Topic 3 · Physical properties — the scripts

What you are deciding: go-ahead for video generation on this topic, card by card.

Out of scope: articles and PP100 items (not on this page).

Here: the intro video, 5 lesson videos (2 marked by the author as “could do without a video”) and the summary video, in teaching order. Each card: the script, the attached question, then the quiz the student meets after the video.

How: tap one button per card. Taps and notes save as you go and are sent; the Notes tab shows what has gone and re-sends.

Intro video · teaches nothing, opens the question97 words · about 0:48

Introduction: Physical properties

Script

Say	Screen
Here is a metal spoon.	[a metal spoon]
Ava says the spoon is shiny and hard, and cold to touch.	[AVA; chips: SHINY, HARD, COLD]
Ben says the spoon is his favorite, and it cost two dollars.	[BEN; chips: MY FAVORITE, $2]
Both students are telling the truth.	[ticks on both lists]
But which of those facts belong to the spoon itself, and how would you measure the ones that do?	[question mark over the spoon; a balance and a tall glass tube appear, unlabeled]
Every material has facts like these that belong to it.	[a glass of water and a pan of soup join the spoon, unlabeled]
To find out, we will look at which facts belong to a material, and how to measure them.	[the spoon with the balance and the tube]
Okay, so are you ready to find out which facts belong to the spoon itself?	[the three replies appear]

The ready line's poll — the attached item (no key; the intro teaches nothing)

video

Okay, so are you ready to find out which facts belong to the spoon itself?

A Yes, let's go! — Great. Here we go.
B Not sure yet — That's fine. We take it one property at a time.
C Let me watch that again — Good idea. Watch it again, then come back.

Answer

No key. A poll: every reply is accepted with its friendly line.

Your note · the intro video

What to judge

Is this content better than the current alternative students have (PhysicsGraph / Edmentum)?

8/10 on:

Clear and concise language
Physics accuracy (read as chemistry accuracy here; his line as pasted for HS Physics)
No "clangers" (content that causes a problematic misconception)
Appropriate questions
Initial testing
Expansion into harder questions (no exam)
The tasks should use similar language to that of the lesson

Gut check: better than the alternative? Would a student benefit? Full criteria

Lesson 1 of 5Author: could do without a video199 words · about 1:40

What a physical property is

MAT-005 · What a physical property is — Sort a list of characteristics into physical properties and things that are not physical properties.

Script

Say	Screen
Two students describe the same metal spoon.	[a metal spoon; AVA on the left, BEN on the right]
Ava says the spoon is shiny, hard, and cold to touch.	[chips under Ava, one per word: SHINY, HARD, COLD TO TOUCH]
Ava measures the spoon. It is 15 centimeters long, and on a balance it reads 40 grams.	[ruler along the spoon: 15 cm; balance readout: 40 g; chips: 15 cm LONG, MASS 40 g]
Ben says the spoon is his favorite, a present, and cost two dollars last year.	[chips under Ben: MY FAVORITE, A PRESENT, COST $2, BOUGHT LAST YEAR]
Now imagine a stranger finds the spoon: which facts would still be true?	[a stranger picks the spoon up; question mark]
The stranger can see the shine, feel the hardness and the cold, and measure the length and the mass.	[ticks appear on Ava's five chips; they slide into a column headed PHYSICAL PROPERTIES]
The stranger cannot tell the owner, the price, or when Ben bought it.	[crosses on Ben's four chips]
Those facts are about Ben, not the spoon.	[Ben's chips slide into a column headed NOT PHYSICAL PROPERTIES]
Something you can observe or measure about a material, without changing it into anything else, is called a physical property.	[chip: PHYSICAL PROPERTY]
Now consider a red rubber ball: anyone can see its color, so color is a physical property.	[red ball; chip: RED; tick]
Nobody can tell its owner by looking or measuring, so the owner is not a physical property.	[chip: OWNER; cross]
So, here's what we've seen. A physical property is something you can observe or measure about a material without changing it into anything else.	[the rule slide: the sorted table, PHYSICAL PROPERTIES and NOT PHYSICAL PROPERTIES; nothing else printed]
So shiny, hard, cold, 15 centimeters and 40 grams are the spoon's physical properties.	[the left column highlighted]
Okay, now your turn.	[the rule slide's images hold; closing screen: one line — “A physical property is something you can observe or measure about a material without changing it into anything else.”]

“Okay, now your turn.” — the attached question

video

A student says his spoon cost two dollars. Is the price a physical property of the spoon?

A The price is a physical property of the spoon.
B The price is not a physical property of the spoon.

Answer

Key: B — The price is not a physical property of the spoon.

The price is about the owner and the store.
Nobody can find it by looking at the spoon or measuring it.
So the price is not a physical property.

Feedback per option

A Nobody can find the price by looking at the spoon or measuring it. The price is about the owner.
B Nobody can find the price by looking at the spoon or measuring it.

Quiz after the video — the mastery check, 12 items

Q1recall

Is a wooden desk matter?

A yes
B no

Answer

Key: A — yes

Anything that has mass and takes up space is matter.
The desk has mass and takes up space.
So the desk is matter.

Feedback per option

A The desk has mass and takes up space.
B The desk has mass and takes up space, so the desk is matter.

Q2term

What do scientists call something you can observe or measure about a material without changing it into anything else?

Typed answer

Answer

Accepted: physical property · a physical property · physical properties

Something you can observe or measure about a material without changing it into anything else is called a physical property.

Q3term

What is a physical property?

A a change that turns a material into something else
B something you can observe or measure about a material without changing it into anything else
C a fact about who owns a material or what it cost

Answer

Key: B — something you can observe or measure about a material without changing it into anything else

A physical property is something you can observe or measure about a material without changing it into anything else.

Feedback per option

A A physical property is checked without changing the material into anything else.
B A physical property is something you can observe or measure about a material without changing it into anything else.
C The owner and the price are facts about people. A physical property belongs to the material itself.

Q4fluency

A fire truck is red. Is the truck's color a physical property?

A yes
B no

Answer

Key: A — yes

Anyone can see that the truck is red.
Looking does not change the truck into anything else.
So the color is a physical property.

Feedback per option

A Anyone can see the color without changing the truck.
B Anyone can see the color without changing the truck, so the color is a physical property.

Q5fluency

A bike cost 200 dollars. Is the price a physical property of the bike?

A yes
B no

Answer

Key: B — no

The price is about the buyer and the store.
Nobody can find the price by looking at the bike or measuring it.
So the price is not a physical property.

Feedback per option

A A price can be counted in dollars, but nobody can find it by looking at the bike or measuring the bike. The store sets it.
B Nobody can find the price by looking at the bike or measuring it, so the price is not a physical property.

Q6fluency

A cork floats on water. Is floating a physical property of the cork?

A yes
B no

Answer

Key: A — yes

Anyone can drop the cork in water and watch it float.
The cork does not change into anything else.
So floating is a physical property.

Feedback per option

A Anyone can drop the cork in water and watch it float.
B Anyone can drop the cork in water and watch it float, and the cork stays cork.

Q7fluency

A rose smells sweet. Is its smell a physical property of the rose?

A yes
B no

Answer

Key: A — yes

Anyone can smell the rose.
Smelling does not change the rose into anything else.
So the smell is a physical property.

Feedback per option

A Anyone can smell the rose without changing it into anything else.
B Anyone can smell the rose without changing it into anything else, so the smell is a physical property.

Q8fluency

A jacket was bought at the mall. Is the store a physical property of the jacket?

A yes
B no

Answer

Key: B — no

The store is about where the owner shopped.
Nobody can find the store by looking at the jacket or measuring it.
So the store is not a physical property.

Feedback per option

A The store is a fact about the jacket's owner, not the jacket. Nobody can find the store by looking at the jacket or measuring it.
B Nobody can find the store by looking at the jacket or measuring it, so the store is not a physical property.

Q9fluency

A hairbrush belongs to Sofia. Is the owner's name a physical property of the hairbrush?

A yes
B no

Answer

Key: B — no

The owner's name is about Sofia, not about the hairbrush.
Nobody can find the name by looking or measuring.
So the owner's name is not a physical property.

Feedback per option

A The owner's name is a fact about Sofia, not the hairbrush. Nobody can find it by looking at the hairbrush or measuring it.
B Nobody can find the owner by looking at the hairbrush or measuring it, so the owner's name is not a physical property.

Q10fluency

A magnet sticks to a steel door. Is sticking to steel a physical property of the magnet?

A yes
B no

Answer

Key: A — yes

Anyone can hold the magnet to a steel door and watch it stick.
Sticking does not change the magnet into anything else.
So sticking to steel is a physical property.

Feedback per option

A Anyone can hold the magnet to steel and watch it stick, and the magnet stays a magnet.
B Sticking to steel is something the magnet does, and anyone can watch it happen. The magnet stays a magnet, so sticking is a physical property.

Q11misconception

Mia says: "The mass of my backpack is a physical property." Is Mia correct?

A yes
B no

Answer

Key: A — yes

Anyone can put the backpack on a balance and read its mass.
Measuring does not change the backpack into anything else.
So the mass is a physical property, and Mia is correct.

Feedback per option

A Anyone can put the backpack on a balance and read its mass, and the backpack does not change.
B Mass is read from a balance, so it can be measured. The backpack does not change when it is measured, so mass is a physical property.

Q12misconception

Tom says: "The price of a guitar is a physical property, because you can measure it in dollars." Is Tom correct?

A yes
B no

Answer

Key: B — no

The price is about the buyer and the store.
Nobody can find the price by looking at the guitar or measuring it.
So the price is not a physical property.

Feedback per option

A Dollars measure the price, not the guitar. The store sets the price; nobody finds it by looking at the guitar or measuring it.
B A price is set by the store, not found by looking at the guitar or measuring it.

Your note · lesson 1: What a physical property is

What to judge

Is this content better than the current alternative students have (PhysicsGraph / Edmentum)?

8/10 on:

Clear and concise language
Physics accuracy (read as chemistry accuracy here; his line as pasted for HS Physics)
No "clangers" (content that causes a problematic misconception)
Appropriate questions
Initial testing
Expansion into harder questions (no exam)
The tasks should use similar language to that of the lesson

Gut check: better than the alternative? Would a student benefit? Full criteria

Lesson 2 of 5Author: could do without a video195 words · about 1:38

Mass: how much material, in grams

MAT-006 · Mass — Identify which of two objects has greater mass given balance readings or a fixed-volume comparison.

Script

Say	Screen
An apple on a balance reads 250 grams.	[apple on a balance; readout 250 g]
A big bag of feathers on the same balance also reads 250 grams.	[apple off; bag of feathers on; readout 250 g]
The bag is far bigger, so does it have more mass?	[the two side by side; question mark]
No, it does not.	[cross on the question mark]
The balance measures how much material is in the thing on it.	[arrow from the pan to the readout]
The amount of material in something is called its mass, measured in grams or kilograms.	[chip: MASS; chips: g, kg]
Both read 250 grams, so both have a mass of 250 grams.	[chips under both: MASS 250 g]
The bag takes up more room, but how much room a thing takes up is a different property.	[dashed outline around the bag; chip: SIZE IS A DIFFERENT PROPERTY]
Now consider two jars the same size: peanut butter and cotton balls.	[two identical jars]
The peanut butter reads 500 grams, and the cotton balls read 60 grams.	[readouts 500 g and 60 g]
They are the same size, but the peanut butter has far more mass.	[chip: SAME SIZE, MORE MASS under the peanut butter]
A small stone at 300 grams has more mass than a big sponge at 50 grams.	[stone 300 g; sponge 50 g]
So, mass is the amount of material in something.	[the rule slide: the two balances, apple and feathers, both at 250 g; chip MASS; nothing else printed]
A balance measures mass, in grams or kilograms.	[the balance readout; chips g, kg]
So the apple and the feathers both read 250 grams, and both have the same mass.	[the two balances]
The bag is bigger, but bigger does not mean more mass.	[chip: BIGGER IS NOT MORE MASS]
Okay, now your turn.	[the rule slide's images hold; closing screen: bullets — • Mass is the amount of material in something. • A balance measures mass, in grams or kilograms.]

“Okay, now your turn.” — the attached question

video

An apple and a big bag of feathers each read 250 g on a balance. Which has more mass?

A The apple has more mass.
B The bag of feathers has more mass.
C The apple and the bag have the same mass.

Answer

Key: C — The apple and the bag have the same mass.

Both read 250 g on the balance.
The two readings are the same, so the two masses are the same.
The bag is bigger, but size is a different property.

Feedback per option

A The two readings are the same.
B The bag is bigger, but the two readings are the same.
C The two readings are the same, so the two masses are the same.

Quiz after the video — the mastery check, 11 items

Q1recall

A balance reads 900 g for a textbook. What does that reading tell you?

A how big the textbook is
B how much material is in the textbook
C how hot the textbook is

Answer

Key: B — how much material is in the textbook

A balance measures how much material is in the thing on it.
The reading of 900 g is the amount of material in the textbook.

Feedback per option

A A balance does not measure size.
B A balance measures how much material is in the thing on it.
C A thermometer measures temperature, not a balance.

Q2term

A balance measures the amount of material in something. What is that amount called?

Typed answer

Answer

Accepted: mass · its mass · the mass

The amount of material in something is called its mass.

Q3term

Which unit does a balance use for mass?

A centimeters (cm)
B degrees Celsius (°C)
C grams (g)

Answer

Key: C — grams (g)

A balance measures mass in grams (g) or kilograms (kg).

Feedback per option

A Centimeters measure length.
B Degrees Celsius measure temperature.
C A balance measures mass in grams or kilograms.

Q4fluency

Which has more mass, the pumpkin or the melon?

A The pumpkin has more mass.
B The melon has more mass.
C The pumpkin and the melon have the same mass.

Answer

Key: A — The pumpkin has more mass.

A bigger balance reading means more mass.
The pumpkin reads 4 kg and the melon reads 2 kg.
So the pumpkin has more mass.

Feedback per option

A A bigger balance reading means more mass.
B The melon reads less, so the melon has less mass.
C The two readings differ, so the masses differ.

Q5fluency

Which has more mass, the pillow or the hammer?

A The pillow has more mass.
B The hammer has more mass.
C The pillow and the hammer have the same mass.

Answer

Key: C — The pillow and the hammer have the same mass.

The pillow and the hammer both read 800 g.
The two readings are the same, so the two masses are the same.
The pillow is bigger, but size is a different property.

Feedback per option

A The pillow is bigger, but the two readings are the same.
B The hammer is smaller, but the two readings are the same.
C The two readings are the same, so the two masses are the same.

Q6fluency

Which has more mass, the bowling ball or the exercise ball?

A The bowling ball has more mass.
B The exercise ball has more mass.
C The two balls have the same mass.

Answer

Key: A — The bowling ball has more mass.

A bigger balance reading means more mass.
The bowling ball reads 6 kg and the exercise ball reads 1 kg.
So the bowling ball has more mass, though the exercise ball is bigger.

Feedback per option

A A bigger balance reading means more mass.
B The exercise ball is bigger, but it reads less, so it has less mass.
C The two readings differ, so the masses differ.

Q7fluency

Which has more mass, the bag of marshmallows or the jar of jam?

A The bag of marshmallows has more mass.
B The jar of jam has more mass.
C The bag and the jar have the same mass.

Answer

Key: B — The jar of jam has more mass.

A bigger balance reading means more mass.
The jar of jam reads 500 g and the bag reads 300 g.
So the jar of jam has more mass, though the bag is bigger.

Feedback per option

A The bag is bigger, but it reads less.
B A bigger balance reading means more mass, whatever the size.
C The two readings differ, so the masses differ.

Q8fluency

Which has more mass, the bag of dog food or the toolbox?

A The bag of dog food has more mass.
B The toolbox has more mass.
C The bag and the toolbox have the same mass.

Answer

Key: B — The toolbox has more mass.

A bigger balance reading means more mass.
The toolbox reads 7 kg and the bag reads 5 kg.
So the toolbox has more mass.

Feedback per option

A The bag reads less, so the bag has less mass.
B A bigger balance reading means more mass.
C The two readings differ, so the masses differ.

Q9fluency

Which has more mass, the laptop or the bag of oranges?

A The laptop has more mass.
B The bag of oranges has more mass.
C The laptop and the bag have the same mass.

Answer

Key: C — The laptop and the bag have the same mass.

The laptop and the bag of oranges both read 2 kg.
The two readings are the same, so the two masses are the same.

Feedback per option

A The laptop may seem to have more mass, but both read 2 kg. The two readings are the same.
B The bag of oranges may seem to have more mass, but both read 2 kg. The two readings are the same.
C The two readings are the same, so the two masses are the same.

Q10transfer

Two blocks are the same size and shape. Which has more mass, the iron block or the wooden block?

A The iron block has more mass.
B The wooden block has more mass.
C The two blocks have the same mass.

Answer

Key: A — The iron block has more mass.

The two blocks are the same size.
The iron block reads 700 g and the wooden block reads 60 g.
A bigger balance reading means more mass, so the iron block has more mass.

Feedback per option

A The blocks are the same size, but the balance reads more for the iron.
B The wooden block reads far less.
C Same size does not mean same mass. The readings differ.

Q11misconception

A big bag of chips reads 150 g. A small can of beans reads 400 g. Kai says: "The bag of chips must have more mass, because it is bigger." Is Kai correct?

A yes
B no

Answer

Key: B — no

Only the balance reading shows which has more mass.
The can of beans reads 400 g and the bag reads 150 g.
So the can has more mass, though the bag is bigger.

Feedback per option

A Bigger does not mean more mass. The can reads 400 g and the bag reads 150 g, so the can has more mass.
B Size is a different property from mass. The can reads more, so the can has more mass.

Your note · lesson 2: Mass: how much material, in grams

What to judge

Is this content better than the current alternative students have (PhysicsGraph / Edmentum)?

8/10 on:

Clear and concise language
Physics accuracy (read as chemistry accuracy here; his line as pasted for HS Physics)
No "clangers" (content that causes a problematic misconception)
Appropriate questions
Initial testing
Expansion into harder questions (no exam)
The tasks should use similar language to that of the lesson

Gut check: better than the alternative? Would a student benefit? Full criteria

Lesson 3 of 5Author: definitely a video199 words · about 1:40

Volume: how much space, in milliliters

MAT-007 · Volume — Identify which of two objects has greater volume given a fixed-mass comparison or a graduated cylinder reading.

Script

Say	Screen
Here is a student with a tall thin glass of water and a short wide one.	[the two glasses side by side]
The tall glass looks fuller.	[chip: LOOKS LIKE MORE over the tall glass]
She pours the tall glass's water into a tall tube with a scale up its side, called a graduated cylinder.	[a graduated cylinder; the first pour; chip: GRADUATED CYLINDER]
The water settles at 150 milliliters.	[the level rises and settles on the 150 mark]
She empties it and pours in the wide glass's water: this time, 250 milliliters.	[cylinder empties; second pour; level settles on the 250 mark]
The wide glass held more, so why were her eyes wrong?	[question mark over the two glasses]
Her eyes judged height.	[dashed lines at the two water levels]
The amount of space something takes up is called its volume.	[chip: VOLUME]
A high level in a thin glass can be a small volume, and a low level in a wide glass a large one.	[tall glass: thin column outlined; wide glass: wide pool outlined]
Each numbered mark here is 50 milliliters more than the one below.	[zoom on the scale; marks 0 to 300 highlighted in turn; chip: mL]
The small mark halfway between two numbered marks is 25 milliliters more than the lower one.	[zoom: the small mark between 200 and 250; label 225 mL]
Let the liquid settle, find its flat top, and read it against the nearest mark.	[dashed line across the flat top to the 150 mark]
Write each number with its unit: 150 milliliters and 250 milliliters.	[labels: 150 mL, 250 mL]
So, volume is the amount of space something takes up.	[the rule slide: the two cylinders at 150 mL and 250 mL; chip VOLUME; nothing else printed]
A graduated cylinder measures the volume of a liquid in milliliters.	[the cylinder; chip mL]
So her eyes judged height, and the cylinder measured volume.	[the two glasses beside their two cylinders: 150 mL, 250 mL]
Okay, now your turn.	[the rule slide's images hold; closing screen: bullets — • Volume is the amount of space something takes up. • A graduated cylinder measures the volume of a liquid in milliliters.]

“Okay, now your turn.” — the attached question

video

In a graduated cylinder, water from a wide glass reads 250 mL and water from a tall glass reads 150 mL. Which glass holds more water?

A The tall glass holds more water.
B The wide glass holds more water.

Answer

Key: B — The wide glass holds more water.

The graduated cylinder reads 250 mL for the wide glass and 150 mL for the tall glass.
250 mL is more, so the wide glass holds more water.

Feedback per option

A The tall glass looks fuller, but its water reads only 150 mL.
B 250 mL is more than 150 mL, so the wide glass holds the larger volume.

Quiz after the video — the mastery check, 11 items

Q1recall

A student pours grape juice from a tall glass into a wide bowl. Does the amount of juice change?

A yes
B no

Answer

Key: B — no

A liquid takes the shape of its container.
The amount of liquid does not change when it is poured.
So the amount of juice stays the same.

Feedback per option

A A liquid takes the shape of its container, but the amount of liquid stays the same.
B The juice takes the bowl's shape, but the amount of juice stays the same.

Q2term

What is the amount of space something takes up called?

Typed answer

Answer

Accepted: volume · its volume · the volume

The amount of space something takes up is called its volume.

Q3term

What is volume?

A the amount of material in something
B how tall something is
C the amount of space something takes up

Answer

Key: C — the amount of space something takes up

Volume is the amount of space something takes up.

Feedback per option

A The amount of material in something is its mass. Volume is the amount of space it takes up.
B Height is one length. Volume is the amount of space something takes up.
C Volume is the amount of space something takes up.

Q4scaffold

Apple juice is poured into a graduated cylinder. What do you read against the scale?

A the flat top of the juice
B the highest splash on the glass
C the top edge of the cylinder

Answer

Key: A — the flat top of the juice

Let the liquid settle.
Find the flat top of the liquid.
Read the flat top against the nearest mark on the scale.

Feedback per option

A Let the liquid settle, then read its flat top against the nearest mark.
B Splashes are not the level. Read the flat top of the settled liquid.
C The top edge is part of the cylinder, not the liquid. Read the flat top of the liquid.

Q5scaffold

Cranberry juice has settled in the graduated cylinder in the drawing. What is the volume of the juice, in mL?

Typed answer

Answer

Accepted: 200 · 200 mL · 200 ml · 200 milliliters

Find the flat top of the juice.
The flat top sits exactly on the 200 mark.
So the volume is 200 mL.

Q6scaffold

Rainwater has settled in the graduated cylinder in the drawing. What is the volume of the rainwater, in mL?

Typed answer

Answer

Accepted: 75 · 75 mL · 75 ml · 75 milliliters

Find the flat top of the rainwater.
The flat top sits on the small mark halfway between 50 and 100.
Halfway between 50 mL and 100 mL is 75 mL.

Q7fluency

Which held more pineapple juice, the can or the carton?

A The can held more.
B The carton held more.
C The can and the carton held the same.

Answer

Key: A — The can held more.

The can's juice reads 275 mL, on the small mark halfway between 250 and 300.
The carton's juice reads 250 mL.
275 mL is more than 250 mL, so the can held more.

Feedback per option

A A higher reading means a larger volume.
B The carton's juice reads 250 mL, less than 275 mL, so the carton held less.
C The two readings differ, so the volumes differ.

Q8fluency

Which bottle held more mouthwash, the tall bottle or the wide bottle?

A The tall bottle held more.
B The wide bottle held more.
C The two bottles held the same.

Answer

Key: B — The wide bottle held more.

The reading on the graduated cylinder shows which held more, not the shape of the bottle.
The wide bottle's mouthwash reads 150 mL, and the tall bottle's reads 125 mL.
150 mL is more than 125 mL, so the wide bottle held more.

Feedback per option

A The tall bottle's mouthwash reads 125 mL, less than 150 mL, so the tall bottle held less.
B A higher reading means a larger volume, whatever the bottle's shape.
C The two readings differ, so the volumes differ.

Q9fluency

Which bottle held more dish soap, the blue bottle or the green bottle?

A The blue bottle held more.
B The green bottle held more.
C The two bottles held the same.

Answer

Key: C — The two bottles held the same.

Both readings sit on the small mark halfway between 250 and 300, so both are 275 mL.
The two readings are the same, so the two volumes are the same.

Feedback per option

A The blue bottle may look as if it held more, but both readings sit at 275 mL. The two readings are the same.
B The green bottle may look as if it held more, but both readings sit at 275 mL. The two readings are the same.
C The two readings are the same, so the two volumes are the same.

Q10fluency

Which bottle held more cough syrup, the large clear bottle or the small brown bottle?

A The large clear bottle held more.
B The small brown bottle held more.
C The two bottles held the same.

Answer

Key: B — The small brown bottle held more.

The reading on the graduated cylinder shows which held more, not the size of the bottle.
The small brown bottle's syrup reads 75 mL, and the large clear bottle's reads 50 mL.
75 mL is more than 50 mL, so the small brown bottle held more.

Feedback per option

A The large bottle's syrup reads 50 mL, less than 75 mL, so the large bottle held less.
B A higher reading means a larger volume, even from the smaller-looking bottle.
C The two readings differ, so the volumes differ.

Q11misconception

Lucas pours the water from a tall thin pitcher into a graduated cylinder, and the water reads 350 mL. The water from a low bowl reads 600 mL. Lucas says: "The pitcher holds more, because the water is higher in it." Is Lucas correct?

A yes
B no

Answer

Key: B — no

Eyes judge the height of the water, not its volume.
The bowl's water reads 600 mL and the pitcher's reads 350 mL.
So the bowl holds the larger volume.

Feedback per option

A Higher water is not more water. The bowl's water reads 600 mL and the pitcher's reads 350 mL, so the bowl holds more.
B The height of the water is not its volume. The bowl's water reads 600 mL, more than 350 mL.

Your note · lesson 3: Volume: how much space, in milliliters

What to judge

Is this content better than the current alternative students have (PhysicsGraph / Edmentum)?

8/10 on:

Clear and concise language
Physics accuracy (read as chemistry accuracy here; his line as pasted for HS Physics)
No "clangers" (content that causes a problematic misconception)
Appropriate questions
Initial testing
Expansion into harder questions (no exam)
The tasks should use similar language to that of the lesson

Gut check: better than the alternative? Would a student benefit? Full criteria

Lesson 4 of 5Author: definitely a video199 words · about 1:40

Does it dissolve? Soluble and insoluble

MAT-012 · Solubility as a property — Classify a substance as soluble or insoluble in water based on whether it dissolves.

Script

Say	Screen
A student stirs a spoonful of sugar into water.	[glass of water; spoon stirs; sugar grains fall in]
The grains disappear, and the water looks clear.	[grains shrink to nothing; clear glass]
She stirs a spoonful of sand into a second glass.	[second glass; sand falls in; spoon stirs]
The sand sits on the bottom, however long she stirs.	[sand swirls, settles; timer runs on]
Why do sugar and sand behave so differently?	[question mark between the glasses]
The sugar breaks apart, and the sand does not.	[magnifier over each glass]
In the water, the sugar breaks apart into particles far too small to see.	[magnifier over the sugar water: a grain breaks into dark circles among light circles; chip: LOOKS CLEAR]
But the water tastes sweet, so the sugar is still there.	[chips: TASTES SWEET, STILL THERE]
Breaking into particles too small to see and spreading through the water is called dissolving.	[chip: DISSOLVES; dark circles spread through the glass]
A material that dissolves in water is called soluble.	[chip: SOLUBLE; tick on the sugar glass]
The sand grains stay whole and sink to the bottom.	[magnifier over the sand glass: whole grains on the bottom]
A material that does not dissolve in water is called insoluble.	[chip: INSOLUBLE; cross on the sand glass]
Salt disappears too, so salt is soluble.	[salt glass clears; tick: SOLUBLE]
Chalk dust clouds the water, then settles, so chalk is insoluble.	[cloudy glass clears from the top; chalk on the bottom; cross: INSOLUBLE]
Watching whether a material dissolves does not change it into anything else, so soluble or insoluble is a physical property.	[table: soluble \| insoluble; chip: PHYSICAL PROPERTY]
So, here's what we've seen. A material that dissolves in water is called soluble.	[the rule slide: the two glasses; chip SOLUBLE on the sugar glass; nothing else printed]
A material that does not dissolve in water is called insoluble.	[chip INSOLUBLE on the sand glass]
So sugar is soluble, and sand is insoluble.	[the two glasses with their labels]
Okay, now your turn.	[the rule slide's images hold; closing screen: bullets — • A material that dissolves in water is called soluble. • A material that does not dissolve in water is called insoluble.]

“Okay, now your turn.” — the attached question

video

A student stirs sand into water, and the sand sits on the bottom. Is sand soluble or insoluble?

A soluble
B insoluble

Answer

Key: B — insoluble

The sand does not dissolve, however long she stirs.
A material that does not dissolve in water is called insoluble.

Feedback per option

A The sand does not dissolve. It sits on the bottom.
B The sand does not dissolve, so sand is insoluble.

Quiz after the video — the mastery check, 12 items

Q1recall

A spoonful of cinnamon is made of…

A particles far too small to see
B one single piece with nothing smaller inside it

Answer

Key: A — particles far too small to see

Cinnamon is matter.
All matter is made of particles far too small to see.

Feedback per option

A All matter is made of particles far too small to see.
B Cinnamon is matter, and all matter is made of particles far too small to see.

Q2term

A material that dissolves in water is called…

Typed answer

Answer

Accepted: soluble

A material that dissolves in water is called soluble.

Q3term

A material that does not dissolve in water is called…

Typed answer

Answer

Accepted: insoluble

A material that does not dissolve in water is called insoluble.

Q4term

A material is soluble in water. What does that mean?

A The material sinks to the bottom of the water.
B The material floats on top of the water.
C The material dissolves in the water.

Answer

Key: C — The material dissolves in the water.

A material that dissolves in water is called soluble.
So a soluble material dissolves in the water.

Feedback per option

A A material that sinks and stays whole has not dissolved.
B A material that floats and stays whole has not dissolved.
C Soluble means the material dissolves in water.

Q5term

A material is insoluble in water. What does that mean?

A The material dissolves in the water.
B The material does not dissolve in the water.
C The material floats on top of the water.

Answer

Key: B — The material does not dissolve in the water.

A material that does not dissolve in water is called insoluble.
So an insoluble material does not dissolve in the water.

Feedback per option

A A material that dissolves in water is soluble.
B Insoluble means the material does not dissolve in water.
C Floating or sinking does not decide it. Insoluble means the material does not dissolve.

Q6fluency

Instant coffee is stirred into hot water. The grains vanish, and the water turns brown all through. Is instant coffee soluble or insoluble?

A soluble
B insoluble

Answer

Key: A — soluble

The coffee grains broke into particles too small to see.
The particles spread through the water.
So instant coffee is soluble.

Feedback per option

A The grains vanished and spread through the water, so the coffee dissolved.
B Brown water is not solid left behind. The grains vanished and spread through the water, so the coffee dissolved.

Q7fluency

Sawdust is stirred into water. Every piece can still be seen. Is sawdust soluble or insoluble?

A soluble
B insoluble

Answer

Key: B — insoluble

The sawdust did not break into particles too small to see.
Every piece stays big enough to see.
So sawdust is insoluble.

Feedback per option

A The sawdust did not dissolve. Every piece can still be seen.
B Every piece can still be seen, so the sawdust did not dissolve.

Q8fluency

Gravel is stirred into water. The stones sit on the bottom. Is gravel soluble or insoluble?

A soluble
B insoluble

Answer

Key: B — insoluble

The gravel stones stay whole and big enough to see.
They sit on the bottom.
So gravel is insoluble.

Feedback per option

A Stirring did not make the stones vanish. They stayed whole on the bottom, so they did not dissolve.
B The stones stayed whole on the bottom, so they did not dissolve.

Q9fluency

Baking soda is stirred into water. The powder vanishes, and the water looks clear. Is baking soda soluble or insoluble?

A soluble
B insoluble

Answer

Key: A — soluble

The baking soda broke into particles too small to see.
The particles spread through the water.
So baking soda is soluble.

Feedback per option

A The powder disappeared into the water, so it dissolved.
B Clear water does not mean the powder has gone from it. The powder disappeared into the water, so it dissolved.

Q10fluency

Gelatin dessert powder is stirred into hot water. The powder vanishes, and the water turns red all through. Is the powder soluble or insoluble?

A soluble
B insoluble

Answer

Key: A — soluble

The gelatin powder broke into particles too small to see.
The particles spread through the water.
So the powder is soluble.

Feedback per option

A The powder vanished and spread through the water, so it dissolved.
B Red water is not solid left behind. The powder vanished and spread through the water, so it dissolved.

Q11fluency

Glitter is stirred into water. Every piece can still be seen. Is glitter soluble or insoluble?

A soluble
B insoluble

Answer

Key: B — insoluble

The glitter pieces stay whole and big enough to see.
So glitter is insoluble.

Feedback per option

A Stirring spread the glitter around, but every piece can still be seen. The glitter did not dissolve.
B Every piece can still be seen, so the glitter did not dissolve.

Q12misconception

Nina stirs a sweetener tablet into her hot cider, and the tablet disappears. Nina says: "The sweetener has gone; nothing from the tablet is in the cider now." Is Nina correct?

A yes
B no

Answer

Key: B — no

The sweetener dissolved.
The tablet broke into particles too small to see.
The particles spread through the cider.
The cider tastes sweeter, so the sweetener is still there.

Feedback per option

A The tablet vanished from sight, not from the cider. The sweetener is still there as particles too small to see, so the cider tastes sweeter.
B The sweetener is still in the cider, as particles too small to see. The cider tastes sweeter.

Your note · lesson 4: Does it dissolve? Soluble and insoluble

What to judge

Is this content better than the current alternative students have (PhysicsGraph / Edmentum)?

8/10 on:

Clear and concise language
Physics accuracy (read as chemistry accuracy here; his line as pasted for HS Physics)
No "clangers" (content that causes a problematic misconception)
Appropriate questions
Initial testing
Expansion into harder questions (no exam)
The tasks should use similar language to that of the lesson

Gut check: better than the alternative? Would a student benefit? Full criteria

Lesson 5 of 5Author: definitely a video193 words · about 1:36

Conductors and insulators

MAT-013 · Conductors and insulators — Sort materials into thermal and electrical conductors or insulators based on their properties.

Script

Say	Screen
A student leaves a steel spoon and a wooden spoon in a pan of hot soup.	[pan of soup; two spoons, handles up; labels STEEL, WOOD]
After a minute the steel handle is too hot to hold, but the wooden handle is cool.	[timer runs one minute; chips: TOO HOT TO HOLD over the steel; STILL COOL over the wood]
Why did only the steel handle get hot?	[question mark]
Steel lets heat through easily, so the hot soup heats the handle too.	[arrows climb the steel handle; the handle glows]
Wood hardly lets heat through, so the wooden handle stays cool.	[no arrows on the wooden handle]
A material that lets heat through easily is called a conductor: steel is a conductor.	[chip: CONDUCTOR under the steel spoon]
A material that hardly lets heat through is called an insulator: wood is an insulator.	[chip: INSULATOR under the wooden spoon]
Copper gets hot too, so copper is a conductor.	[two more spoons: COPPER with arrows, chip CONDUCTOR]
Plastic stays cool, so plastic is an insulator.	[PLASTIC, chip INSULATOR]
For electricity, she puts each material in a simple circuit: if the bulb lights, the material lets electricity through.	[chip: ELECTRICITY; battery, bulb, two clips; a gap between the clips]
Copper lights the bulb, and plastic leaves it dark.	[copper strip: bulb lights, tick; plastic strip: bulb dark, cross]
Steel lights it too; wood does not.	[table fills: steel yes yes; copper yes yes; wood no no; plastic no no]
Steel and copper are metals, and metals conduct both.	[table rows highlighted: METALS]
Wood and plastic conduct neither.	[table rows highlighted: WOOD and PLASTIC]
So, here's what we've seen. A material that lets heat or electricity pass through easily is called a conductor.	[the rule slide: the two spoons and the circuit; chip CONDUCTOR; nothing else printed]
A material that does not is called an insulator.	[chip INSULATOR]
Okay, now your turn.	[the rule slide's images hold; closing screen: bullets — • A material that lets heat or electricity pass through easily is called a conductor. • A material that does not is called an insulator.]

“Okay, now your turn.” — the attached question

video

A steel spoon and a wooden spoon stand in a pan of hot soup. Which handle gets too hot to hold?

A The steel handle gets too hot to hold.
B The wooden handle gets too hot to hold.

Answer

Key: A — The steel handle gets too hot to hold.

Steel lets heat through easily, so the hot soup heats the steel handle.
Wood is an insulator, so the wooden handle stays cool.

Feedback per option

A Steel lets heat through easily. Steel is a conductor.
B Wood hardly lets heat through. The wooden handle stays cool.

Quiz after the video — the mastery check, 12 items

Q1recall

A ceramic bowl is white. Is the bowl's color a physical property?

A yes
B no

Answer

Key: A — yes

Anyone can see that the bowl is white.
Looking does not change the bowl into anything else.
So the color is a physical property.

Feedback per option

A Anyone can see the color without changing the bowl into anything else.
B Anyone can see the color without changing the bowl into anything else, so the color is a physical property.

Q2term

A material that lets heat or electricity pass through easily is called a…

Typed answer

Answer

Accepted: conductor · a conductor

A material that lets heat or electricity pass through easily is called a conductor.

Q3term

What is an insulator?

A a material that lets heat or electricity pass through easily
B a material that does not let heat or electricity pass through easily
C a material that dissolves in water

Answer

Key: B — a material that does not let heat or electricity pass through easily

A material that does not let heat or electricity pass through easily is called an insulator.

Feedback per option

A A material that lets heat or electricity through easily is a conductor.
B An insulator does not let heat or electricity pass through easily.
C A material that dissolves in water is soluble. An insulator does not let heat or electricity through.

Q4fluency

Aluminum foil around a hot baked potato gets hot in seconds. Is aluminum a conductor or an insulator of heat?

A conductor
B insulator

Answer

Key: A — conductor

Heat traveled quickly from the potato through the foil.
Aluminum lets heat through easily.
So aluminum is a conductor.

Feedback per option

A Heat traveled quickly through the foil.
B Heat traveled quickly through the foil, so aluminum lets heat through easily.

Q5fluency

A rubber glove between the clips leaves the bulb dark. Is rubber a conductor or an insulator of electricity?

A conductor
B insulator

Answer

Key: B — insulator

The bulb stays dark.
So the rubber does not let electricity through.
Rubber is an insulator.

Feedback per option

A The bulb stayed dark, so no electricity got through the rubber. Rubber is an insulator.
B The bulb stayed dark, so the rubber did not let electricity through.

Q6fluency

A clay flowerpot pressed against a hot pipe stays cool on its far side. Is clay a conductor or an insulator of heat?

A conductor
B insulator

Answer

Key: B — insulator

Heat hardly traveled through the clay pot.
Clay does not let heat through easily.
So clay is an insulator.

Feedback per option

A Heat hardly traveled through the clay.
B Heat hardly traveled through the clay, so clay does not let heat through easily.

Q7fluency

An iron nail between the clips lights the bulb. Is iron a conductor or an insulator of electricity?

A conductor
B insulator

Answer

Key: A — conductor

The bulb lights.
So the iron lets electricity through.
Iron is a conductor.

Feedback per option

A The bulb lit, so the iron let electricity through.
B An insulator would leave the bulb dark. The bulb lit, so the iron let electricity through.

Q8fluency

A silver bracelet between the clips lights the bulb. Is silver a conductor or an insulator of electricity?

A conductor
B insulator

Answer

Key: A — conductor

The bulb lights.
So the silver lets electricity through.
Silver is a conductor.

Feedback per option

A The bulb lit, so the silver let electricity through.
B An insulator would leave the bulb dark. The bulb lit, so the silver let electricity through.

Q9fluency

A cork held against a hot toaster stays cool on its far side. Is cork a conductor or an insulator of heat?

A conductor
B insulator

Answer

Key: B — insulator

Heat hardly traveled through the cork.
Cork does not let heat through easily.
So cork is an insulator.

Feedback per option

A Heat hardly traveled through the cork.
B Heat hardly traveled through the cork, so cork does not let heat through easily.

Q10fluency

A wool sock pulled over a bottle of hot water stays cool on the outside. Is wool a conductor or an insulator of heat?

A conductor
B insulator

Answer

Key: B — insulator

Heat hardly traveled through the wool sock to its outside.
Wool does not let heat through easily.
So wool is an insulator.

Feedback per option

A Heat hardly traveled through the wool.
B Heat hardly traveled through the wool, so wool does not let heat through easily.

Q11fluency

A gold necklace between the clips lights the bulb. Is gold a conductor or an insulator of electricity?

A conductor
B insulator

Answer

Key: A — conductor

The bulb lights.
So the gold lets electricity through.
Gold is a conductor.

Feedback per option

A The bulb lit, so the gold let electricity through.
B An insulator would leave the bulb dark. The bulb lit, so the gold let electricity through.

Q12misconception

Ella stirs a pot of hot pudding with a brass spoon, and the handle quickly gets too hot to hold. Brass is a metal. Ella says: "Brass lets heat through, so brass cannot let electricity through." Is Ella correct?

A yes
B no

Answer

Key: B — no

Heat traveled up the brass spoon, so brass lets heat through.
Brass is a metal.
Metals conduct both heat and electricity.
So brass lets electricity through as well as heat.

Feedback per option

A Letting heat through does not stop a metal letting electricity through. Brass is a metal, and metals conduct both.
B Brass is a metal, and metals conduct both heat and electricity.

Your note · lesson 5: Conductors and insulators

What to judge

Is this content better than the current alternative students have (PhysicsGraph / Edmentum)?

8/10 on:

Clear and concise language
Physics accuracy (read as chemistry accuracy here; his line as pasted for HS Physics)
No "clangers" (content that causes a problematic misconception)
Appropriate questions
Initial testing
Expansion into harder questions (no exam)
The tasks should use similar language to that of the lesson

Gut check: better than the alternative? Would a student benefit? Full criteria

Summary video · everything taught, in order, just before the PP100185 words · about 1:32

Summary: Physical properties

Script, part 1 (86 words)

Say	Screen
Here is everything we found out about physical properties.	[a still: the spoon, the balance, the graduated cylinder, the two glasses and the pan]
A physical property is something you can observe or measure about a material without changing it into anything else.	[chip: PHYSICAL PROPERTY]
Mass is the amount of material in something. A balance measures mass, in grams or kilograms.	[balance; chips: MASS, g, kg]
Volume is the amount of space something takes up. A graduated cylinder measures the volume of a liquid in milliliters.	[cylinder; chips: VOLUME, mL]
To read it, let the liquid settle, find its flat top, and read it against the nearest mark.	[dashed line at the flat top]
Okay, now your turn.	[the balance and the cylinder hold]

“Okay, now your turn.” — the check question between the parts

video

Which instrument measures the volume of a liquid?

A a balance
B a graduated cylinder
C a thermometer

Answer

Key: B — a graduated cylinder

A graduated cylinder measures the volume of a liquid in milliliters.

Feedback per option

A A balance measures mass.
B A graduated cylinder measures a liquid's volume, in milliliters.
C A thermometer measures temperature.

Script, part 2 (99 words)

Say	Screen
Here is everything we found out about dissolving and conducting.	[a still: the two glasses and the two spoons in the pan]
A material that dissolves in water is called soluble.	[chip: SOLUBLE]
A material that does not dissolve in water is called insoluble.	[chip: INSOLUBLE]
And soluble or insoluble is a physical property of the material.	[chip: PHYSICAL PROPERTY]
A material that lets heat or electricity pass through easily is called a conductor.	[chip: CONDUCTOR]
A material that does not is called an insulator.	[chip: INSULATOR]
To test for electricity, put the material in a simple circuit; if the bulb lights, the material lets electricity through.	[the circuit; bulb lit for copper, dark for plastic]
Metals conduct both heat and electricity; wood and plastic conduct neither.	[the four-material table]
Okay, now your turn.	[the table holds]

“Okay, now your turn.” — the two questions after part 2

video

Which of these is a physical property of a material?

A its price
B who owns it
C whether it dissolves in water

Answer

Key: C — whether it dissolves in water

Whether a material dissolves is something you can observe without changing it into anything else.
So soluble or insoluble is a physical property; the price and the owner are about people.

Feedback per option

A A price is about the buyer and the store.
B The owner is about a person, not the material.
C Anyone can stir the material into water and watch, without changing it into anything else.

video

A copper strip is put into a simple circuit, and the bulb lights. What is copper?

A a conductor
B an insulator

Answer

Key: A — a conductor

The bulb lights, so copper lets electricity through.
A material that lets electricity pass through easily is called a conductor.

Feedback per option

A Copper lets electricity through, so copper is a conductor.
B An insulator would leave the bulb dark.

Your note · the summary video

What to judge

Is this content better than the current alternative students have (PhysicsGraph / Edmentum)?

8/10 on:

Clear and concise language
Physics accuracy (read as chemistry accuracy here; his line as pasted for HS Physics)
No "clangers" (content that causes a problematic misconception)
Appropriate questions
Initial testing
Expansion into harder questions (no exam)
The tasks should use similar language to that of the lesson

Gut check: better than the alternative? Would a student benefit? Full criteria

Applied without asking

Rulings you have already given; in force on every card above, not re-asked.

Every video ends “Okay, now your turn.” with one easy, video-dependent question (the XP gate).
An intro video is at most 120 words and teaches nothing: it opens the question the topic answers.
A summary video is at most 300 words: everything taught, in order, just before the PP100.
A lesson script is at most 200 words.
Each lesson ships as both a video and an article; the article is not under review here.

The topic’s fixed wording (the lexicon the scripts repeat)

In a solid the particles are packed tightly, touching, in fixed positions. Each particle vibrates on the spot.
In a liquid the particles touch but have no fixed positions. They slide past one another.
In a gas the particles are far apart with empty space between them. They fly fast in every direction.
Heating makes particles move faster. Cooling makes them move more slowly.
A physical property is something you can observe or measure about a material without changing it into anything else.

Scripts, questions and quizzes are read from the course content as it stands today; the student site for this topic is here.