transmits him to the station. so the books cannot stay, and neither can he. the tears show the method works and destroys the only place he could use it. | |
| grade10-w02-sat sat rendered | practice carousel blackbox | can you place all 4 achievements? four river valleys 1/name_all_n | follow for more 1/follow_for_more @5 | 1. [hook] can you place all 4 achievements? | four river valleys 2. [question] achievement 1 of 4 | Cities on street grids, fired bricks made to a standard size, covered drains carrying waste away from the houses, standardised weights, and a script nobody has read. Mesopotamia, Egypt, the Indus valley or north China? 3. [answer] answer 1 | the Indus valley | grids and standard bricks mean the layout was planned before building. covered drains mean sanitation was designed into the street. standard weights across many towns mean coordinated trade. the undeciphered script settles it: cuneiform, hieroglyphs and oracle-bone characters have all been read. 4. [question] achievement 2 of 4 | Writing made by pressing wedge shapes into clay tablets, and one of the earliest surviving written law codes, issued by a king of Babylon around 1750 BCE. Which valley? 5. [answer] answer 2 | Mesopotamia (Tigris and Euphrates) | wedges in clay is cuneiform, and clay is the giveaway: a treeless, stoneless floodplain writes on what it has. Babylon sits on the Euphrates and the code is Hammurabi's. earliest surviving, not the first: Ur-Nammu's code, also Mesopotamian, is about 350 years older. 6. [question] achievement 3 of 4 | The earliest writing in this valley is on ox shoulder blades and turtle shells, used to put questions to ancestors. The same period cast elaborate bronze ritual vessels. Which valley? 7. [answer] answer 3 | north China (Huang He) | those are oracle bones, from the Shang, roughly 1600 to 1046 BCE, and they carry the earliest known Chinese writing. consulting ancestors is this valley's religious signature, and ritual bronze on that scale is the Shang metal-working tradition. 'early writing, so Mesopotamia' is the fame association that costs the mark. 8. [question] achievement 4 of 4 | A picture script written on sheets pressed from strips of a tall reed cut in the river's marshes, and royal tombs built from quarried blocks of cut stone rather than brick. Which valley? 9. [answer] answer 4 | Egypt (Nile) | the reed is papyrus and the script is hieroglyphs. the stone is what separates Egypt from Mesopotamia: limestone, sandstone and granite are quarried along the Nile, while the Mesopotamian plain has neither stone nor timber and builds its ziggurats in mud brick. no flood clue needed: materials identify a valley on their own. | |
| grade10-w02-sun sun rendered | practice carousel blackbox | can you survive sophomore year? 10 questions, score yourself 1/survive_as | we got more for you on our app 2/app_more @5 | 1. [hook] can you survive sophomore year? | 10 questions, score yourself 2. [question] questions 1 and 2 | 1. how many significant figures in 0.03080 g? / 2. a rectangle measures 6.02 cm by 0.35 cm. report its area to the right number of sig figs 3. [question] questions 3 and 4 | 3. two masses: 105.4 g and 2.68 g. report the total / 4. find the distance between T(-2, -5) and U(-2, 7) 4. [answer] answers 1 to 4 | 1. 4 (leading zeros never count. the zero between 3 and 8 does, and the last zero counts because a decimal point is written.) / 2. 2.1 cm² (6.02 × 0.35 = 2.107. a product keeps the FEWEST sig figs, and 0.35 has two.) / 3. 108.1 g (a sum keeps the fewest DECIMAL places, and 105.4 has one. 108 throws away a tenth you measured.) / 4. 12 (same x, so the segment is vertical: 7 - (-5) = 12. no square root needed.) 5. [question] questions 5 and 6 | 5. find the midpoint of (-9, 4) and (3, -10) / 6. a triangle has vertices A(-2, 3), B(-2, -9) and C(3, -9). find its perimeter 6. [question] questions 7 and 8 | 7. which is a theme, not a topic? (a) censorship (b) a society that trades reading for constant entertainment loses the ability to think about the war it is fighting / 8. a symbol appears first as the state's weapon and last as the warmth a group of outcasts sits around. what changed with it, so this is a change of meaning and not a contradiction? 7. [answer] answers 5 to 8 | 5. (-3, -3) (add and halve: (-9 + 3)/2 and (4 + -10)/2. the gaps give (6, -7), and 6 is not between -9 and 3.) / 6. 30 (AB is vertical: 12. BC is horizontal: 5. AC is the hypotenuse: 13. one square root, not three.) / 7. (b) (a theme is a claim you could disagree with. (a) is one word naming a subject.) / 8. who controls it, and what it is used for (the thing itself is neutral, the use decides. the flip lands when the fire stops belonging to the state.) 8. [question] questions 9 and 10 | 9. erratic floods, an open plain with no barriers, and a sequence of rulers: Sumerian city-states, Akkad, Babylon, Assyria. which river valley? / 10. standardised weights, a big water tank on a raised citadel, standard fired bricks, and no royal tombs, palaces or battle monuments. which valley? 9. [answer] answers 9 and 10 | 9. Mesopotamia (Tigris and Euphrates) (an unplannable surplus makes a central state fragile, and an open plain means whoever is strongest next just arrives.) / 10. the Indus valley (wide coordination with nobody advertising it. every other valley is known partly through its rulers' self-promotion.) |
units 12 [drafted:10 empty:2] questions 18/72 verified posts 12 [empty:5 rendered:7] hooks 12/12 copy 9/9 captions 0/12
| id | rung | question | answer | trap.wrong_answer | anchor.ref | verified |
|---|---|---|---|---|---|---|
| grade11-w02-1#0 | warmup | On a position-time graph, an object's line runs straight from (0 s, 0 m) to (4.0 s, 12.0 m). What is its velocity, and is it accelerating? | Velocity 3.0 m/s; it is not accelerating. | NGSS HS-PS2-1, position-velocity-acceleration description of motion | review | |
| grade11-w02-1#1 | real | An object's position-time graph starts at the origin and curves upward, getting steeper: 0 m at 0 s, 1.0 m at 1.0 s, 4.0 m at 2.0 s, 9.0 m at 3.0 s. Find the average velocity in each one-second interval, then say whether the acceleration is constant or increasing. | Velocities 1.0 m/s, 3.0 m/s and 5.0 m/s; the acceleration is constant at 2.0 m/s squared. | The acceleration is increasing each second | NGSS HS-PS2-1, interpreting position-time data | match |
| grade11-w02-1#2 | real | On a position-time graph, an object's line is horizontal at 5.0 m from t = 2.0 s to t = 5.0 s. What is the object doing during those three seconds, and what is its acceleration? | It is at rest (velocity zero), and its acceleration is zero. | It is moving at a constant 5.0 m/s, with zero acceleration | NGSS HS-PS2-1, interpreting position-time data | review |
| grade11-w02-1#3 | real | A ball rolls in the +x direction. Its recorded positions are 0 m at 0 s, 5.0 m at 1.0 s, 8.0 m at 2.0 s and 9.0 m at 3.0 s. Is the ball accelerating between 0 s and 3.0 s, and if so, which way does its acceleration point? | Yes, it is accelerating, and the acceleration points in the -x direction, opposite to the motion (about -2.0 m/s squared). | It is not accelerating, it is decelerating (acceleration = 0) | NGSS HS-PS2-1, acceleration as change in velocity | mismatch |
| grade11-w02-1#4 | real | On a position-time graph, an object's line runs straight from (0 s, 20 m) down to (5.0 s, 0 m). What is its velocity, and what is its acceleration? | Velocity -4.0 m/s; acceleration zero. | Acceleration = -4.0 m/s squared | NGSS HS-PS2-1, interpreting position-time data | review |
| grade11-w02-1#5 | stretch | Two objects start together at the origin at t = 0. Object F's position-time graph is a straight line of slope 6.0 m/s. Object G's graph is a curve whose slope starts at zero and rises steadily to 6.0 m/s at t = 3.0 s. Which object has the greater acceleration at t = 1.5 s, and which has travelled farther by t = 3.0 s? | G has the greater acceleration (2.0 m/s squared, against F's zero), but F has travelled farther by t = 3.0 s (18.0 m against G's 9.0 m). | G, for both the greater acceleration and the greater distance | NGSS HS-PS2-1, distinguishing velocity, acceleration and displacement | review |
| grade11-w02-2#0 | warmup | f(x) = x squared. Describe in words how the graph of g(x) = f(x) + 5 differs from the graph of f. | It is the same parabola shifted up 5 units. | CCSS HSF-BF.B.3 | match | |
| grade11-w02-2#1 | real | f(x) = x squared. Describe how the graph of h(x) = f(x + 5) differs from the graph of f. | It is the same parabola shifted left 5 units. | Shifted right 5 units | CCSS HSF-BF.B.3 | match |
| grade11-w02-2#2 | real | A table gives f(1) = 7, f(2) = 4, f(3) = 9, f(4) = -2, f(5) = 6. Find f(3) + 2 and f(3 + 2). | f(3) + 2 = 11 and f(3 + 2) = 6. | Both equal 11 | CCSS HSF-IF.A.2 with HSF-BF.B.3 | match |
| grade11-w02-2#3 | real | The graph of y = f(x) passes through the point (4, 1). Give a point that must lie on the graph of y = f(x + 2). | (2, 1). | (6, 1) | CCSS HSF-BF.B.3 | match |
| grade11-w02-2#4 | real | The graph of y = f(x) passes through the point (4, 1). Give a point that must lie on the graph of y = f(x) + 2. | (4, 3). | (6, 1) | CCSS HSF-BF.B.3 | match |
| grade11-w02-2#5 | real | The parent function y = |x| is moved 3 units left and 2 units up. Write the equation of the result. | y = |x + 3| + 2. | y = |x - 3| + 2 | CCSS HSF-BF.B.3 with HSA-SSE.B.3 | match |
| grade11-w02-2#6 | real | g(x) = (x - 4) squared - 7. Starting from the parent y = x squared, state the two shifts that produce g. | Right 4 and down 7. | Left 4 and down 7 | CCSS HSA-SSE.B.3 with HSF-BF.B.3 | match |
| grade11-w02-2#7 | stretch | f(x) = x squared. The functions f(x + 2) and f(x) + 2 are not the same function. Find every value of x at which they are equal. | Only at x = -1/2 (that is, -0.5), where both equal 2.25. | They are never equal (the graphs are parallel) | CCSS HSF-BF.B.3 with HSF-IF.A.2 | match |
| grade11-w02-3#0 | warmup | Working definition: Puritan plain style means plain words, everyday concrete detail, regular metre and rhyme, and comparisons drawn from scripture rather than from classical mythology. Which of these two openings fits that definition: (A) a speaker woken at night by noise and cries who names the furniture she has lost, or (B) a speaker who invokes the Muses and compares her grief to the fall of Troy? | A. | CCSS RL.11-12.4 with the stated plain-style definition | review | |
| grade11-w02-3#1 | real | In 'Verses upon the Burning of Our House' (Bradstreet, 1666) the speaker walks through the ruins and names particular lost objects: the trunk, the chest, the store she counted best. What is that catalogue doing for the poem's argument, given that the poem ends by renouncing love of the world? | It states the case for the other side in full, so that the renunciation at the end has a real cost rather than being a pious sentence. | It sets the scene and shows what the house looked like | CCSS RL.11-12.2 | review |
| grade11-w02-3#2 | real | Puritan plain style is defined by plain diction, everyday detail, and comparisons drawn from scripture rather than classical mythology. Bradstreet's fire poem closes by telling herself she already has 'an house on high erect, / Fram'd by that mighty Architect'. Does that figure disqualify the poem as plain style? | No. The poem is plain style, and that figure is part of why: it is a scriptural comparison stated in ordinary household words. | Yes, because plain style contains no figurative language | CCSS RL.11-12.4 with the stated plain-style definition | review |
| grade11-w02-3#3 | real | At the poem's turn the speaker begins to chide her own heart and asks whether it had fixed its hope on wealth that could burn. Who is being addressed at that point, and what does the answer tell you about how the poem is organised? | She is addressing herself, her own heart; so the poem is organised as an argument the speaker has with herself rather than as a lesson delivered to a reader or a prayer to God. | She is addressing God | CCSS RL.11-12.4 with RL.11-12.2 | review |
| grade11-w02-3#4 | real | The speaker answers her own grief by saying of her burnt goods that they were God's own and not hers. Explain why that sentence, and not the description of the fire, is the poem's argumentative centre. | Because it removes the premise the grief rested on: if the goods were never her property, the loss is not a theft but a return, and the mourning has nothing left to stand on. | The description of the fire, because it is the most powerful moment in the poem | CCSS RL.11-12.2 | review |
| grade11-w02-3#5 | stretch | Two candidate theme statements for 'Verses upon the Burning of Our House': (A) 'A Puritan woman's house burns down at night and she loses her possessions.' (B) 'Grief is answered by relocating value from earth to heaven, and the answer only convinces because the loss has first been named object by object.' Which is a theme statement, and what is wrong with the other one? | B is the theme statement. A is a plot summary: it reports what happens and makes no claim that could develop over the course of the poem. | A, because everything in it is factually correct about the poem | CCSS RL.11-12.2 | review |
| grade11-w02-4#0 | warmup | For x squared - 7x + 12 = 0, compute the discriminant, then say which method the equation is asking for. | Discriminant 1, so factoring; the equation factors as (x - 3)(x - 4) = 0. | CCSS HSA-REI.B.4.B | review | |
| grade11-w02-4#1 | real | For 3x squared + 5x - 7 = 0, decide whether to factor or to use the quadratic formula, and justify the decision with a computation before solving. | Use the quadratic formula: the discriminant is 109, which is not a perfect square, so no integer factorisation exists. The roots are (-5 plus or minus the square root of 109) / 6, with the square root of 109 about 10.44. | It factors as (3x + 7)(x - 1) | CCSS HSA-REI.B.4.B | review |
| grade11-w02-4#2 | real | Solve 2x squared - 8 = 0 by isolating x squared and taking square roots, and say what feature of the equation makes that route available. | x = 2 and x = -2; the route is available because the equation has no x term, so x squared can be isolated in two steps, 2x squared = 8 and then x squared = 4. | x = 2 only | CCSS HSA-REI.B.4.B | unverified |
| grade11-w02-4#3 | real | For 4x squared + 12x + 9 = 0, compute the discriminant and state how many real solutions the equation has and what they are. | Discriminant 0, so exactly one real solution, x = -3/2; the trinomial is the perfect square (2x + 3) squared. | No real solutions | CCSS HSA-REI.B.4 | review |
| grade11-w02-4#4 | stretch | A student is told to solve x squared + 4x + 7 = 0 and reports x is about -0.27 or about -3.73. Compute the discriminant, say what the correct conclusion is, and identify the error that produced those two numbers. | The discriminant is -12, so there are no real solutions (the roots are -2 plus or minus i times the square root of 3). The student treated the discriminant as +12, taking the square root of a negative number as though the sign were a slip. | x is about -0.27 or about -3.73 | CCSS HSA-REI.B.4 (recognising when the formula gives complex solutions) | review |
| grade11-w02-5#0 | warmup | Factor 2x squared + 7x + 3 by splitting the middle term. State the product ac and the pair you split with. | (2x + 1)(x + 3), with ac = 6 and the pair 6 and 1. | CCSS HSA-SSE.B.3.A with HSA-SSE.A.2 | match | |
| grade11-w02-5#1 | real | Factor 6x squared + 11x - 35 completely. | (3x - 5)(2x + 7). | (3x + 7)(2x - 5) | CCSS HSA-SSE.B.3.A | review |
| grade11-w02-5#2 | real | Factor 4x squared - 4x - 15 completely. | (2x + 3)(2x - 5). | (2x + 5)(2x - 3) | CCSS HSA-SSE.B.3.A | review |
| grade11-w02-5#3 | real | Factor 12x squared + 16x - 3 completely. | (6x - 1)(2x + 3). | (12x - 1)(x + 3) | CCSS HSA-SSE.B.3.A | review |
| grade11-w02-5#4 | real | Factor 6x squared - 19x + 10 completely, then give the two values of x for which the expression is zero. | (3x - 2)(2x - 5), and the expression is zero at x = 2/3 and x = 5/2. | (3x - 5)(2x - 2) | CCSS HSA-SSE.B.3.A with HSA-REI.B.4.B | review |
| grade11-w02-5#5 | real | Factor 6x squared + 15x + 9 completely. | 3(2x + 3)(x + 1). | (6x + 9)(x + 1) | CCSS HSA-SSE.A.2 with HSA-SSE.B.3.A | match |
| grade11-w02-5#6 | real | Factor 8x squared - 2x - 45 completely. | (2x - 5)(4x + 9). | (4x - 5)(2x + 9) | CCSS HSA-SSE.B.3.A | review |
| grade11-w02-5#7 | stretch | Factor -6x squared + x + 12 completely. | -(3x + 4)(2x - 3), which may also be written as (3x + 4)(3 - 2x). | (3x + 4)(2x - 3) | CCSS HSA-SSE.A.2 with HSA-SSE.B.3.A | review |
| grade11-w02-6#0 | warmup | Which of the three colonial regions did Pennsylvania belong to, and what was the region's main export? | The Middle Colonies, whose main export was grain, above all wheat. | Colonial regions and their economies, standard US history survey content | review | |
| grade11-w02-6#1 | real | Maryland borders Pennsylvania and Delaware and lies north of Virginia. Which of the three colonial regions is Maryland grouped with, and which feature of its geography puts it there? | The Southern Colonies, because the warm humid growing season plus the deep tidal rivers of the Chesapeake made large-scale tobacco planting profitable and let ships load at plantation wharves. | The Middle Colonies | Colonial regions grouped by economy rather than latitude, standard US history survey content | review |
| grade11-w02-6#2 | real | Name the staple crops of the South Carolina and Georgia lowcountry and say what the region's geography had to offer that made them possible. | Rice and indigo, made possible by tidal swampland that could be embanked and flooded and drained on the tide, in a long warm humid growing season. | Tobacco | Regional staple crops, Chesapeake versus lowcountry, standard US history survey content | review |
| grade11-w02-6#3 | real | New England farms stayed small and family-worked while Southern plantations grew very large. Give the geographic reason, not a cultural one. | Glaciated soil that was thin and stony plus a short growing season meant no crop could be raised there in exportable surplus, so there was nothing for a large farm to be large for. | Puritans were religious townspeople who were not interested in farming or in owning large estates | Geography and settlement pattern in New England, standard US history survey content | review |
| grade11-w02-6#4 | real | In which of the three colonial regions was slavery legal, and what actually differed between the regions? | All three: slavery was legal in every one of the thirteen colonies. What differed by region was the scale of slavery and how far the economy depended on it, not whether it existed. | Only the Southern Colonies | Slavery in all thirteen colonies, standard US history survey content | review |
| grade11-w02-6#5 | real | The Middle Colonies grew two of the largest cities in the colonies while the Southern Colonies had almost no large cities. Explain the difference from how each region's produce reached a ship. | Middle-colony grain came from many scattered inland farms and had to be gathered, milled and loaded at one point, which built cities like Philadelphia and New York; Southern plantations sat on deep tidal rivers and loaded ocean-going ships at their own wharves, so no central port was needed. | The South had too few people and too little money to build cities | Ports, rivers and urban growth in the colonies, standard US history survey content | review |
| grade11-w02-6#6 | stretch | An unnamed colony is described as follows: a deep protected harbour, offshore fishing banks, forests of tall timber reaching the shore, thin stony soil, and a growing season under five months. Name its region, name two industries it would live by, and name the two Southern export staples that could not have been grown there and why not. | New England; it would live by fishing and shipbuilding, along with timber and carrying trade; and neither tobacco nor rice could have been grown there for export, because a growing season under five months and thin stony soil cannot produce a warm-season staple in exportable quantity, and rice additionally needs tidal swampland that can be flooded and drained. | New England, living by farming and trade, and it could have grown tobacco in small amounts | Reasoning from physical geography to colonial economy, standard US history survey content | unverified |
| grade11-w02-7#0 | warmup | In what year did Germany invade Poland, beginning the Second World War in Europe? | 1939 (1 September 1939). | Standard Second World War chronology: invasion of Poland, 1 September 1939 | match | |
| grade11-w02-7#1 | real | In what year did the United States enter the Second World War, and what event brought it in? | 1941, following the Japanese attack on Pearl Harbor on 7 December 1941. | 1942 | Standard Second World War chronology: Pearl Harbor, 7 December 1941 | review |
| grade11-w02-7#2 | real | In what year were the Normandy landings, and how long after them did the war in Europe continue? | 1944 (6 June 1944), and the war in Europe continued for another 336 days, about 11.0 months, until Germany's surrender took effect on 8 May 1945. | 1945 | Standard Second World War chronology: Normandy landings, 6 June 1944 | review |
| grade11-w02-7#3 | real | In what year did the war end in Europe, and in what year did it end in the Pacific? | Both in 1945: Germany's surrender took effect on 8 May 1945, and Japan's surrender was announced on 15 August 1945 and signed on 2 September 1945. | Europe in 1945 and the Pacific in 1946 | Standard Second World War chronology: German surrender 8 May 1945, Japanese surrender 15 August and 2 September 1945 | match |
| grade11-w02-7#4 | real | In what year did Germany invade the Soviet Union, and did that invasion come before or after the United States entered the war? | 1941, and it came before: the invasion of the USSR was on 22 June 1941, 168 days, about 5.5 months, before the attack on Pearl Harbor on 7 December 1941. | 1942, after the United States entered the war | Standard Second World War chronology: invasion of the Soviet Union, 22 June 1941 | review |
| grade11-w02-7#5 | stretch | The war in Europe ran from Germany's invasion of Poland on 1 September 1939 to Germany's surrender on 8 May 1945. Work out how long that is in years and months, and what fraction of it had already passed when the United States entered the war on 8 December 1941, the day after Pearl Harbor. | 2076 days, that is 5 years and 8 months; and about two fifths of it, 39.9 per cent, had already passed before the United States entered. | 6 years, with a third of it gone (1941 minus 1939, over 1945 minus 1939, which is 2 divided by 6) | Arithmetic on the standard chronology: 1 September 1939 to 8 May 1945, with Pearl Harbor on 7 December 1941 | review |
| grade11-w02-10#0 | warmup | ACCELERATION. On a position-time graph, an object's line is horizontal from t = 1.0 s to t = 6.0 s. What is the object doing, and what is its acceleration? | It is at rest, with velocity zero, and its acceleration is zero. | NGSS HS-PS2-1, interpreting position-time data | review | |
| grade11-w02-10#1 | real | FUNCTION SHIFTS. The graph of y = f(x) passes through the point (6, -2). Give a point that must lie on the graph of y = f(x - 3). | (9, -2), that is (9, -2). | (3, -2) | CCSS HSF-BF.B.3 with HSF-IF.A.2 | match |
| grade11-w02-10#2 | real | PURITAN PLAIN STYLE. Given that plain style means plain everyday diction, concrete domestic detail, plain metre and rhyme, and argument drawn from scripture rather than from classical learning: a Puritan poem describes God as an Architect who has already framed a house in heaven for the speaker. Does that extended metaphor disqualify the poem from being plain style, and why? | No. The figure is drawn from scripture and stated in household words, which is exactly what plain style does; plain style restricts where the imagery comes from and how it is worded, not whether there is any. | Yes, the metaphor makes it ornate rather than plain | CCSS RL.11-12.4 with the stated plain-style criteria | review |
| grade11-w02-10#3 | real | COLONIAL REGIONS. Name the staple crops of the South Carolina and Georgia lowcountry, and the geographic feature that made them possible. | Rice and indigo, made possible by tidal swampland that could be embanked and flooded and drained on the tide, in a long warm growing season. | Tobacco | Regional staple crops, Chesapeake versus lowcountry, standard US history survey content | review |
| grade11-w02-10#4 | real | ACCELERATION. A car moving in the +x direction slows from +12 metres per second to +3 metres per second in 3.0 seconds. Find its acceleration, including the sign, and say what the sign means here. | -3.0 metres per second per second; the negative sign means the acceleration points opposite to the motion, which is what slowing down is. | No acceleration, the car is decelerating | NGSS HS-PS2-1, acceleration as change in velocity | review |
| grade11-w02-10#5 | real | FUNCTION SHIFTS. Starting from the parent function y = |x|, state the two shifts that produce y = |x - 4| + 1. | Right 4 and up 1. | Left 4 and up 1 | CCSS HSF-BF.B.3 | match |
| grade11-w02-10#6 | real | PURITAN PLAIN STYLE. Given the same criteria (plain everyday diction, concrete domestic detail, plain metre and rhyme, and argument drawn from scripture rather than from classical learning): a devotional text argues its case at length through elaborate sentences and comparisons to figures from Greek and Roman mythology. Is it plain style? | No. Its diction is ornate and its argument is carried by classical allusion rather than by scripture, which breaches two of the criteria, and a religious subject does not make up for that. | Yes, it is plain style, because it is a religious text of the period | CCSS RL.11-12.4 with the stated plain-style criteria | review |
| grade11-w02-10#7 | real | COLONIAL REGIONS. Maryland borders Pennsylvania and Delaware. Which of the three colonial regions is it grouped with, and on what basis? | The Southern Colonies, on the basis of its economy: a long warm growing season plus the deep tidal rivers of the Chesapeake supported large-scale tobacco planting, with ships loading at plantation wharves. | The Middle Colonies | Colonial regions grouped by economy rather than latitude, standard US history survey content | review |
| grade11-w02-10#8 | real | ACCELERATION. A ball is thrown straight up. At the instant it reaches its highest point, what is its velocity and what is its acceleration? (Take the acceleration of free fall as 9.8 metres per second per second downwards.) | Velocity zero; acceleration 9.8 metres per second per second downwards, unchanged. | Velocity zero and acceleration zero | NGSS HS-PS2-1 with the stated free-fall acceleration | review |
| grade11-w02-10#9 | real | PURITAN PLAIN STYLE. A student offers this as the theme of a poem in which a woman's house burns down and she concludes that her treasure is in heaven: 'A woman's house burns down and she loses her possessions.' Is that a theme, and what test tells you? | No, it is a plot summary. The test is whether the statement makes a claim about meaning that could be argued: if it can be confirmed simply by asking whether the events happened, it is a summary. | Yes, that is the theme, because it says what the poem is about | CCSS RL.11-12.2, determining a theme and analysing its development | review |
| grade11-w02-10#10 | real | COLONIAL REGIONS. In which of the three colonial regions was slavery legal, and what actually differed between the regions? | All three: slavery was legal in every one of the thirteen colonies. What differed was the scale of slavery and how far each region's economy depended on it. | Only the Southern Colonies | Slavery in all thirteen colonies, standard US history survey content | review |
| grade11-w02-10#11 | stretch | FUNCTION SHIFTS. The graph of y = f(x) is shifted so that the point originally at (2, 5) ends up at (5, 9). Write the transformed function in terms of f, assuming the shift is the only change. | y = f(x - 3) + 4. | y = f(x + 3) + 4 | CCSS HSF-BF.B.3 with HSF-IF.A.2 | match |
| grade11-w02-11#0 | warmup | A car starts from rest and accelerates at a constant 3.0 metres per second per second for 5.0 seconds. Which of the four constant-acceleration equations applies, and what is the car's final velocity? (The four are v = v0 + at, x = v0 t + one half a t squared, v squared = v0 squared + 2ax, and x = one half (v0 + v) t.) | v = v0 + at, giving 15 metres per second. | NGSS HS-PS2-1, constant-acceleration description of motion | review | |
| grade11-w02-11#1 | real | A sled starts from rest and accelerates uniformly at 2.5 metres per second per second over a distance of 80 metres. Find its final speed without first finding the time, and name the equation you used. (The four are v = v0 + at, x = v0 t + one half a t squared, v squared = v0 squared + 2ax, and x = one half (v0 + v) t.) | 20 metres per second, using v squared = v0 squared + 2ax. | 14 metres per second | NGSS HS-PS2-1, selecting the constant-acceleration relation with no time in it | match |
| grade11-w02-11#2 | real | A stone is dropped from rest from a height of 45 metres. Taking the acceleration of free fall as 9.8 metres per second per second downwards and ignoring air resistance, how long does it take to reach the ground? Name the equation and say which quantity you never needed. | About 3.0 seconds, using x = v0 t + one half a t squared; the quantity never needed was the landing speed v. | 4.6 seconds | NGSS HS-PS2-1 with the stated free-fall acceleration of 9.8 metres per second per second | review |
| grade11-w02-11#3 | real | A car travelling at 28 metres per second brakes uniformly and comes to a stop in 4.0 seconds. How far does it travel while stopping? Answer without computing the acceleration. | 56 metres, using x = one half (v0 + v) t. | 112 metres | NGSS HS-PS2-1, selecting the constant-acceleration relation with no acceleration in it | review |
| grade11-w02-11#4 | real | A problem gives you the initial velocity, the acceleration and the displacement, and asks for the final velocity. Which of the four constant-acceleration equations does it want, and why that one? (The four are v = v0 + at, x = v0 t + one half a t squared, v squared = v0 squared + 2ax, and x = one half (v0 + v) t.) | v squared = v0 squared + 2ax, because time is the one quantity neither given nor asked for, and that is the only equation with no t in it. | x = v0 t + one half a t squared, then v = v0 + at | NGSS HS-PS2-1, matching givens and target to the appropriate kinematic relation | match |
| grade11-w02-11#5 | real | A ball is thrown straight up at 20 metres per second. Taking the acceleration of free fall as 9.8 metres per second per second downwards and ignoring air resistance, how high does it rise above the throwing point, and what are its velocity and its acceleration at the highest point? | It rises about 20 metres; at the highest point its velocity is 0 and its acceleration is still 9.8 metres per second per second downwards. | Velocity 0 and acceleration 0 at the highest point | NGSS HS-PS2-1 with the stated free-fall acceleration; velocity and acceleration at the turning point | review |
| grade11-w02-11#6 | stretch | A motorcyclist accelerates uniformly from 8.0 metres per second to 26 metres per second while covering 90 metres. Find the time taken by two different routes, and say which route the missing-quantity method picks. | t = 5.3 seconds by either route. The missing-quantity method picks x = (v0 + v)t / 2, because acceleration is the quantity that is neither given nor asked for, so the equation omitting it needs no extra step: t = 2(90) / (8.0 + 26) = 180 / 34. The longer route finds a = 3.4 metres per second per second first, then uses v = v0 + at to reach the same 5.3 seconds. | t = 3.46 seconds | NGSS HS-PS2-1, two-step selection when two quantities are unknown | unverified |
| grade11-w02-12#0 | warmup | Classify this excerpt as an origin narrative, a sermon, a captivity narrative or a Puritan poem, and name the feature that decides it. From Mary Rowlandson's narrative of 1682: 'On the tenth of February 1675, came the Indians with great numbers upon Lancaster: their first coming was about sunrising.' The work continues in numbered sections that Rowlandson calls Removes, each one a further stage of her forced journey, and ends with her ransom. (Definitions: an origin narrative is prose about how a community came to be, usually third person and past tense; a sermon is a spoken address to a congregation, second person and present tense; a captivity narrative is a first-person account by a captive of her own seizure and deliverance; a Puritan poem is verse in metre and rhyme.) | A captivity narrative, decided by the first-person narrator being the captive herself and the whole work being organised as the stages of her own captivity and release. | CCSS RL.11-12.5 with RL.11-12.9, structure and foundational works of American literature | review | |
| grade11-w02-12#1 | real | Classify this excerpt and name the feature that decides it. From Jonathan Edwards, preached at Enfield in 1741: 'The God that holds you over the pit of hell, much as one holds a spider or some loathsome insect over the fire, abhors you, and is dreadfully provoked.' (Same four definitions.) | A sermon, decided by the direct second-person address in the present tense to a listener who is being told what is true of him now. | A Puritan poem, because of the extended image of the spider held over the fire | CCSS RL.11-12.5 with RI.11-12.9, seventeenth- and eighteenth-century foundational American texts | review |
| grade11-w02-12#2 | real | Classify this excerpt and name the feature that decides it. From Anne Bradstreet, printed in 1678: 'If ever two were one, then surely we. / If ever man were loved by wife, then thee.' The piece runs on in rhymed pairs of lines and closes by turning from the marriage to living for ever. (Same four definitions.) | A Puritan poem, decided by the verse form: regular metre and lines rhymed in pairs. | Not a Puritan poem, since a Puritan poem would have to be about God rather than about a husband | CCSS RL.11-12.4 with RL.11-12.5, word choice and structure | review |
| grade11-w02-12#3 | real | Classify this excerpt and name the feature that decides it. From William Bradford's chronicle of the Plymouth colony, written between 1630 and 1651: being arrived in a good harbour and brought safe to land, 'they fell upon their knees and blessed the God of heaven, who had brought them over the vast and furious ocean.' (Same four definitions.) | An origin narrative, decided by the third-person plural past-tense account of a community's arrival and founding. | A sermon, because it blesses God and reads the voyage as providence | CCSS RI.11-12.9 with RL.11-12.5, foundational seventeenth-century American documents | review |
| grade11-w02-12#4 | real | Classify this excerpt and name the feature that decides it. From Michael Wigglesworth, printed in 1662: 'Still was the night, serene and bright, when all men sleeping lay; / Calm was the season, and carnal reason thought so 'twould last for ay.' The work goes on for many such lines and argues the doctrine of the Last Judgment at length. (Same four definitions.) | A Puritan poem, decided by the verse form: a regular ballad measure with rhyme inside the line as well as at the end of it. | A sermon, because it argues the doctrine of the Last Judgment at length | CCSS RL.11-12.5, analysing how an author's choices concerning structure contribute to meaning | review |
| grade11-w02-12#5 | real | Classify this excerpt and name the feature that decides it. From John Smith's promotional history of the Virginia colony, printed in 1624, in which Smith recounts his own capture by Powhatan's people: when no entreaty could prevail, the chief's dearest daughter got his head in her arms and laid her own upon his to save him from death. The book as a whole recounts the colony's founding, its leaders, its supply ships and its quarrels. (Same four definitions, and note that a captivity narrative requires the captivity to be the subject of the whole work, with the captive as its first-person narrator.) | An origin narrative, decided by two things: Smith writes about himself in the third person, and his capture is one episode inside a history of a colony's founding rather than the subject of the work. | A captivity narrative, because Smith is a captive facing execution and is then spared | CCSS RI.11-12.9 with RL.11-12.5, purpose and structure in foundational American texts | review |
| grade11-w02-12#6 | stretch | Both of these passages set out to terrify a reader with the judgment of God, and only one of them is a sermon. Passage A, Edwards 1741: 'The God that holds you over the pit of hell, much as one holds a spider or some loathsome insect over the fire, abhors you.' Passage B, Wigglesworth 1662: 'Still was the night, serene and bright, when all men sleeping lay.' Say which is the sermon, name the single feature that settles it, and explain why the shared subject matter cannot settle it. | A is the sermon. The single feature is form: B is verse, in metre with rhyme inside the line as well as at the end, so B is a poem whatever it argues. Subject matter cannot settle it because both passages have the same subject, so it has no power to separate them. | B is the sermon, because it opens the scene of the Last Judgment and its whole purpose is to alarm the reader | CCSS RL.11-12.5 with RL.11-12.9, comparing two foundational works on the same subject | review |
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| grade11-w02-mon-a mon empty | concept explainer | a braking car is accelerating. here's why. physics 101, before your first test 5/statement_heres_why · GRADE 11 PHYSICS | follow for more 1/follow_for_more @last | no scene script | |
| grade11-w02-mon-b mon-2 rendered | concept carousel pill_hooks | American Lit notes you may need for junior year a poem that changes its own mind 3/what_actually_is | we got more for you on our app 2/app_more @last | 1. [hook] American Lit notes you may need for junior year | a poem that changes its own mind 2. [teach] plain style is a programme | plain words, no showing off / detail from a house, not from mythology / regular metre, simple rhymed couplets / the argument comes from scripture, not Greece 3. [teach] plain does not mean no imagery | Bradstreet's fire poem runs on one big metaphor / a house in heaven, framed by the Architect / it counts as plain because it is biblical / and said in household words 4. [teach] the poem in three moves | 1: woken at night, the house on fire / 2: she walks the ruin and points at what is lost / 3: she turns on her own grief and argues it down 5. [teach] the turn is a self-rebuke | she chides her own heart: / did you trust wealth that could burn? / that 'thou' is not God, not the reader / it is her. the poem argues with itself 6. [teach] the argument that wins | the goods were God's, not hers / so the loss is a return, not a theft / the grief has nothing left to stand on / her treasure is somewhere else now 7. [teach] theme is not plot | 'her house burns down' = plot summary / theme: grief is answered by moving / value from earth to heaven / and it convinces because she named every loss first | |
| grade11-w02-tue-a tue empty | concept carousel sketch_light | the 13 colonies cheat sheet screenshot this 3/every_rule_one_slide | follow for more 1/follow_for_more @last | 1. [hook] the 13 colonies cheat sheet | screenshot this | graphic: flow 2. [teach] one question decides the region | the regions are not three bands of latitude / ask: what can be **sold** from here, and how does it get to a **ship**? / answer that and the farm size, the cities and the labour all follow | graphic: flow 3. [teach] the cheat sheet | **New England** (MA, NH, CT, RI): thin stony soil, short season. fish, timber, ships, carrying trade. small family farms, rich port towns / **Middle** (NY, NJ, PA, DE): deep soil, big rivers. wheat, the breadbasket. Philadelphia and New York, the two biggest cities / **Southern** (MD, VA, NC, SC, GA): long humid season, tidal rivers. tobacco in the Chesapeake, rice and indigo in the lowcountry. plantations, enslaved labour, few cities 4. [teach] New England: the soil said no, the harbour said yes | glaciers left thin, stony soil, and the season is short / no crop grows in export quantity, so farms stayed family-sized / deep harbours, cod offshore, ship timber at the water's edge / its rich men were merchants, not landowners. a frost-date thing, not a Puritan thing | graphic: columns 5. [teach] Middle: why the breadbasket has cities | deeper soil, longer season, the Hudson, Delaware and Susquehanna / surplus wheat worth shipping / grain from hundreds of farms has to be gathered, milled and loaded in **one place** / that place becomes a city: Philadelphia, New York | graphic: flow 6. [teach] South: the river is the port | long warm humid season, tidal rivers reaching far inland / a plantation loads an ocean ship at its **own wharf**, so no central port, few cities / staple export crops need a large permanent labour force: enslaved Africans / not one crop: tobacco in the Chesapeake, rice and indigo in the Carolina lowcountry | graphic: columns 7. [teach] two traps that cost marks | **latitude**: Maryland sits under Pennsylvania and is Southern. tobacco decided, not the map / **slavery** was legal in all 13 colonies. New England merchants ran slave ships. what differed was scale and dependence / 'the South grew tobacco' is true of Virginia and false of South Carolina | |
| grade11-w02-tue-b tue-2 empty | application explainer | left 3, up 2: why the inside sign is backwards |x + 3| + 2, not x - 3 4/why_inside_backwards · GRADE 11 ALGEBRA 2 | we got more for you on our app 2/app_more @last | no scene script | |
| grade11-w02-wed-a wed rendered | application carousel sketch_light | factoring or the formula? here's how to tell: 4/a_or_b_how_to_tell | follow for more 1/follow_for_more @last | 1. [hook] factoring or the formula? here's how to tell: | graphic: flow 2. [teach] one number decides | write it as ax² + bx + c = 0 / compute **b² - 4ac** in your head. five seconds / it is the thing under the square root in the formula, so it tells you what kind of answer exists before you hunt for it 3. [teach] read the number | positive perfect square (1, 4, 9, 16...): rational roots, **factor** / zero: one repeated root, a perfect-square trinomial / positive but not a square: no integer factors exist, **formula** / negative: no real solutions. that is not a mistake, it is the answer | graphic: columns 4. [teach] no middle term? take roots | 2x² - 8 = 0 has no x term, so skip both / 2x² = 8, then x² = 4, then x = 2 **or x = -2** / the negative root is where the marks go | graphic: flow 5. [teach] two worked decisions | x² - 7x + 12 = 0: 49 - 48 = **1**, a square. (x - 3)(x - 4), so x = 3 or 4 / 3x² + 5x - 7 = 0: 25 + 84 = **109**, between 100 and 121, not a square / so: formula. x = (-5 ± root 109) / 6, about 0.91 and -2.57 / decided in one line, before a single factor pair was tried 6. [teach] three habits that waste time | 'every quadratic factors if I stare long enough'. 109 says no / 'discriminant zero means no solution'. zero means **one** / 'a negative discriminant means I slipped'. it means no real roots, and re-signing it invents two fake ones | |
| grade11-w02-wed-b wed-2 rendered | application carousel math_solution | how to never pick the wrong kinematic equation: 4/never_lose_points | we got more for you on our app 2/app_more @last | 1. [hook] how to never pick the wrong kinematic equation: 2. [solution] the four, by what they leave out | v = v₀ + at (no x) / x = v₀t + ½at² (no v) / v² = v₀² + 2ax (no t) / x = ½(v₀ + v)t (no a) | check: the leftover quantity picks the equation 3. [solution] sled: no time given, none wanted | have v₀, a, x. want v (t is left over) / v² = v₀² + 2ax (the one with no t) / v² = 0 + 2(2.5)(80) = 400 () / v = 20 m/s (2 sig figs) | check: finding t first works too. two steps, not one 4. [solution] braking: no acceleration needed | have v₀, v = 0, t. want x (a is left over) / x = ½(v₀ + v)t (the one with no a) / x = ½(28 + 0)(4.0) () / x = 56 m () | check: 'comes to a stop' is a given: v = 0 5. [solution] the throw: 'how high' hides a given | at the top, v = 0 (the hidden given) / v² = v₀² + 2ax (no t again) / 0 = 400 - 19.6x (up is positive) / x = 20 m (2 sig figs) | check: at the top v = 0, but a is still 9.8 down | |
| grade11-w02-thu-a thu empty | practice countdown | flat line, straight line, curve: which one accelerates? 3 graphs, one trap 1/which_one_is · GRADE 11 PHYSICS | follow for more 1/follow_for_more @last | no scene script | |
| grade11-w02-thu-b thu-2 empty | practice carousel paper_snapshot | can you survive as a 11th grader? swipe to find out 1/survive_as_student | we got more for you on our app 2/app_more @last | hook: Can you survive as an 11th grader? hook_sub: swipe to find out intro: Solve these 4 questions to see if you would survive as an 11th grader! intro_sub: try to get as many correct as possible Q1: The graph of y = f(x) passes through (4, 1). Which point must be on y = f(x + 2)? [A. (6, 1) | B. (2, 1) | C. (4, 3) | D. (4, -1)] -> B; inside the bracket = x shift / +2 inside moves LEFT / 4 - 2 = 2 / (2, 1); B is correct Q2: 4x^2 + 12x + 9 = 0 How many real solutions? [A. exactly one | B. two | C. none | D. infinitely many] -> A; b^2 - 4ac / 144 - 4(4)(9) / = 144 - 144 = 0 / one real solution; A is correct Q3: Factor completely: 2x^2 + 7x + 3 [A. (2x + 3)(x + 1) | B. (x + 1)(x + 3) | C. (2x - 1)(x - 3) | D. (2x + 1)(x + 3)] -> D; ac = 2 x 3 = 6 / 6 and 1 add to 7 / 2x^2 + 6x + x + 3 / (2x + 1)(x + 3); D is correct Q4: A position-time graph runs straight from (0 s, 20 m) to (5.0 s, 0 m). Velocity and acceleration? [A. -4.0 m/s and -4.0 m/s2 | B. 4.0 m/s and 0 | C. -4.0 m/s and 0 | D. -20 m/s and 0] -> C; slope = (0 - 20) / 5.0 / the line is straight / so acceleration = 0 / -4.0 m/s and 0; C is correct | |
| grade11-w02-fri-a fri rendered | practice carousel blackbox | f(x+2) or f(x)+2? 4 problems, most people get 2 1/a_or_b_most_wrong | follow for more 1/follow_for_more @5 | 1. [hook] f(x+2) or f(x)+2? | 4 problems, most people get 2 2. [question] problem 1 of 4 | f(x) = x². Describe how the graph of h(x) = f(x + 5) differs from the graph of f. 3. [answer] answer 1 | the same parabola, shifted LEFT 5 | the 5 is inside, so it acts on the input, and inside changes run opposite to their sign. check with the vertex: f has its vertex where the input is 0, and x + 5 = 0 at x = -5. 'plus, so right' is the confident wrong answer. 4. [question] problem 2 of 4 | A table gives f(1) = 7, f(2) = 4, f(3) = 9, f(4) = -2, f(5) = 6. Find f(3) + 2 and f(3 + 2). 5. [answer] answer 2 | 11 and 6 | f(3) + 2: stay on the row x = 3, take 9, add 2. f(3 + 2): do the inside first, 3 + 2 = 5, so it is f(5) = 6. two different rows of the table. f does not distribute over addition, because f is not multiplication. 6. [question] problem 3 of 4 | The parent function y = |x| is moved 3 units left and 2 units up. Write the equation of the result. 7. [answer] answer 3 | y = |x + 3| + 2 | up 2 is an output change: outside, sign honest, + 2 on the end. left 3 is an input change: inside the bars with the opposite sign, x becomes x + 3. check the corner: x + 3 = 0 at x = -3, where y = 2. |x - 3| + 2 puts the corner at (3, 2), the wrong side. 8. [question] problem 4 of 4 | g(x) = (x - 4)² - 7. Starting from the parent y = x², state the two shifts that produce g. 9. [answer] answer 4 | right 4 and down 7 | (x - 4) is inside: horizontal, opposite to its sign, so right 4. the inside is zero at x = 4, which is where the vertex now sits. the -7 is outside: vertical and honest, down 7. vertex (4, -7). the minus in vertex form does not mean left. | |
| grade11-w02-fri-b fri-2 rendered | practice carousel blackbox | can you get all 3 right in 15 seconds? WW2 dates, most people get 2 1/solve_in_n_seconds | we got more for you on our app 2/app_more @last | 1. [hook] can you get all 3 right in 15 seconds? | WW2 dates, most people get 2 2. [question] question 1 of 3 | In what year did the United States enter the Second World War, and what brought it in? 3. [answer] answer 1 | 1941, after Pearl Harbor | Japan attacked Pearl Harbor on 7 December 1941 and the US declared war the next day. the war in Europe had started on 1 September 1939, so it was already 828 days old: 40 per cent of the European war was over before America was in it. 4. [question] question 2 of 3 | In what year were the Normandy landings, and how long after them did the war in Europe go on? 5. [answer] answer 2 | 1944, and another 11 months | D-Day was 6 June 1944. Germany's surrender took effect on 8 May 1945, 336 days later. the Battle of the Bulge sits inside that gap. D-Day opened the campaign that ended the war in Europe. it did not end it. 6. [question] question 3 of 3 | In what year did Germany invade the Soviet Union, and was that before or after the United States entered the war? 7. [answer] answer 3 | 1941, and before | 22 June 1941 for the invasion of the USSR, 7 December 1941 for Pearl Harbor: 168 days apart, about five and a half months, Soviet invasion first. the Eastern Front was already open and the Germans deep inside Russia when the US came in. | |
| grade11-w02-sat sat rendered | practice carousel blackbox | how far can you get in this Puritan quiz? 4 excerpts. most people stop at 2 1/how_far_quiz | follow for more 1/follow_for_more @5 | 1. [hook] how far can you get in this Puritan quiz? | 4 excerpts. most people stop at 2 2. [question] excerpt 1 of 4 | Jonathan Edwards, Enfield, 1741: "The God that holds you over the pit of hell, much as one holds a spider or some loathsome insect over the fire, abhors you." Origin narrative, sermon, captivity narrative or Puritan poem? 3. [answer] answer 1 | a sermon | 'you', present tense: a doctrine applied to the person hearing it, right now. nothing is recounted. it was written to be spoken to a congregation. the vivid spider image does not make it a poem: there is no metre and no rhyme. 4. [question] excerpt 2 of 4 | Michael Wigglesworth, 1662: "Still was the night, serene and bright, when all men sleeping lay; / Calm was the season, and carnal reason thought so 'twould last for ay." It argues the Last Judgment at length. Which form? 5. [answer] answer 2 | a Puritan poem | read the form first: metre, and rhyme inside the line as well as at the end (night / bright, season / reason). that is verse. the content is a sermon's content, and that is irrelevant: a poem is defined by its form, so this is a doctrinal poem, not a sermon. 6. [question] excerpt 3 of 4 | William Bradford, on Plymouth: being arrived in a good harbour and brought safe to land, "they fell upon their knees and blessed the God of heaven, who had brought them over the vast and furious ocean." Which form? 7. [answer] answer 3 | an origin narrative | 'they', past tense, a community's arrival and founding. the providential frame is normal for the genre and does not make it a sermon: nobody is addressed, no doctrine is pressed on anyone. prose, so not a poem. the narrator is not the subject, so not a captivity narrative. 8. [question] excerpt 4 of 4 | John Smith, 1624, recounting his own capture by Powhatan's people: when no entreaty could prevail, the chief's daughter got his head in her arms and laid her own upon his to save him from death. The book as a whole is a promotional history of Virginia. Which form? 9. [answer] answer 4 | an origin narrative, not a captivity narrative | two tests, both failed. person: Smith writes about himself as 'he' and 'the Captain', not 'I'. scope: the capture is one chapter in a history of a colony's founding. a captivity narrative needs the captive as first-person narrator and the captivity as the whole book. that is Rowlandson, not Smith. | |
| grade11-w02-sun sun rendered | practice carousel blackbox | can you survive junior year? 10 questions, score yourself 1/survive_as | we got more for you on our app 2/app_more @5 | 1. [hook] can you survive junior year? | 10 questions, score yourself 2. [question] questions 1 and 2 | 1. on a position-time graph an object's line is horizontal from t = 1.0 s to 6.0 s. what is it doing, and what is its acceleration? / 2. a car slows from +12 m/s to +3 m/s in 3.0 s. find the acceleration, with its sign 3. [question] questions 3 and 4 | 3. a ball thrown straight up reaches its highest point. velocity? acceleration? / 4. y = f(x) passes through (6, -2). give a point on y = f(x - 3) 4. [answer] answers 1 to 4 | 1. at rest, acceleration zero (slope is velocity. a flat line is zero velocity, and it stays zero, so it is not changing.) / 2. -3.0 m/s² ((3.0 - 12.0) / 3.0. still moving forward, so slowing down is a negative acceleration, not no acceleration.) / 3. v = 0, a = 9.8 m/s² downwards (gravity does not switch off at the top. the velocity is passing through zero, which is exactly a changing velocity.) / 4. (9, -2) (inside the bracket, opposite to the sign: right 3. check: f(9 - 3) = f(6) = -2.) 5. [question] questions 5 and 6 | 5. from y = |x|, state the two shifts that produce y = |x - 4| + 1 / 6. the point (2, 5) on y = f(x) ends up at (5, 9). write the new function in terms of f 6. [question] questions 7 and 8 | 7. a Puritan poem calls God an Architect who has framed a house in heaven. does that metaphor disqualify it as plain style? / 8. 'a woman's house burns down and she loses her possessions.' theme or plot summary? 7. [answer] answers 5 to 8 | 5. right 4, up 1 (inside runs opposite to its sign, outside runs with it. vertex (0, 0) to (4, 1).) / 6. y = f(x - 3) + 4 (input 2 to 5 is right 3: f(x - 3). output 5 to 9 is up 4: + 4 outside. check: f(5 - 3) + 4 = 9.) / 7. no (plain style limits where imagery comes from (scripture) and how it is worded (household words). it never bans imagery.) / 8. plot summary (you can confirm it just by asking whether the events happened. a theme is a claim someone could dispute.) 8. [question] questions 9 and 10 | 9. name the staple crops of the South Carolina and Georgia lowcountry, and the geography that made them possible / 10. Maryland borders Pennsylvania and Delaware. which colonial region, and on what basis? 9. [answer] answers 9 and 10 | 9. rice and indigo, on tidal swamp (fields embanked, flooded and drained on the tide, in a long warm season. tobacco needs none of that.) / 10. Southern, by economy (regions are groupings by economy, not latitude. Chesapeake tobacco on plantations that shipped from their own wharves.) |