{"_meta":{"exportedAt":"2026-09-11T23:16:00.713Z","license":"CC-BY-4.0","source":"Quantum Learning Machines — LabPath K-16 STEM Platform","version":"1.0.0","description":"Open educational dataset for K-12 AI infrastructure research","citation":"QLM LabPath Dataset v1.0, Quantum Learning Machines, 2026"},"misconceptions":[{"id":"phys-mech-force-velocity","tier":"evaluation","domain":"physics","subdomain":"mechanics","gradeBands":["6-8","9-12"],"name":"Force means velocity","studentBelief":"A constant force on an object means it moves at a constant speed.","scientificReality":"A constant net force produces constant acceleration (F = ma). The object continuously speeds up, not moves at a fixed speed.","counterexample":"A ball rolling down a frictionless ramp accelerates the entire way down even though gravity is constant.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Halloun & Hestenes 1985, Common Sense Concepts and Force; Hestenes et al 1992, Force Concept Inventory","teacherIntervention":"Use a fan cart on an air track. Students predict speed at intervals and plot velocity vs. time to see the linear increase under constant force.","modes":["forcefield","buildlab","aerospacelab"]},{"id":"phys-mech-heavier-faster","tier":"evaluation","domain":"physics","subdomain":"mechanics","gradeBands":["3-5","6-8","9-12"],"name":"Heavier objects fall faster","studentBelief":"A heavier object always falls faster than a lighter one.","scientificReality":"In the absence of air resistance, all objects fall at the same rate (g ~ 9.8 m/s^2) regardless of mass. Air resistance can make lighter objects appear slower.","counterexample":"A hammer and a feather dropped on the Moon (no air) hit the ground at the same time, as demonstrated by Apollo 15 astronaut David Scott.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Halloun & Hestenes 1985; Hestenes et al 1992","teacherIntervention":"Drop two objects of different mass but similar shape and time them. Then discuss Apollo 15 footage.","modes":["forcefield","orbitlab","aerospacelab"]},{"id":"phys-mech-action-reaction-cancel","tier":"evaluation","domain":"physics","subdomain":"mechanics","gradeBands":["9-12"],"name":"Action-reaction forces cancel","studentBelief":"Newton's third law action-reaction pairs cancel each other out, so nothing should ever move.","scientificReality":"Action-reaction pairs act on different objects, so they never cancel. Forces cancel only when they act on the same object.","counterexample":"When you push off a wall, you accelerate backward. The wall pushes you (reaction) while you push the wall (action). They act on different bodies.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Halloun & Hestenes 1985; Hestenes et al 1992","teacherIntervention":"Use two spring scales connected together and pull from both ends. Identify which force acts on which object using free-body diagrams.","modes":["forcefield","buildlab"]},{"id":"phys-mech-impetus-theory","tier":"evaluation","domain":"physics","subdomain":"mechanics","gradeBands":["6-8","9-12"],"name":"Impetus theory of motion","studentBelief":"A thrown object carries an internal 'impetus' or force that keeps it moving and gradually runs out.","scientificReality":"Once released, no forward force acts on the object (ignoring air resistance). It continues moving due to inertia (Newton's first law), not an internal force.","counterexample":"A puck sliding on an air hockey table does not slow down appreciably because there is no friction — there is no 'impetus' draining away.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Halloun & Hestenes 1985; McCloskey 1983, Intuitive Physics","teacherIntervention":"Use a dry-ice puck on a smooth surface. After a single push, students observe the puck moves in a straight line at constant velocity with no 'impetus' force.","modes":["forcefield","aerospacelab"]},{"id":"phys-mech-gravity-needs-medium","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["6-8","9-12"],"name":"Gravity requires a medium","studentBelief":"Gravity needs air or some medium to work; there is no gravity in space.","scientificReality":"Gravity is a fundamental force that acts across a vacuum. The Moon orbits Earth through empty space purely due to gravity.","counterexample":"The International Space Station orbits Earth in near-vacuum; gravity is what keeps it in orbit (astronauts are in free fall, not zero gravity).","triggerPatterns":["no gravity in space","gravity needs air","gravity only on Earth"],"diagnosticQuestion":"If gravity requires air, how does the Moon stay in orbit around Earth through the vacuum of space?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Halloun & Hestenes 1985; Bar et al 1997, Children's Conceptions of Gravity","teacherIntervention":"Show ISS footage and ask students to identify the forces acting on it. Discuss why astronauts float (free fall) vs. zero gravity.","modes":["forcefield","orbitlab","stellarlab"]},{"id":"phys-mech-weight-equals-mass","tier":"evaluation","domain":"physics","subdomain":"mechanics","gradeBands":["6-8","9-12"],"name":"Weight and mass are the same","studentBelief":"Weight and mass are identical concepts.","scientificReality":"Mass is the quantity of matter (measured in kg), while weight is the gravitational force on that mass (W = mg, measured in N). Mass is constant; weight varies with gravitational field strength.","counterexample":"An astronaut has the same mass on the Moon as on Earth, but weighs about 1/6 as much on the Moon because g_Moon is approximately 1.6 m/s^2.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Halloun & Hestenes 1985; Galili & Lehavi 2003","teacherIntervention":"Have students measure the same object with a balance (mass) and a spring scale (weight). Discuss what would happen on different planets.","modes":["forcefield","orbitlab"]},{"id":"phys-mech-friction-always-bad","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["3-5","6-8"],"name":"Friction is always bad","studentBelief":"Friction is always a nuisance that wastes energy and should be eliminated.","scientificReality":"Friction is essential for walking, driving, gripping objects, writing, and many other activities. Without friction, you could not stand or move purposefully.","counterexample":"Try walking on a perfectly smooth ice rink — without friction, your feet slip and you cannot propel yourself forward.","triggerPatterns":["friction is bad","friction wastes energy","get rid of friction"],"diagnosticQuestion":"If we could completely eliminate friction from your shoes and the floor, what would happen when you tried to walk?","frequency":"high","persistence":"surface","severity":"minor","researchSource":"Driver et al 1994, Making Sense of Secondary Science","teacherIntervention":"Students list 10 everyday activities that depend on friction. Then discuss what would happen without it.","modes":["forcefield","buildlab","roboticslab"]},{"id":"phys-mech-normal-force-reaction","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["9-12"],"name":"Normal force is the reaction to gravity","studentBelief":"The normal force on a book sitting on a table is the Newton's third law reaction to gravity.","scientificReality":"The reaction to Earth pulling the book down is the book pulling Earth up. The normal force is a separate contact force from the table, arising from electromagnetic repulsion of surface atoms.","counterexample":"Place a book on a scale on a table. Push down on the book — the normal force increases, but gravity on the book has not changed. They are independent forces.","triggerPatterns":["normal force is reaction to gravity","table pushes up because gravity pulls down","third law pair with weight"],"diagnosticQuestion":"If the normal force is the reaction to gravity, why does the normal force change when you push down on the book while gravity stays the same?","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Hestenes et al 1992; Minstrell 1982","teacherIntervention":"Draw free-body diagrams and explicitly label the third-law partner for each force, identifying which bodies they act on.","modes":["forcefield"]},{"id":"phys-mech-acceleration-means-speeding-up","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["6-8","9-12"],"name":"Acceleration only means speeding up","studentBelief":"Acceleration always means going faster.","scientificReality":"Acceleration is any change in velocity, including slowing down (deceleration), speeding up, or changing direction. A car turning at constant speed is accelerating.","counterexample":"A car braking from 60 to 0 km/h is accelerating (negatively). A satellite orbiting at constant speed is accelerating because its direction changes.","triggerPatterns":["acceleration means speeding up","if it slows down it is not accelerating","constant speed means no acceleration"],"diagnosticQuestion":"Is a car moving around a circular track at a constant speed of 50 km/h accelerating? Why or why not?","frequency":"very-high","persistence":"moderate","severity":"critical","researchSource":"Hestenes et al 1992; Trowbridge & McDermott 1981","teacherIntervention":"Use a motion detector to graph velocity vs. time for speeding up, slowing down, and turning. Identify acceleration in each case.","modes":["forcefield","orbitlab","aerospacelab"]},{"id":"phys-mech-constant-velocity-needs-force","tier":"evaluation","domain":"physics","subdomain":"mechanics","gradeBands":["6-8","9-12"],"name":"Constant velocity requires a constant force","studentBelief":"An object needs a continuous applied force to keep moving at a constant velocity.","scientificReality":"Newton's first law states that an object in motion stays in motion at constant velocity unless acted upon by a net external force. Constant velocity means zero net force.","counterexample":"A hockey puck glides across smooth ice at nearly constant velocity with no one pushing it.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Halloun & Hestenes 1985; Clement 1982","teacherIntervention":"Use an air track or dry-ice puck to demonstrate motion without friction. Students predict and observe what happens after the initial push.","modes":["forcefield","aerospacelab"]},{"id":"phys-mech-projectile-forward-force","tier":"evaluation","domain":"physics","subdomain":"mechanics","gradeBands":["9-12"],"name":"Projectiles have a forward force","studentBelief":"A projectile in flight has a forward force pushing it in the direction of motion.","scientificReality":"After launch, the only force on a projectile (ignoring air resistance) is gravity, acting downward. There is no forward force; the horizontal motion is maintained by inertia.","counterexample":"If you plot the forces on a baseball in midair, only the weight vector points downward. No horizontal force vector exists.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Halloun & Hestenes 1985; Clement 1982","teacherIntervention":"Use projectile motion simulations where students can toggle force vectors on/off. Compare their predicted diagrams with the simulation.","modes":["forcefield","aerospacelab","orbitlab"]},{"id":"phys-mech-circular-needs-outward","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["9-12"],"name":"Circular motion needs an outward force","studentBelief":"For an object to move in a circle, there must be a force pushing it outward to balance the inward force.","scientificReality":"Circular motion requires only an inward (centripetal) force. The outward sensation is due to inertia, not a real force in an inertial reference frame.","counterexample":"Cut the string of a spinning ball — it flies tangent to the circle, not outward, proving no outward force was acting.","triggerPatterns":["outward force in a circle","needs balanced inward and outward","centrifugal and centripetal balance"],"diagnosticQuestion":"A ball on a string moves in a horizontal circle. If the string breaks, which direction does the ball travel?","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Hestenes et al 1992; Viennot 1979","teacherIntervention":"Whirl a ball on a string and release it, filming the trajectory. Students compare their predicted path with the actual tangential departure.","modes":["forcefield","orbitlab"]},{"id":"phys-mech-mass-affects-fall-speed","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["3-5","6-8"],"name":"Mass determines fall speed","studentBelief":"Heavier objects have a greater gravitational pull and therefore accelerate faster toward the ground.","scientificReality":"While heavier objects do experience a greater gravitational force, they also have more inertia (resistance to acceleration). These effects cancel exactly, producing the same acceleration g for all objects in free fall.","counterexample":"Two objects of different mass but the same shape and size fall at the same rate in a vacuum tube.","triggerPatterns":["more mass more pull","heavy means faster fall","weight pulls harder"],"diagnosticQuestion":"A 1 kg ball and a 10 kg ball are dropped from the same height in a vacuum. Which hits first, and why?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Halloun & Hestenes 1985; Champagne et al 1980","teacherIntervention":"Use a vacuum drop tube if available, or compare dropping a heavy and light ball of similar size. Introduce the F = ma argument that shows a = g.","modes":["forcefield","orbitlab"]},{"id":"phys-mech-force-in-direction-of-motion","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["6-8","9-12"],"name":"Force must be in the direction of motion","studentBelief":"If an object is moving in some direction, there must be a net force pointing in that direction.","scientificReality":"An object can move in any direction while the net force points in a completely different direction. The net force determines how velocity changes, not the current direction of motion.","counterexample":"A ball thrown upward is still moving upward while the only force (gravity) acts downward. A planet's velocity is tangent to its orbit while gravity points toward the Sun.","triggerPatterns":["force in direction of motion","force points where it goes","moving right means force right"],"diagnosticQuestion":"A ball is thrown straight up. At the instant it is still moving upward (before reaching the peak), in which direction does the net force point?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Halloun & Hestenes 1985; Hestenes et al 1992","teacherIntervention":"Students draw force and velocity vectors at multiple points of a projectile's trajectory and compare them. Use motion sensors to verify.","modes":["forcefield","aerospacelab"]},{"id":"phys-mech-inertia-is-laziness","tier":"evaluation","domain":"physics","subdomain":"mechanics","gradeBands":["6-8"],"name":"Inertia is laziness or resistance to motion","studentBelief":"Inertia is a force that resists motion; objects are 'lazy' and resist being moved.","scientificReality":"Inertia is not a force. It is the property of matter that describes its tendency to maintain its current state of motion (at rest or in motion). It equally resists changes from moving to stopped.","counterexample":"A moving bowling ball has just as much inertia as a stationary one — it resists changes to its motion in both cases.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Halloun & Hestenes 1985; Clement 1982","teacherIntervention":"Demonstrate a tablecloth pull: the dishes stay in place not because they want to stay, but because no horizontal force acts on them.","modes":["forcefield"]},{"id":"phys-mech-heavier-harder-to-stop","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["6-8","9-12"],"name":"Heavier objects are harder to stop only because of weight","studentBelief":"A heavy truck is harder to stop than a bicycle because it weighs more.","scientificReality":"While weight plays a role in friction, the primary reason a massive truck is harder to stop is its greater inertia (mass). Even on frictionless ice, the truck requires more force to decelerate due to F = ma.","counterexample":"In space, where weight is irrelevant, a massive spacecraft still requires enormous thrust to change velocity.","triggerPatterns":["heavy things are hard to stop because of weight","weighs more so harder to stop","gravity makes it hard to brake"],"diagnosticQuestion":"In space with no gravity, would it be harder to stop a moving truck than a moving bicycle? Why?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Hestenes et al 1992; Graham & Berry 1996","teacherIntervention":"Compare stopping distances of carts with different masses on an air track. Relate to momentum (p = mv) and impulse (F * t = change in p).","modes":["forcefield","aerospacelab"]},{"id":"phys-energy-used-up","tier":"evaluation","domain":"physics","subdomain":"energy","gradeBands":["3-5","6-8","9-12"],"name":"Energy is used up","studentBelief":"Energy is consumed or used up when things happen — once you use it, it is gone.","scientificReality":"Energy is conserved; it transforms from one form to another (kinetic to thermal, chemical to kinetic, etc.) but the total energy in a closed system remains constant.","counterexample":"A car's chemical energy (gasoline) transforms to kinetic energy, then to thermal energy in the brakes — the total never decreases in a closed system.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Driver et al 1994; Trumper 1990, Energy Conceptions","teacherIntervention":"Track energy transformations in a pendulum: PE to KE to PE. Use energy bar charts at each point to show total stays constant.","modes":["forcefield","buildlab","reactorcore","climateengine"]},{"id":"phys-energy-heat-equals-temperature","tier":"evaluation","domain":"physics","subdomain":"energy","gradeBands":["6-8","9-12"],"name":"Heat and temperature are the same","studentBelief":"Heat and temperature are interchangeable concepts.","scientificReality":"Temperature measures average kinetic energy of particles. Heat is the transfer of thermal energy between objects at different temperatures. A large cold lake has more thermal energy than a small hot cup of coffee.","counterexample":"Adding heat to ice at 0 degrees C does not raise its temperature — it melts the ice. Heat is transferred but temperature stays constant during phase change.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Driver et al 1994; Kesidou & Duit 1993","teacherIntervention":"Heat water through a phase change and graph temperature over time. Students observe the flat region during boiling where heat is added but temperature stays constant.","modes":["moleculeforge","reactionlab","climateengine"]},{"id":"phys-energy-cold-travels","tier":"evaluation","domain":"physics","subdomain":"energy","gradeBands":["3-5","6-8"],"name":"Cold travels to warm objects","studentBelief":"Cold flows from cold objects to warm objects — a cold drink makes your hand cold by sending 'cold' to it.","scientificReality":"There is no such thing as 'cold' flowing. Heat (thermal energy) transfers from warm to cold objects. Your hand feels cold because heat leaves your hand and enters the drink.","counterexample":"An ice cube does not emit 'cold'; your hand loses heat to the ice, which is why the ice melts and your hand cools.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Driver et al 1994; Erickson 1979","teacherIntervention":"Use thermal imaging cameras to show heat leaving a warm hand when touching a cold object. Discuss the direction of energy transfer.","modes":["moleculeforge","climateengine"]},{"id":"phys-energy-energy-creation","tier":"public","domain":"physics","subdomain":"energy","gradeBands":["6-8","9-12"],"name":"Energy can be created","studentBelief":"Certain devices or processes create energy from nothing (e.g., solar panels 'create' energy).","scientificReality":"Energy cannot be created or destroyed (first law of thermodynamics). Solar panels convert electromagnetic radiation into electrical energy. All energy sources transform existing energy.","counterexample":"A solar panel converts sunlight (electromagnetic energy from nuclear fusion in the Sun) into electrical energy — it does not create energy.","triggerPatterns":["creates energy","makes energy","energy from nothing"],"diagnosticQuestion":"Does a wind turbine create energy, or does it do something else? Where does the energy originally come from?","frequency":"high","persistence":"moderate","severity":"critical","researchSource":"Driver et al 1994; Trumper 1990","teacherIntervention":"Trace the energy chain from the Sun to a light bulb in a solar-powered circuit. Show that every link is a transformation, not creation.","modes":["reactorcore","climateengine","buildlab"]},{"id":"phys-energy-stored-in-bonds","tier":"evaluation","domain":"physics","subdomain":"energy","gradeBands":["9-12"],"name":"Energy is stored in chemical bonds","studentBelief":"Chemical bonds contain stored energy; breaking bonds releases energy.","scientificReality":"Breaking bonds COSTS energy (endothermic). Forming bonds RELEASES energy (exothermic). Exothermic reactions release net energy because the bonds formed are stronger (lower energy) than the bonds broken.","counterexample":"If breaking bonds released energy, you could get energy just by tearing molecules apart with no new bonds forming — but that always costs energy.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Driver et al 1994; Boo 1998, Students' Understandings of Chemical Bonds","teacherIntervention":"Create an energy diagram comparing bond energies broken vs. formed. Show that the net difference determines whether a reaction is exo- or endothermic.","modes":["reactionlab","moleculeforge"]},{"id":"phys-energy-temperature-measures-heat","tier":"public","domain":"physics","subdomain":"energy","gradeBands":["6-8"],"name":"Temperature measures total heat","studentBelief":"A higher-temperature object has more heat energy than a lower-temperature object.","scientificReality":"Temperature measures average kinetic energy per particle, not total thermal energy. A bathtub of warm water has more total thermal energy than a cup of boiling water.","counterexample":"A sparkler at 1,500 degrees C causes minor burns on contact; a pot of water at 100 degrees C poured on your hand causes severe burns because of vastly greater thermal energy.","triggerPatterns":["higher temp more heat","temperature tells how much heat","boiling has the most heat"],"diagnosticQuestion":"Which has more total thermal energy: a cup of boiling water at 100 degrees C or a swimming pool at 25 degrees C?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Driver et al 1994; Kesidou & Duit 1993","teacherIntervention":"Compare the time needed to melt identical ice cubes using a small cup of hot water vs. a large container of warm water. The warm pool melts it faster.","modes":["moleculeforge","climateengine"]},{"id":"phys-energy-potential-energy-needs-height","tier":"public","domain":"physics","subdomain":"energy","gradeBands":["6-8","9-12"],"name":"Potential energy requires height above the ground","studentBelief":"Gravitational potential energy exists only when something is above the ground.","scientificReality":"Gravitational PE depends on height relative to an arbitrary reference point, not necessarily the ground. Elastic, chemical, and nuclear PE do not involve height at all.","counterexample":"A compressed spring lying on the floor has elastic potential energy with no height involved.","triggerPatterns":["PE needs height","no height no potential energy","potential energy is only gravity"],"diagnosticQuestion":"Does a compressed spring lying on the ground have potential energy? What about a charged battery?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Driver et al 1994; Watts 1983","teacherIntervention":"List different types of potential energy (gravitational, elastic, chemical, nuclear) and show examples where height is irrelevant.","modes":["forcefield","buildlab","reactionlab"]},{"id":"phys-energy-work-means-effort","tier":"public","domain":"physics","subdomain":"energy","gradeBands":["6-8","9-12"],"name":"Work in physics means effort","studentBelief":"If you are exerting effort (e.g., holding a heavy box), you are doing work in the physics sense.","scientificReality":"Work in physics requires both a force and displacement in the direction of that force: W = F * d * cos(theta). Holding a heavy box motionless involves no displacement, so no work is done on the box.","counterexample":"Holding a 50 kg suitcase still is exhausting but involves zero physics work because displacement is zero.","triggerPatterns":["holding something is work","effort means work","pushing against a wall is work"],"diagnosticQuestion":"You hold a 20 kg box above your head for 5 minutes without moving. How much work do you do on the box?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Driver et al 1994; Linjse 1990","teacherIntervention":"Have students calculate work for various scenarios: lifting a box, holding a box, carrying a box horizontally. Discuss which involve displacement in the force direction.","modes":["forcefield","buildlab"]},{"id":"phys-wave-carries-matter","tier":"evaluation","domain":"physics","subdomain":"waves","gradeBands":["6-8","9-12"],"name":"Waves carry matter along","studentBelief":"A wave carries the medium's particles along with it as it travels.","scientificReality":"Waves transfer energy through a medium without transporting matter. The particles of the medium oscillate about fixed positions while the wave pattern moves forward.","counterexample":"A cork floating on water bobs up and down as a wave passes but does not travel with the wave to shore.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Wittmann et al 2003; Linder 1993","teacherIntervention":"Send a pulse down a slinky while a piece of tape marks one coil. Students observe the tape oscillates in place while the pulse travels through.","modes":["waveworld","fluidlab"]},{"id":"phys-wave-sound-needs-air","tier":"public","domain":"physics","subdomain":"waves","gradeBands":["6-8","9-12"],"name":"Sound can only travel through air","studentBelief":"Sound can only travel through air; it cannot pass through solids or liquids.","scientificReality":"Sound travels through any medium with particles that can vibrate — solids, liquids, and gases. It cannot travel through a vacuum. Sound actually travels faster in solids and liquids than in air because particles are closer together.","counterexample":"Press your ear to a table and tap the other end — the sound is louder and travels faster through the solid table than through air.","triggerPatterns":["sound only in air","sound cannot go through water","sound needs air"],"diagnosticQuestion":"Can a whale hear another whale's song through the ocean? Can sound travel through a steel rail?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wittmann et al 2003; Linder 1993","teacherIntervention":"Use a tuning fork on a table, in water, and in air. Measure relative loudness and discuss how particle density affects sound transmission.","modes":["waveworld"]},{"id":"phys-wave-frequency-equals-amplitude","tier":"evaluation","domain":"physics","subdomain":"waves","gradeBands":["6-8","9-12"],"name":"Frequency and amplitude are the same","studentBelief":"Increasing the frequency of a wave makes it bigger (higher amplitude), and vice versa.","scientificReality":"Frequency (how many cycles per second) and amplitude (how big each cycle is) are independent properties. You can have a high-frequency, low-amplitude wave or a low-frequency, high-amplitude wave.","counterexample":"A dog whistle has very high frequency but tiny amplitude. A bass drum has low frequency but large amplitude.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wittmann et al 2003; Tongchai et al 2009","teacherIntervention":"Use a wave simulator to independently adjust frequency and amplitude. Students observe and sketch waves with different combinations.","modes":["waveworld","synthlab"]},{"id":"phys-wave-interference-destroys","tier":"public","domain":"physics","subdomain":"waves","gradeBands":["9-12"],"name":"Interference destroys waves","studentBelief":"When two waves interfere destructively, the energy is destroyed.","scientificReality":"During destructive interference, energy is redistributed, not destroyed. Where waves cancel, energy is relocated to regions of constructive interference. Total energy is always conserved.","counterexample":"Noise-canceling headphones do not destroy sound energy — they redistribute it. The energy appears as heat in the speaker membrane.","triggerPatterns":["waves cancel and disappear","destructive interference destroys energy","waves destroy each other"],"diagnosticQuestion":"If two identical waves perfectly cancel each other, where does the energy go?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Wittmann et al 2003; Kryjevskaia et al 2012","teacherIntervention":"Show a ripple tank with two sources creating interference patterns. Note that bright spots (constructive) are brighter than a single source — energy was redistributed, not lost.","modes":["waveworld","opticsbench"]},{"id":"phys-wave-standing-waves-dont-move","tier":"public","domain":"physics","subdomain":"waves","gradeBands":["9-12"],"name":"Standing waves are not really waves","studentBelief":"Standing waves are not real waves because nothing appears to move along the string.","scientificReality":"Standing waves are the superposition of two traveling waves moving in opposite directions. The medium is still oscillating — nodes stay fixed while antinodes oscillate with maximum amplitude. Energy is continuously exchanged between kinetic and potential forms.","counterexample":"A guitar string vibrating in its second harmonic has a clear antinode in the center moving up and down rapidly — it is not static.","triggerPatterns":["standing waves do not move","standing waves are not waves","nothing travels in standing waves"],"diagnosticQuestion":"If a standing wave on a guitar string is not really a wave, how do you explain the oscillating motion of the string at the antinodes?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Wittmann et al 2003","teacherIntervention":"Drive a standing wave on a string and use stroboscopic light to reveal the oscillation. Decompose it into two counter-propagating waves in a simulation.","modes":["waveworld","synthlab"]},{"id":"phys-wave-light-is-wave-only","tier":"public","domain":"physics","subdomain":"waves","gradeBands":["9-12"],"name":"Light is only a wave","studentBelief":"Light is purely a wave phenomenon with no particle-like behavior.","scientificReality":"Light exhibits wave-particle duality. It behaves as a wave in interference and diffraction experiments, and as a particle (photon) in the photoelectric effect and Compton scattering.","counterexample":"The photoelectric effect — light below a threshold frequency cannot eject electrons regardless of intensity, which cannot be explained by a pure wave model.","triggerPatterns":["light is only a wave","light is just electromagnetic waves","photons are not real"],"diagnosticQuestion":"If light is purely a wave, why cannot very bright red light eject electrons from a metal surface while dim ultraviolet light can?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wittmann et al 2003; Olsen 2002","teacherIntervention":"Demonstrate the photoelectric effect and compare predictions from wave vs. photon models. Show that only the photon model explains the frequency threshold.","modes":["waveworld","opticsbench","reactorcore"]},{"id":"phys-wave-sound-travels-same-speed","tier":"public","domain":"physics","subdomain":"waves","gradeBands":["6-8","9-12"],"name":"Sound travels at the same speed in all media","studentBelief":"The speed of sound is constant regardless of the medium.","scientificReality":"Sound speed depends on the medium's density and elasticity. Sound travels at approximately 343 m/s in air, 1,480 m/s in water, and 5,120 m/s in steel at room temperature.","counterexample":"Place your ear on a railroad track and you can hear a distant train through the steel rail long before the sound arrives through the air.","triggerPatterns":["sound always same speed","speed of sound is constant","sound is always 340"],"diagnosticQuestion":"Does sound travel faster through air, water, or a steel beam? Why?","frequency":"high","persistence":"surface","severity":"minor","researchSource":"Wittmann et al 2003; Linder 1993","teacherIntervention":"Measure sound speed through different materials using timing experiments. Compare and relate to particle spacing and bond stiffness.","modes":["waveworld"]},{"id":"phys-wave-ultrasound-is-loud","tier":"public","domain":"physics","subdomain":"waves","gradeBands":["6-8"],"name":"Ultrasound means extremely loud sound","studentBelief":"Ultrasound refers to very loud, powerful sound.","scientificReality":"Ultrasound refers to sound waves with frequencies above the human hearing range (above 20,000 Hz). It has nothing to do with loudness (amplitude). Ultrasound can be very quiet or very intense.","counterexample":"Medical ultrasound imaging uses high-frequency but low-intensity sound — it is completely inaudible and harmless at diagnostic levels.","triggerPatterns":["ultrasound is loud","ultra means super loud","ultrasound is powerful sound"],"diagnosticQuestion":"Is an ultrasound machine louder than a rock concert? What does the 'ultra' in ultrasound actually refer to?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Wittmann et al 2003; Eshach & Schwartz 2006","teacherIntervention":"Play sounds at increasing frequencies until students can no longer hear them. Explain that ultrasound continues beyond our hearing range.","modes":["waveworld"]},{"id":"phys-wave-resonance-is-matching","tier":"public","domain":"physics","subdomain":"waves","gradeBands":["9-12"],"name":"Resonance just means matching frequencies","studentBelief":"Resonance is simply when two frequencies are the same — nothing special happens beyond that.","scientificReality":"Resonance occurs when a system is driven at or near its natural frequency, causing dramatically increased amplitude due to constructive interference over many cycles. Small forces can produce enormous responses, potentially leading to structural failure.","counterexample":"The Tacoma Narrows Bridge collapsed in 1940 because wind oscillations matched the bridge's natural frequency, causing catastrophic resonance — not just 'matching.'","triggerPatterns":["resonance is just matching","same frequency is resonance","resonance just means equal"],"diagnosticQuestion":"Why can a singer's voice shatter a wine glass at a specific pitch but not at other pitches, even if sung louder?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Wittmann et al 2003","teacherIntervention":"Push a child on a swing at different frequencies. Only at the natural frequency does the amplitude grow dramatically. Then connect to acoustic resonance.","modes":["waveworld","buildlab","synthlab"]},{"id":"phys-elec-current-used-up","tier":"evaluation","domain":"physics","subdomain":"electricity","gradeBands":["6-8","9-12"],"name":"Current is used up by components","studentBelief":"Electric current is consumed by light bulbs and other components — less current comes out than goes in.","scientificReality":"Current is conserved in a circuit (Kirchhoff's current law). The same current flows into and out of a resistor. Energy is transferred from the charge carriers to the component, but the charges themselves are not consumed.","counterexample":"Measure current before and after a light bulb with two ammeters — the readings are identical.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Shipstone 1984; Osborne 1983","teacherIntervention":"Build a simple circuit with two ammeters (before and after the bulb). Students predict and then observe identical readings.","modes":["circuitmind"]},{"id":"phys-elec-voltage-is-current","tier":"evaluation","domain":"physics","subdomain":"electricity","gradeBands":["6-8","9-12"],"name":"Voltage and current are the same","studentBelief":"Voltage and current are essentially the same thing — more voltage means more current.","scientificReality":"Voltage is the energy per unit charge (potential difference); current is the rate of charge flow. They are related through resistance (V = IR) but are distinct physical quantities.","counterexample":"A Van de Graaff generator produces hundreds of thousands of volts but negligible current. A car battery produces only 12 V but can supply hundreds of amps.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Shipstone 1984; Cohen et al 1983","teacherIntervention":"Use the water analogy: voltage is water pressure, current is flow rate, resistance is pipe narrowing. Changing pressure changes flow depending on resistance.","modes":["circuitmind"]},{"id":"phys-elec-short-circuit-no-resistance","tier":"public","domain":"physics","subdomain":"electricity","gradeBands":["9-12"],"name":"A short circuit has zero resistance","studentBelief":"A short circuit means there is absolutely zero resistance in the circuit.","scientificReality":"A short circuit has very low resistance but not truly zero (wires have some resistance). The extremely low resistance causes very high current (I = V/R), which generates dangerous heat. Superconductors are the only known zero-resistance conductors.","counterexample":"Short circuit wires get hot and can melt — if resistance were truly zero, no energy would be dissipated as heat (P = I^2 * R = 0).","triggerPatterns":["short circuit no resistance","zero resistance in a short","wire has no resistance"],"diagnosticQuestion":"If a short circuit had exactly zero resistance, would the wire heat up? What actually happens and why?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Shipstone 1984; Engelhardt & Beichner 2004","teacherIntervention":"Calculate the current through a short piece of wire using its measured resistance (small but nonzero). Show the enormous current and resulting power dissipation.","modes":["circuitmind"]},{"id":"phys-elec-electrons-move-fast","tier":"public","domain":"physics","subdomain":"electricity","gradeBands":["9-12"],"name":"Electrons travel at the speed of light in a wire","studentBelief":"When you flip a switch, electrons race from the battery to the bulb at or near the speed of light.","scientificReality":"Individual electrons drift very slowly (approximately 0.1 mm/s in a typical wire). What travels at near light speed is the electric field (signal), which pushes all electrons in the wire almost simultaneously, like a tube full of marbles — push one end and the far end moves immediately.","counterexample":"Calculate drift velocity for typical household current: in a 14-gauge copper wire carrying 10 A, electrons drift at only about 0.2 mm per second.","triggerPatterns":["electrons travel fast","electrons move at light speed","electrons race through wire"],"diagnosticQuestion":"If an electron near the light switch takes hours to reach the bulb, why does the light turn on instantly?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Shipstone 1984; Engelhardt & Beichner 2004","teacherIntervention":"Calculate drift velocity using I = nAv_d. Then explain signal propagation vs. electron motion using the marble-tube analogy.","modes":["circuitmind"]},{"id":"phys-elec-current-from-positive","tier":"public","domain":"physics","subdomain":"electricity","gradeBands":["9-12"],"name":"Current actually flows from positive to negative","studentBelief":"Positive charges physically move from the positive terminal through the circuit to the negative terminal.","scientificReality":"In metal wires, current is carried by negatively charged electrons moving from the negative to the positive terminal. Conventional current (positive to negative) is a historical convention that still works mathematically but does not describe the physical flow of charge carriers in most circuits.","counterexample":"In a cathode ray tube, electrons visibly stream from the negative cathode toward the positive anode.","triggerPatterns":["current flows from plus to minus","positive charges move in wires","conventional current is real"],"diagnosticQuestion":"In a copper wire, are the moving charge carriers positive or negative? Which direction do they physically move?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Shipstone 1984; Mulhall et al 2001","teacherIntervention":"Discuss the historical convention (Franklin chose wrong) and show that in metals, electrons move opposite to conventional current. Note that in electrolytes, positive ions do move.","modes":["circuitmind"]},{"id":"phys-elec-parallel-brighter","tier":"public","domain":"physics","subdomain":"electricity","gradeBands":["6-8","9-12"],"name":"Adding bulbs in parallel makes them dimmer","studentBelief":"Adding more bulbs in parallel makes each bulb dimmer because the battery has to share its energy.","scientificReality":"In parallel, each bulb receives the full battery voltage, so each bulb shines at full brightness (assuming an ideal battery). The battery supplies more total current but each branch gets the same voltage.","counterexample":"Plug a second lamp into a different outlet in your house — the first lamp does not get dimmer.","triggerPatterns":["more bulbs dimmer in parallel","sharing energy makes them dim","parallel splits the power"],"diagnosticQuestion":"You connect two identical light bulbs in parallel across a battery. Does each bulb shine dimmer, brighter, or the same as a single bulb?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Shipstone 1984; Osborne 1983","teacherIntervention":"Build parallel circuits, adding bulbs one at a time. Measure voltage across each bulb and brightness to confirm each receives full voltage.","modes":["circuitmind"]},{"id":"phys-elec-electricity-is-electrons","tier":"public","domain":"physics","subdomain":"electricity","gradeBands":["6-8","9-12"],"name":"Electricity is just moving electrons","studentBelief":"Electricity is simply electrons flowing through wires — nothing else is involved.","scientificReality":"Electricity involves electric fields, potential differences, energy transfer, and in some cases, ion flow (in electrolytes and plasmas). In metallic conductors, electrons are the charge carriers, but the broader phenomenon includes the electromagnetic field that propagates energy.","counterexample":"In a fluorescent tube, electricity flows as ionized gas (plasma), not as free electrons in a metal wire.","triggerPatterns":["electricity is electrons","only electrons carry current","electricity equals electron flow"],"diagnosticQuestion":"Can electricity flow through salt water? If so, what carries the current — electrons or something else?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Shipstone 1984; Borges & Gilbert 1999","teacherIntervention":"Demonstrate current flow through salt water using electrodes and a bulb. Discuss how ions (not free electrons) carry the current.","modes":["circuitmind","reactionlab"]},{"id":"phys-elec-static-is-different","tier":"public","domain":"physics","subdomain":"electricity","gradeBands":["6-8"],"name":"Static electricity is different from current electricity","studentBelief":"Static electricity and current electricity are two completely unrelated phenomena.","scientificReality":"Both involve the same electric charges and electromagnetic force. Static electricity involves charge imbalance on surfaces; current electricity involves charge flow. A static discharge (spark) is a brief current. They obey the same fundamental laws.","counterexample":"Lightning is a static discharge that creates a massive current of approximately 20,000 amperes — the same phenomenon as current flowing through a wire, just uncontrolled.","triggerPatterns":["static is different from current","two kinds of electricity","static and regular are not related"],"diagnosticQuestion":"When you get a static shock from a doorknob, is any current flowing? How does this relate to current in a wire?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Shipstone 1984; Park et al 2001","teacherIntervention":"Charge a capacitor from a Van de Graaff generator (static source), then discharge it through a bulb (current). Show it is the same charge.","modes":["circuitmind"]},{"id":"phys-elec-resistance-blocks-all","tier":"public","domain":"physics","subdomain":"electricity","gradeBands":["6-8","9-12"],"name":"Resistance completely blocks current","studentBelief":"Resistance stops current from flowing entirely, like a wall blocking water.","scientificReality":"Resistance opposes current flow but does not stop it (unless resistance is infinite). Higher resistance means less current for a given voltage (I = V/R), but current still flows through any finite resistance.","counterexample":"A 1,000-ohm resistor connected to a 9 V battery still allows 9 mA to flow — resistance limits but does not block current.","triggerPatterns":["resistance stops current","resistance blocks flow","high resistance means no current"],"diagnosticQuestion":"If you increase the resistance in a circuit, does the current drop to zero or just decrease? What would it take to actually stop all current?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Shipstone 1984; Engelhardt & Beichner 2004","teacherIntervention":"Use a variable resistor (potentiometer) in a circuit with an ammeter. Students observe that increasing resistance reduces but never eliminates current.","modes":["circuitmind"]},{"id":"phys-optics-eye-sends-light","tier":"evaluation","domain":"physics","subdomain":"optics","gradeBands":["3-5","6-8"],"name":"The eye sends out light to see","studentBelief":"We see objects because our eyes emit light that goes out and hits objects.","scientificReality":"We see objects because light from a source (sun, lamp) reflects off objects and enters our eyes. The eye is a detector, not an emitter.","counterexample":"If eyes emitted light, we would be able to see in a completely dark room. We cannot — we need an external light source.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Galili & Hazan 2000; Selley 1996","teacherIntervention":"In a darkened room, discuss why objects are invisible. Then turn on a flashlight to show light must come from a source, reflect off objects, and enter the eye.","modes":["opticsbench","waveworld"]},{"id":"phys-optics-color-in-object","tier":"evaluation","domain":"physics","subdomain":"optics","gradeBands":["3-5","6-8","9-12"],"name":"Color is a property of the object","studentBelief":"An apple is red because redness is an inherent property of the apple.","scientificReality":"Color is determined by which wavelengths of light an object reflects or emits. A 'red' apple absorbs most wavelengths and reflects red light (approximately 620-750 nm). Under different lighting, the same apple can appear different colors.","counterexample":"A red apple under pure green light appears black because there is no red light to reflect.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Galili & Hazan 2000; Feher & Meyer 1992","teacherIntervention":"Shine different colored lights on white and colored objects. Students record the apparent colors and deduce that color depends on both the light source and the surface.","modes":["opticsbench","waveworld"]},{"id":"phys-optics-faster-light-brighter","tier":"public","domain":"physics","subdomain":"optics","gradeBands":["6-8"],"name":"Faster light is brighter","studentBelief":"Brighter light travels faster than dim light.","scientificReality":"All light in a given medium travels at the same speed regardless of brightness. Brightness (intensity) relates to the number of photons or the wave amplitude, not the speed of propagation.","counterexample":"A dim laser beam and a powerful spotlight both travel through air at exactly c (approximately 3 x 10^8 m/s).","triggerPatterns":["bright light is faster","dim light is slower","powerful light goes faster"],"diagnosticQuestion":"Does a powerful searchlight beam reach a distant wall before a dim flashlight beam if turned on at the same time?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Galili & Hazan 2000","teacherIntervention":"Use a simulation to compare dim and bright pulses of light traveling the same distance. Show they arrive simultaneously.","modes":["opticsbench","waveworld"]},{"id":"phys-optics-shadow-is-image","tier":"public","domain":"physics","subdomain":"optics","gradeBands":["3-5","6-8"],"name":"A shadow is an image of the object","studentBelief":"A shadow is a picture or image of the object that casts it.","scientificReality":"A shadow is simply a region where light is blocked — it is the absence of light, not a projected image. Shadows show only the outline/silhouette and carry no color or detail information.","counterexample":"A red ball and a blue ball of the same size cast identical shadows — the shadow contains no color information because it is just blocked light.","triggerPatterns":["shadow is an image","shadow is a picture","shadow shows the object"],"diagnosticQuestion":"Can you tell the color of an object by looking only at its shadow? Why or why not?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Galili & Hazan 2000; Feher & Rice 1988","teacherIntervention":"Cast shadows of differently colored objects of the same shape. Students observe that shadows are identical — they are absence of light, not images.","modes":["opticsbench"]},{"id":"phys-optics-light-goes-infinite","tier":"public","domain":"physics","subdomain":"optics","gradeBands":["6-8"],"name":"Light goes infinitely far without fading","studentBelief":"A beam of light travels forever at full brightness.","scientificReality":"Light intensity decreases with distance following the inverse-square law (I proportional to 1/r^2). Additionally, light can be absorbed or scattered by the medium.","counterexample":"Stars millions of light-years away are barely visible to telescopes despite being enormously bright — the light has spread and weakened over distance.","triggerPatterns":["light goes forever","light does not fade","beam stays bright forever"],"diagnosticQuestion":"If light never faded, why can you not see a flashlight from the other side of the Earth?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Galili & Hazan 2000","teacherIntervention":"Use a light sensor to measure intensity at various distances from a point source. Plot the data and derive the inverse-square relationship.","modes":["opticsbench","stellarlab"]},{"id":"phys-optics-refraction-bends-wrong-way","tier":"public","domain":"physics","subdomain":"optics","gradeBands":["9-12"],"name":"Light bends the wrong way at a boundary","studentBelief":"When light enters a denser medium, it bends away from the normal (or the concept of which way it bends is confused).","scientificReality":"When light enters a denser medium (higher refractive index), it slows down and bends toward the normal. When entering a less dense medium, it speeds up and bends away from the normal (Snell's law: n1 * sin(theta1) = n2 * sin(theta2)).","counterexample":"A pencil in a glass of water appears bent at the surface because light bends toward the normal as it enters the water.","triggerPatterns":["light bends away in dense medium","refraction direction confused","bends wrong way"],"diagnosticQuestion":"A laser beam passes from air into glass. Does it bend toward or away from the normal line?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Galili & Hazan 2000; Goldberg & McDermott 1987","teacherIntervention":"Use a laser, a protractor, and a glass block. Students measure angles of incidence and refraction and verify Snell's law quantitatively.","modes":["opticsbench"]},{"id":"phys-optics-lenses-magnify-only","tier":"public","domain":"physics","subdomain":"optics","gradeBands":["6-8","9-12"],"name":"Lenses can only magnify","studentBelief":"All lenses magnify objects — that is their only function.","scientificReality":"Lenses can magnify, reduce, focus, defocus, or invert images depending on the lens type (converging/diverging) and the object's position relative to the focal point. Concave lenses always produce reduced virtual images.","counterexample":"A concave (diverging) lens in eyeglasses for nearsightedness makes objects appear smaller, not larger.","triggerPatterns":["lenses always magnify","all lenses make bigger","lenses are for magnifying"],"diagnosticQuestion":"Do the lenses in glasses for a nearsighted person magnify or reduce the image? What about a camera lens focused on a distant landscape?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Galili & Hazan 2000; Goldberg & McDermott 1987","teacherIntervention":"Provide converging and diverging lenses. Students move an object through various positions and sketch the image (magnified, reduced, inverted, virtual).","modes":["opticsbench"]},{"id":"phys-thermo-entropy-is-disorder","tier":"evaluation","domain":"physics","subdomain":"thermodynamics","gradeBands":["9-12"],"name":"Entropy is just disorder","studentBelief":"Entropy is simply a measure of how messy or disordered a system is.","scientificReality":"Entropy quantifies the number of microscopic configurations (microstates) consistent with a system's macroscopic state (S = k_B * ln(W)). 'Disorder' is a loose metaphor that fails in many cases — crystallization of a supersaturated solution increases local order but increases total entropy due to heat release.","counterexample":"Freezing a supercooled liquid into an ordered crystal is spontaneous and increases total entropy — more 'order' but higher entropy overall.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Kesidou & Duit 1993; Lambert 2002","teacherIntervention":"Calculate entropy changes for phase transitions. Show that the 'disorder' metaphor fails for crystallization and introduce the microstate counting definition.","modes":["moleculeforge","reactorcore"]},{"id":"phys-thermo-heat-rises","tier":"public","domain":"physics","subdomain":"thermodynamics","gradeBands":["6-8","9-12"],"name":"Heat rises","studentBelief":"Heat rises naturally — hot things always go upward.","scientificReality":"Heat itself does not rise. Hot fluids (air, water) are less dense and are pushed upward by buoyancy (convection). Heat can transfer in any direction via conduction, convection, or radiation. In a solid, heat can transfer downward just as easily as upward.","counterexample":"Heat a metal rod horizontally — the end away from the flame gets hot even though no fluid 'rises.' That is conduction, not convection.","triggerPatterns":["heat rises","hot air goes up because heat rises","heat always goes up"],"diagnosticQuestion":"If heat rises, why does the bottom of a pot on a stove get hot before the top? How does heat travel downward through a ceiling to a cold room below?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Kesidou & Duit 1993; Driver et al 1994","teacherIntervention":"Distinguish conduction, convection, and radiation. Show heat transfer downward (conduction through a vertical rod heated at top) and sideways (radiation from a fire).","modes":["moleculeforge","climateengine","fluidlab"]},{"id":"phys-thermo-metal-colder-inherently","tier":"evaluation","domain":"physics","subdomain":"thermodynamics","gradeBands":["3-5","6-8","9-12"],"name":"Metal is inherently colder than wood","studentBelief":"Metal objects are naturally colder than wooden objects at the same temperature.","scientificReality":"At thermal equilibrium, all objects in a room are at the same temperature. Metal feels colder because it has higher thermal conductivity — it transfers heat away from your skin faster than wood, creating the sensation of cold.","counterexample":"Measure a metal table and a wooden table in the same room with a thermometer — they are at exactly the same temperature.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Kesidou & Duit 1993; Lewis & Linn 1994","teacherIntervention":"Students measure temperatures of metal and wood in the same room. Then feel both — discuss why touch is not a reliable thermometer.","modes":["moleculeforge","climateengine"]},{"id":"phys-thermo-thermal-equilibrium-same-feel","tier":"public","domain":"physics","subdomain":"thermodynamics","gradeBands":["9-12"],"name":"Thermal equilibrium means everything feels the same temperature","studentBelief":"Objects in thermal equilibrium should all feel the same temperature to your touch.","scientificReality":"In thermal equilibrium, all objects ARE at the same temperature, but they feel different because of different thermal conductivities. The sensation of temperature from touch reflects rate of heat transfer, not actual temperature.","counterexample":"A tile floor and a carpet in the same room are at the same temperature but the tile feels much colder to bare feet.","triggerPatterns":["should feel the same if same temperature","if it feels colder it must be lower temperature","thermal equilibrium means same feeling"],"diagnosticQuestion":"Your bathroom tile and bath mat are at the same temperature. Why does the tile feel cold and the mat feel warm?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Kesidou & Duit 1993; Lewis & Linn 1994","teacherIntervention":"Measure temperatures of various materials in the same room. Then rank them by feel. Compare the two rankings and discuss thermal conductivity.","modes":["moleculeforge"]},{"id":"phys-thermo-boiling-point-fixed","tier":"public","domain":"physics","subdomain":"thermodynamics","gradeBands":["6-8","9-12"],"name":"Boiling point is always 100 degrees C","studentBelief":"Water always boils at exactly 100 degrees C regardless of conditions.","scientificReality":"Water boils at 100 degrees C only at standard atmospheric pressure (1 atm). At higher altitudes (lower pressure), water boils at lower temperatures. In a pressure cooker (higher pressure), it boils at higher temperatures.","counterexample":"In Denver, Colorado (altitude approximately 1,600 m), water boils at about 95 degrees C. On Mount Everest, it boils at roughly 70 degrees C.","triggerPatterns":["water boils at 100","boiling point is always 100","boiling temperature is fixed"],"diagnosticQuestion":"Does water boil at 100 degrees C on top of Mount Everest? Why do pressure cookers cook food faster?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Kesidou & Duit 1993; Driver et al 1994","teacherIntervention":"Boil water in a flask and then reduce the pressure with a vacuum pump — students observe it boil at lower temperatures. Discuss altitude effects.","modes":["moleculeforge","reactionlab","climateengine"]},{"id":"phys-nuclear-glow-green","tier":"public","domain":"physics","subdomain":"nuclear","gradeBands":["6-8","9-12"],"name":"Radiation glows green","studentBelief":"Radioactive materials glow green — that is what radiation looks like.","scientificReality":"The green glow is a Hollywood/cartoon convention. Some radioactive materials did glow green due to zinc sulfide phosphor, not the radiation itself. Most radioactive materials look ordinary. Cherenkov radiation in water is actually blue.","counterexample":"A uranium fuel pellet looks like a dull gray ceramic. Cherenkov radiation in reactor pools glows electric blue, not green.","triggerPatterns":["radiation glows green","radioactive things glow","green glow nuclear"],"diagnosticQuestion":"Does a uranium fuel pellet glow green? What color does the water surrounding fuel rods in a nuclear reactor actually glow?","frequency":"high","persistence":"surface","severity":"minor","researchSource":"Prather 2005; Millar 1994","teacherIntervention":"Show images of actual radioactive materials and Cherenkov radiation. Discuss why Hollywood uses green and what radiation actually looks like.","modes":["reactorcore"]},{"id":"phys-nuclear-equals-explosion","tier":"public","domain":"physics","subdomain":"nuclear","gradeBands":["6-8","9-12"],"name":"Nuclear means explosion","studentBelief":"All nuclear reactions lead to explosions — nuclear power plants can blow up like nuclear bombs.","scientificReality":"Nuclear power plants use controlled fission with low-enrichment fuel (3-5% U-235). Nuclear bombs require highly enriched material (approximately 90% U-235) and a specific implosion mechanism. A reactor physically cannot produce a nuclear explosion.","counterexample":"The Chernobyl disaster was a steam explosion and graphite fire, not a nuclear detonation. The physics of bomb-grade implosion cannot occur in reactor fuel.","triggerPatterns":["nuclear plant can explode like a bomb","nuclear power is dangerous like weapons","reactor can detonate"],"diagnosticQuestion":"Can a nuclear power plant explode like a nuclear bomb? What is the difference in fuel enrichment?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Prather 2005; Eijkelhof & Millar 1988","teacherIntervention":"Compare fuel enrichment levels (3-5% vs 90%) and explain why the geometry and physics of a bomb cannot occur in a reactor. Discuss what actually happened at Chernobyl and Fukushima.","modes":["reactorcore"]},{"id":"phys-nuclear-half-life-half-disappears","tier":"public","domain":"physics","subdomain":"nuclear","gradeBands":["9-12"],"name":"Half-life means half the material disappears","studentBelief":"After one half-life, half the radioactive material has vanished entirely.","scientificReality":"After one half-life, half the radioactive atoms have decayed into different atoms (daughter products). The total number of atoms remains the same — they just change identity. Mass is essentially conserved (tiny mass-energy conversion via E = mc^2).","counterexample":"1 kg of Carbon-14 after one half-life is still approximately 1 kg of material — half is now Nitrogen-14 (the daughter product).","triggerPatterns":["half life means half is gone","material disappears over half life","half life half vanishes"],"diagnosticQuestion":"If you start with 100 atoms of a radioactive element and one half-life passes, do you have 50 atoms total or 50 of the original plus 50 of something else?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Prather 2005; Nakiboglu & Tekin 2006","teacherIntervention":"Use colored candies or dice to simulate decay: 'decayed' atoms are flipped, not removed. Count total objects throughout — the total never changes.","modes":["reactorcore"]},{"id":"phys-nuclear-radiation-contagious","tier":"public","domain":"physics","subdomain":"nuclear","gradeBands":["6-8","9-12"],"name":"Radiation is contagious","studentBelief":"A person exposed to radiation becomes radioactive and can spread radiation to others like a disease.","scientificReality":"Exposure to radiation (irradiation) does not make a person radioactive. Only contamination — having radioactive material deposited on or in the body — can make someone a secondary source. External irradiation passes through and is gone.","counterexample":"A dental X-ray irradiates your teeth, but you are not radioactive afterward and cannot irradiate others.","triggerPatterns":["radiation is contagious","catch radiation","spread radiation to others"],"diagnosticQuestion":"After getting a chest X-ray, can you make other people sick by standing near them?","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Prather 2005; Eijkelhof & Millar 1988","teacherIntervention":"Distinguish irradiation (exposure to radiation) from contamination (radioactive material on/in the body). Use the flashlight analogy: being illuminated does not make you a light source.","modes":["reactorcore","clinicalsim"]},{"id":"phys-nuclear-all-radiation-deadly","tier":"public","domain":"physics","subdomain":"nuclear","gradeBands":["6-8","9-12"],"name":"All radiation is deadly","studentBelief":"Any amount of radiation exposure is immediately dangerous and potentially fatal.","scientificReality":"We are constantly exposed to background radiation (approximately 2.4 mSv/year globally) from natural sources (cosmic rays, radon, food). The health risk depends on dose, type, and duration. Small doses are routine and harmless; large acute doses are dangerous.","counterexample":"A banana contains potassium-40, a radioactive isotope. Eating bananas exposes you to radiation, but the dose is trivially small (approximately 0.1 microSv per banana).","triggerPatterns":["all radiation dangerous","any radiation kills","radiation always harmful"],"diagnosticQuestion":"Is it dangerous to eat a banana? (A banana contains radioactive potassium-40.) What determines whether radiation is harmful?","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Prather 2005; Eijkelhof & Millar 1988","teacherIntervention":"Present a radiation dose chart comparing background, medical, and acute exposure levels. Discuss dose-response relationships and the concept of 'banana equivalent dose.'","modes":["reactorcore","clinicalsim"]},{"id":"phys-nuclear-nuclear-waste-eternal","tier":"public","domain":"physics","subdomain":"nuclear","gradeBands":["9-12"],"name":"Nuclear waste remains dangerous forever","studentBelief":"Nuclear waste is radioactive forever and can never be made safe.","scientificReality":"All radioactive materials decay over time. Most high-level waste decays to background levels within a few hundred to a few thousand years. Very long-lived isotopes (millions of years) are weakly radioactive precisely because they decay slowly. Activity and half-life are inversely related.","counterexample":"Plutonium-239 has a 24,000-year half-life; Iodine-131 has an 8-day half-life. The iodine is far more dangerous initially but is effectively gone in weeks. The plutonium persists but is far less intensely radioactive per gram.","triggerPatterns":["nuclear waste forever","waste is radioactive forever","waste never goes away"],"diagnosticQuestion":"If a radioactive isotope has a 30-year half-life, approximately how long until it is 1/1000th of its original activity?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Prather 2005; Eijkelhof & Millar 1988","teacherIntervention":"Calculate how many half-lives it takes for activity to reach 0.1% of original (about 10 half-lives). Compare short-lived vs. long-lived isotopes and their relative hazards.","modes":["reactorcore"]},{"id":"phys-mech-rockets-push-against-air","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["6-8","9-12"],"name":"Rockets push against air to move","studentBelief":"Rockets work by pushing exhaust against the air behind them — they cannot work in the vacuum of space.","scientificReality":"Rockets work by Newton's third law: the rocket pushes exhaust gases backward, and the exhaust pushes the rocket forward. No external medium is needed. Rockets actually work more efficiently in a vacuum because there is no air resistance.","counterexample":"Spacecraft maneuver in the vacuum of space using rockets. The Apollo missions traveled to the Moon entirely through vacuum after leaving Earth's atmosphere.","triggerPatterns":["rockets push against air","rockets need air to push","rockets cannot work in space"],"diagnosticQuestion":"If rockets need air to push against, how did the Apollo spacecraft change direction in the vacuum between Earth and the Moon?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Halloun & Hestenes 1985; Hestenes et al 1992","teacherIntervention":"Inflate a balloon and release it — it flies forward without pushing against anything solid. Discuss how the escaping air (exhaust) provides the reaction force.","modes":["forcefield","aerospacelab","orbitlab"]},{"id":"phys-mech-heavier-objects-harder-to-push-horizontally","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["6-8"],"name":"Heavy objects are harder to push because they are heavy","studentBelief":"A heavy box is harder to slide across the floor because it weighs more, and weight directly resists horizontal pushing.","scientificReality":"Weight acts vertically downward and does not directly oppose horizontal motion. The difficulty comes from friction, which depends on the normal force (equal to weight on a flat surface). It is the friction force, not the weight itself, that opposes the horizontal push.","counterexample":"On a frictionless surface (air hockey table), a heavy puck and a light puck require the same force to accelerate at the same rate per unit mass. The difficulty on a real floor comes from friction, not weight directly.","triggerPatterns":["heavy means hard to push sideways","weight resists horizontal motion","weighs more so harder to slide"],"diagnosticQuestion":"On a perfectly frictionless floor, would a 100 kg box be harder to start sliding than a 1 kg box?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Halloun & Hestenes 1985; Driver et al 1994","teacherIntervention":"Slide blocks of different masses on an air track (nearly frictionless) and on a rough surface. Compare the forces needed to show friction, not weight, opposes horizontal motion.","modes":["forcefield","buildlab"]},{"id":"phys-energy-renewable-means-infinite","tier":"public","domain":"physics","subdomain":"energy","gradeBands":["6-8","9-12"],"name":"Renewable energy is infinite and free","studentBelief":"Renewable energy sources provide unlimited, free energy with no costs or limitations.","scientificReality":"Renewable sources (solar, wind, hydro) are replenished naturally but are not infinite or free. They require significant infrastructure, have intermittency issues, land use impacts, and material costs. Energy density is often lower than fossil fuels, and storage remains a major challenge.","counterexample":"Solar panels produce no electricity at night and reduced output on cloudy days. A wind farm requires hundreds of turbines, rare-earth magnets, concrete foundations, and transmission lines — none of which are free.","triggerPatterns":["renewable is free","unlimited energy from sun","solar means infinite power"],"diagnosticQuestion":"If solar energy is free and unlimited, why do solar farms cost billions of dollars and why can they not power cities at night?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Driver et al 1994; Trumper 1990","teacherIntervention":"Calculate the actual cost per kWh for different energy sources including infrastructure. Discuss capacity factor, intermittency, and storage challenges.","modes":["climateengine","buildlab","reactorcore"]},{"id":"phys-wave-electromagnetic-needs-medium","tier":"public","domain":"physics","subdomain":"waves","gradeBands":["9-12"],"name":"Electromagnetic waves need a medium","studentBelief":"All waves need a medium to travel through, including light and radio waves.","scientificReality":"Electromagnetic waves (light, radio, X-rays, etc.) are self-propagating oscillations of electric and magnetic fields that do not require a medium. They travel through the vacuum of space at the speed of light. Only mechanical waves (sound, water waves) need a medium.","counterexample":"Sunlight reaches Earth across 150 million km of nearly perfect vacuum. Radio signals from Voyager 1 travel billions of km through empty space.","triggerPatterns":["all waves need a medium","light needs something to travel through","waves cannot travel in vacuum"],"diagnosticQuestion":"If all waves need a medium, how does sunlight reach Earth through the vacuum of space?","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Wittmann et al 2003; Linder 1993","teacherIntervention":"Compare mechanical waves (slinky, water) that require a medium with electromagnetic waves (flashlight through vacuum jar). Discuss the historical aether hypothesis and why it was abandoned.","modes":["waveworld","opticsbench","stellarlab"]},{"id":"phys-elec-bigger-battery-more-current","tier":"public","domain":"physics","subdomain":"electricity","gradeBands":["6-8","9-12"],"name":"A bigger battery always provides more current","studentBelief":"A physically larger battery always supplies more current than a smaller one.","scientificReality":"Current depends on voltage and resistance (I = V/R), not battery size. A large D-cell and a small AAA battery both provide 1.5 V and would drive the same current through the same circuit. The larger battery has more stored energy (longer life) but not more current.","counterexample":"A small 9V battery provides 6 times the voltage of a large D-cell (1.5 V). In the same circuit, the tiny 9V battery drives more current despite being physically much smaller.","triggerPatterns":["bigger battery more current","larger battery is more powerful","big battery pushes more"],"diagnosticQuestion":"Which drives more current through a 100-ohm resistor: a large D-cell battery (1.5 V) or a small 9V battery? Why?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Shipstone 1984; Osborne 1983","teacherIntervention":"Connect a D-cell and a 9V battery to identical circuits with ammeters. Students observe that the 9V battery (smaller) drives more current because of higher voltage.","modes":["circuitmind"]},{"id":"phys-optics-we-see-light-beams","tier":"public","domain":"physics","subdomain":"optics","gradeBands":["3-5","6-8"],"name":"We can see light beams traveling through the air","studentBelief":"You can see a laser beam or flashlight beam traveling through clean air because the light itself is visible.","scientificReality":"We cannot see light traveling sideways past us. Visible 'beams' occur only when light scatters off particles (dust, smoke, water droplets) in the air. In perfectly clean air, a laser beam is invisible from the side.","counterexample":"In a clean room or vacuum, a laser beam is completely invisible from the side. Add a puff of chalk dust and the beam suddenly appears — you are seeing scattered light, not the beam itself.","triggerPatterns":["can see light beams","see the laser in the air","light is visible as it travels"],"diagnosticQuestion":"Why is a laser beam visible in a dusty room but invisible in a clean room? What are you actually seeing?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Galili & Hazan 2000; Fetherstonhaugh & Treagust 1992","teacherIntervention":"Shine a laser in a clear container, then add smoke or fog. Students observe the beam appear only when particles scatter the light toward their eyes.","modes":["opticsbench","waveworld"]},{"id":"phys-thermo-temperature-determines-phase","tier":"public","domain":"physics","subdomain":"thermodynamics","gradeBands":["6-8","9-12"],"name":"Temperature alone determines phase","studentBelief":"The phase of a substance (solid, liquid, gas) depends only on temperature.","scientificReality":"Phase depends on both temperature AND pressure. At low pressure, water can boil at room temperature. At high pressure, water can remain liquid above 100 degrees C. Phase diagrams show the complex relationship between temperature, pressure, and phase.","counterexample":"Astronauts' blood would boil in the vacuum of space even at body temperature (37 degrees C) because the pressure is essentially zero.","triggerPatterns":["temperature determines phase","solid below freezing liquid above","only temperature matters for phase"],"diagnosticQuestion":"Can water exist as a liquid at 120 degrees C? Can it boil at 20 degrees C? Under what conditions?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Kesidou & Duit 1993; Kind 2004","teacherIntervention":"Show a phase diagram for water. Demonstrate boiling water at reduced pressure using a vacuum pump. Discuss pressure cookers as the opposite extreme.","modes":["moleculeforge","climateengine","fluidlab"]},{"id":"phys-nuclear-radiation-is-manmade","tier":"public","domain":"physics","subdomain":"nuclear","gradeBands":["6-8","9-12"],"name":"Radiation is only man-made","studentBelief":"Radiation exists only because of human technology like nuclear power plants and weapons.","scientificReality":"Radiation is a natural phenomenon. Natural background radiation comes from cosmic rays, radon gas from rocks, potassium-40 in food, and uranium/thorium in the Earth's crust. Life has evolved in the presence of natural radiation for billions of years. Human activities account for only a fraction of total radiation exposure.","counterexample":"Granite rock is naturally radioactive (contains uranium and thorium). The Sun bombards Earth with cosmic radiation. A Brazil nut contains significantly more radioactive radium-226 than most foods.","triggerPatterns":["radiation is man-made","radiation comes from nuclear plants","humans created radiation"],"diagnosticQuestion":"Did radiation exist on Earth before humans built nuclear reactors? Where does natural radiation come from?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Prather 2005; Eijkelhof & Millar 1988","teacherIntervention":"Use a Geiger counter to detect background radiation in the classroom, then measure rocks, bananas, and smoke detectors. Students discover radiation is everywhere naturally.","modes":["reactorcore"]},{"id":"phys-mech-bernoulli-lift-explanation","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["9-12"],"name":"Airplanes fly because of Bernoulli's principle alone","studentBelief":"Airplane wings generate lift solely because air moves faster over the curved top surface, creating lower pressure (Bernoulli's principle).","scientificReality":"Lift is produced primarily by the wing deflecting air downward (Newton's third law). Bernoulli's principle contributes but is not the sole or even primary explanation. The 'equal transit time' theory (air over the top must travel faster to meet air from the bottom at the trailing edge) is incorrect — there is no physical reason air must arrive simultaneously.","counterexample":"Planes can fly upside down, and flat-bottomed wings generate lift — both are impossible to explain if Bernoulli's principle (requiring a curved upper surface) were the whole story.","triggerPatterns":["Bernoulli makes planes fly","air goes faster over the top","curved top creates lift"],"diagnosticQuestion":"If lift is entirely due to the curved top surface of a wing, how can airplanes fly upside down?","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Hestenes et al 1992; Anderson & Eberhardt 2001, Understanding Flight","teacherIntervention":"Demonstrate lift with a flat plate angled into an airflow. It generates lift without a curved surface. Then discuss how angle of attack redirects air downward, producing a reaction force upward (Newton's third law).","modes":["forcefield","fluidlab","aerospacelab"]},{"id":"phys-mech-heavy-objects-sink-light-float","tier":"public","domain":"physics","subdomain":"mechanics","gradeBands":["3-5","6-8"],"name":"Heavy objects sink and light objects float","studentBelief":"Whether an object sinks or floats depends on how heavy it is — heavy things always sink.","scientificReality":"Sinking or floating depends on density (mass per unit volume), not weight alone. A massive steel ship floats because its average density (including the air inside) is less than water. A tiny steel ball sinks because solid steel is denser than water.","counterexample":"A massive aircraft carrier (over 90,000 tonnes) floats, while a tiny steel needle sinks. Weight alone cannot explain this — density and shape determine buoyancy.","triggerPatterns":["heavy things sink","light things float","weight determines floating"],"diagnosticQuestion":"A 90,000-tonne aircraft carrier floats while a 1 g steel ball sinks. How is this possible if heavy things always sink?","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Driver et al 1994; Biddulph & Osborne 1984","teacherIntervention":"Float clay as a flat boat shape, then ball it up and watch it sink. The mass is identical — only the shape (and therefore average density relative to water) changed.","modes":["forcefield","fluidlab","buildlab"]},{"id":"bio-directed-variation","tier":"evaluation","domain":"biology","subdomain":"evolution","gradeBands":["6-8","9-12"],"name":"Directed Variation","studentBelief":"Organisms can will themselves to develop beneficial mutations when they need them.","scientificReality":"Mutations occur randomly with respect to an organism's needs. Natural selection acts on pre-existing variation; organisms cannot direct their own mutations.","counterexample":"Bacteria exposed to antibiotics do not develop resistance on demand — resistant individuals already existed in the population before exposure.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Gregory 2009","teacherIntervention":"Use a simulation where students observe that variation pre-exists selection. Have them track allele frequencies before and after a selection event.","modes":["evolvesim","genelab","ecosystem"]},{"id":"bio-use-it-lose-it","tier":"public","domain":"biology","subdomain":"evolution","gradeBands":["6-8","9-12"],"name":"Use It or Lose It","studentBelief":"Organisms lose traits they don't use during their lifetime, and this loss is inherited.","scientificReality":"Trait loss in populations occurs over generations through drift and selection, not through individual disuse. Acquired changes are not inherited.","counterexample":"A bodybuilder's children are not born muscular, and a person who loses a limb does not produce children missing that limb.","triggerPatterns":["stopped using","didn't need it anymore","lost the trait"],"diagnosticQuestion":"Cave fish have no functional eyes. Did individual fish lose their eyes from not using them in the dark?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Gregory 2009","teacherIntervention":"Compare Lamarckian vs. Darwinian explanations using cave fish. Have students model how neutral mutations accumulate when selection pressure is removed.","modes":["evolvesim","genelab"]},{"id":"bio-survival-of-fittest-literal","tier":"evaluation","domain":"biology","subdomain":"evolution","gradeBands":["6-8","9-12"],"name":"Survival of the Fittest (Literal)","studentBelief":"Evolution is about the strongest or most aggressive organisms surviving.","scientificReality":"'Fitness' in biology means reproductive success — the ability to survive and produce viable offspring — not physical strength or aggression.","counterexample":"A peacock's elaborate tail reduces survival ability but increases mating success, making it 'fitter' in evolutionary terms.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Gregory 2009","teacherIntervention":"Define fitness explicitly as reproductive output. Use examples where 'weaker' organisms out-reproduce 'stronger' ones.","modes":["evolvesim","ecosystem"]},{"id":"bio-evolution-equals-progress","tier":"public","domain":"biology","subdomain":"evolution","gradeBands":["6-8","9-12"],"name":"Evolution Equals Progress","studentBelief":"Evolution is a ladder of progress from simple to complex, with humans at the top.","scientificReality":"Evolution is a branching tree, not a ladder. Organisms are adapted to their environments; bacteria are not 'less evolved' than humans.","counterexample":"Parasites often evolve simpler body plans over time. Complexity is not the goal of evolution — survival and reproduction are.","triggerPatterns":["more evolved","higher organism","evolution is progress","less evolved"],"diagnosticQuestion":"Are humans more evolved than bacteria? Explain your reasoning.","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Gregory 2009","teacherIntervention":"Show phylogenetic trees and emphasize that all living species are equally 'evolved.' Discuss parasites that lost complexity.","modes":["evolvesim","ecosystem"]},{"id":"bio-humans-from-monkeys","tier":"public","domain":"biology","subdomain":"evolution","gradeBands":["6-8","9-12"],"name":"Humans From Monkeys","studentBelief":"Humans evolved directly from modern monkeys or chimpanzees.","scientificReality":"Humans and modern apes share a common ancestor that lived millions of years ago. Neither descended from the other.","counterexample":"Chimpanzees and humans diverged from a shared ancestor roughly 6-7 million years ago. Modern chimps have been evolving just as long as humans have.","triggerPatterns":["came from monkeys","evolved from chimps","why are there still monkeys"],"diagnosticQuestion":"If humans evolved from apes, why do apes still exist?","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Nehm & Reilly 2007","teacherIntervention":"Use a branching phylogenetic tree to show common ancestry. Emphasize that 'cousin' species coexist; descent is not linear replacement.","modes":["evolvesim"]},{"id":"bio-species-dont-change","tier":"public","domain":"biology","subdomain":"evolution","gradeBands":["3-5","6-8"],"name":"Species Don't Change","studentBelief":"Species are fixed and have always looked the way they do today.","scientificReality":"Species change over time through evolution. The fossil record, comparative anatomy, and DNA evidence all document these changes.","counterexample":"Whales evolved from land-dwelling ancestors with legs. Fossils show a gradual transition from four-legged mammals to fully aquatic whales.","triggerPatterns":["always been this way","species don't change","created as they are"],"diagnosticQuestion":"Have the animals we see today always looked the same throughout Earth's history?","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Nehm & Reilly 2007","teacherIntervention":"Show fossil sequences (horse evolution, whale evolution) and compare homologous structures across species.","modes":["evolvesim"]},{"id":"bio-individual-evolves","tier":"evaluation","domain":"biology","subdomain":"evolution","gradeBands":["6-8","9-12"],"name":"Individual Organisms Evolve","studentBelief":"Individual organisms evolve during their lifetime to become better adapted.","scientificReality":"Evolution occurs in populations over generations, not in individuals. An individual's DNA does not change in response to environmental pressures.","counterexample":"A single cheetah does not become faster during its life due to evolutionary pressure. Faster cheetahs reproduce more, shifting the population's traits over generations.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Gregory 2009","teacherIntervention":"Emphasize that evolution is a population-level process. Use simulations tracking allele frequencies across generations, not individual changes.","modes":["evolvesim","ecosystem","genelab"]},{"id":"bio-natural-selection-is-random","tier":"public","domain":"biology","subdomain":"evolution","gradeBands":["9-12"],"name":"Natural Selection Is Random","studentBelief":"Natural selection acts randomly, picking survivors by chance alone.","scientificReality":"Natural selection is non-random. It systematically favors individuals with traits better suited to their environment, though which traits are advantageous depends on context.","counterexample":"In the peppered moth example, dark moths were systematically selected for in polluted environments — this was not random survival.","triggerPatterns":["random selection","natural selection is chance","luck determines survival"],"diagnosticQuestion":"Is natural selection the same as random chance? Why or why not?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Gregory 2009","teacherIntervention":"Clearly separate the roles of random mutation (source of variation) and non-random selection (differential survival and reproduction).","modes":["evolvesim","ecosystem"]},{"id":"bio-extinction-means-weak","tier":"public","domain":"biology","subdomain":"evolution","gradeBands":["6-8","9-12"],"name":"Extinction Means Weakness","studentBelief":"Species go extinct because they are inferior or poorly adapted.","scientificReality":"Extinction often results from rapid environmental change, competition from invasive species, disease, or catastrophic events — not inherent weakness.","counterexample":"Dinosaurs dominated Earth for 165 million years and went extinct due to an asteroid impact, not because they were poorly adapted.","triggerPatterns":["went extinct because weak","couldn't adapt","inferior species"],"diagnosticQuestion":"Why did dinosaurs go extinct? Was it because they were poorly adapted animals?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Nehm & Reilly 2007","teacherIntervention":"Discuss mass extinction events and their causes. Emphasize that well-adapted species can go extinct when environments change faster than populations can respond.","modes":["evolvesim","ecosystem"]},{"id":"bio-adaptation-is-choice","tier":"evaluation","domain":"biology","subdomain":"evolution","gradeBands":["6-8","9-12"],"name":"Adaptation Is a Choice","studentBelief":"Organisms choose or try to adapt to their environment.","scientificReality":"Adaptation is a population-level process driven by differential survival and reproduction. Organisms do not consciously decide to develop new traits.","counterexample":"Arctic foxes did not choose to develop white fur. Individuals born with lighter fur survived better in snowy environments and reproduced more.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Gregory 2009","teacherIntervention":"Replace teleological language ('in order to') with mechanistic language ('as a result of'). Have students rewrite adaptation narratives removing intentionality.","modes":["evolvesim","ecosystem"]},{"id":"bio-evolution-has-goal","tier":"public","domain":"biology","subdomain":"evolution","gradeBands":["6-8","9-12"],"name":"Evolution Has a Goal","studentBelief":"Evolution works toward a specific goal or endpoint, such as perfection.","scientificReality":"Evolution has no foresight, direction, or goal. It is a process of differential reproduction based on current environmental conditions.","counterexample":"The human spine causes back pain because it evolved from a horizontal orientation — evolution does not plan ahead for future needs.","triggerPatterns":["goal of evolution","evolution is trying to","endpoint of evolution"],"diagnosticQuestion":"Is evolution working toward making organisms perfect? Why or why not?","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Gregory 2009","teacherIntervention":"Highlight 'imperfect' adaptations (recurrent laryngeal nerve in giraffes, human blind spot) to show evolution lacks foresight.","modes":["evolvesim"]},{"id":"bio-missing-link","tier":"public","domain":"biology","subdomain":"evolution","gradeBands":["6-8","9-12"],"name":"Missing Link Fallacy","studentBelief":"There is a single 'missing link' between major groups that would prove evolution.","scientificReality":"Evolution produces branching trees, not chains. Transitional fossils exist in abundance (Tiktaalik, Archaeopteryx), and each new fossil creates two new 'gaps.'","counterexample":"Tiktaalik shows features of both fish and tetrapods, but it is not the single 'link' — it is one of many transitional forms documented in the fossil record.","triggerPatterns":["missing link","no transitional fossils","gap in the record"],"diagnosticQuestion":"What does it mean when someone says there is a 'missing link' in evolution? Is this a valid criticism?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Nehm & Reilly 2007","teacherIntervention":"Show a rich set of transitional fossils. Explain that every new discovery fills one gap but reveals the branching complexity of evolution.","modes":["evolvesim"]},{"id":"bio-macro-not-micro","tier":"public","domain":"biology","subdomain":"evolution","gradeBands":["9-12"],"name":"Macroevolution Is Different","studentBelief":"Microevolution (small changes) is real but macroevolution (new species) requires a different mechanism.","scientificReality":"Macroevolution is the cumulative result of microevolutionary processes over long time periods. No additional mechanism is needed.","counterexample":"Ring species (e.g., Ensatina salamanders) show a continuous gradient from micro to macro — adjacent populations interbreed, but the endpoints cannot.","triggerPatterns":["micro but not macro","small changes only","can't make new species"],"diagnosticQuestion":"If bacteria can develop antibiotic resistance (microevolution), can the same processes eventually produce new species?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Nehm & Reilly 2007","teacherIntervention":"Use ring species and observed speciation events (apple maggot fly, London Underground mosquito) to demonstrate continuity between micro and macro processes.","modes":["evolvesim","genelab"]},{"id":"bio-dominant-equals-common","tier":"evaluation","domain":"biology","subdomain":"genetics","gradeBands":["9-12"],"name":"Dominant Equals Common","studentBelief":"Dominant alleles are more common in a population than recessive alleles.","scientificReality":"Dominance describes how alleles interact in a heterozygote, not how frequent they are. Recessive alleles can be more common (e.g., type O blood).","counterexample":"Polydactyly (extra fingers) is dominant, yet it is rare. Type O blood is recessive, yet it is the most common blood type worldwide.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Lewis & Wood-Robinson 2000","teacherIntervention":"Use Hardy-Weinberg equilibrium to show that allele frequency and dominance are independent. Provide counterexamples like polydactyly.","modes":["genelab","evolvesim"]},{"id":"bio-dna-is-blueprint","tier":"public","domain":"biology","subdomain":"genetics","gradeBands":["6-8","9-12"],"name":"DNA Is a Blueprint","studentBelief":"DNA is a fixed blueprint that directly specifies every detail of an organism.","scientificReality":"DNA is more like a recipe or set of interacting instructions. Gene expression depends on environment, epigenetics, and interactions among genes.","counterexample":"Identical twins share the same DNA but can differ in height, disease susceptibility, and even fingerprints due to environmental influences on gene expression.","triggerPatterns":["DNA blueprint","genes determine everything","genetic code is a plan"],"diagnosticQuestion":"If two organisms have identical DNA, will they always look and function identically? Why or why not?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Lewis & Wood-Robinson 2000","teacherIntervention":"Use the recipe vs. blueprint metaphor. Show examples of environmental influence on phenotype (temperature-dependent sex determination, nutrition effects).","modes":["genelab","bioforge"]},{"id":"bio-one-gene-one-trait","tier":"evaluation","domain":"biology","subdomain":"genetics","gradeBands":["9-12"],"name":"One Gene One Trait","studentBelief":"Each trait is controlled by a single gene.","scientificReality":"Most traits are polygenic (influenced by many genes) and pleiotropic (single genes affect multiple traits). Gene-trait relationships are rarely one-to-one.","counterexample":"Human height is influenced by over 700 genetic variants, plus nutrition and other environmental factors.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Lewis & Wood-Robinson 2000","teacherIntervention":"Introduce polygenic traits early. Use skin color and height as examples of continuous variation driven by many genes plus environment.","modes":["genelab","bioforge"]},{"id":"bio-acquired-inherited","tier":"public","domain":"biology","subdomain":"genetics","gradeBands":["6-8","9-12"],"name":"Acquired Traits Are Inherited","studentBelief":"Skills, injuries, or physical changes gained during life are passed to children.","scientificReality":"Only germline DNA mutations are heritable. Somatic changes (scars, learned skills, muscle growth) are not encoded in gametes.","counterexample":"A surgeon's steady hands are developed through practice, but their children must learn surgery from scratch.","triggerPatterns":["pass on skills","children inherit experience","body changes inherited"],"diagnosticQuestion":"If a parent learns to speak three languages, will their child be born knowing those languages?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Lewis & Wood-Robinson 2000","teacherIntervention":"Clearly distinguish hereditary traits (encoded in DNA) from acquired traits (result of experience). Use Weismann's germ plasm theory as a foundation.","modes":["genelab","evolvesim"]},{"id":"bio-all-mutations-bad","tier":"evaluation","domain":"biology","subdomain":"genetics","gradeBands":["6-8","9-12"],"name":"All Mutations Are Bad","studentBelief":"Mutations are always harmful and cause disease or deformity.","scientificReality":"Most mutations are neutral. Some are harmful, but some are beneficial. Beneficial mutations are the raw material for adaptive evolution.","counterexample":"The CCR5-delta32 mutation provides resistance to HIV infection and is found in roughly 10% of European populations.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Lewis & Wood-Robinson 2000","teacherIntervention":"Categorize mutations as beneficial, neutral, or harmful. Use sickle cell trait (beneficial in malaria regions) as a nuanced example.","modes":["genelab","bioforge","evolvesim"]},{"id":"bio-genes-are-dominant-or-recessive","tier":"public","domain":"biology","subdomain":"genetics","gradeBands":["9-12"],"name":"Genes Are Dominant or Recessive","studentBelief":"Every gene is either dominant or recessive.","scientificReality":"Dominance describes allele relationships, not genes themselves. Many alleles show incomplete dominance, codominance, or epistasis.","counterexample":"ABO blood types involve codominance (A and B alleles are codominant) and a recessive relationship with the O allele — a single gene with multiple dominance patterns.","triggerPatterns":["dominant gene","recessive gene","gene is dominant"],"diagnosticQuestion":"Is the gene for blood type dominant or recessive? Explain why this question is misleading.","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Lewis & Wood-Robinson 2000","teacherIntervention":"Teach dominance as a property of allele pairs, not individual genes. Use codominance and incomplete dominance examples early in genetics instruction.","modes":["genelab"]},{"id":"bio-genetic-engineering-unnatural","tier":"public","domain":"biology","subdomain":"genetics","gradeBands":["6-8","9-12"],"name":"Genetic Engineering Is Unnatural","studentBelief":"Genetic engineering creates organisms that could never exist in nature, making them fundamentally unnatural.","scientificReality":"Horizontal gene transfer occurs naturally between bacteria. Many 'natural' crops are products of extensive artificial selection. Genetic engineering uses the same biological machinery nature uses.","counterexample":"Sweet potatoes naturally contain Agrobacterium DNA — they are naturally 'transgenic.' Humans have been genetically modifying crops through selective breeding for 10,000 years.","triggerPatterns":["unnatural","playing God","Frankenfood","never occur naturally"],"diagnosticQuestion":"Is a genetically modified tomato fundamentally different from a tomato produced through traditional selective breeding?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Lewis & Wood-Robinson 2000","teacherIntervention":"Compare natural horizontal gene transfer, selective breeding, and modern genetic engineering on a continuum. Discuss specific modifications rather than categories.","modes":["genelab","bioforge"]},{"id":"bio-sex-determination-random","tier":"public","domain":"biology","subdomain":"genetics","gradeBands":["6-8","9-12"],"name":"Sex Determination Is Random","studentBelief":"Biological sex is determined purely by chance, like flipping a coin.","scientificReality":"In mammals, sex is determined by the sperm's sex chromosome (X or Y). While which sperm fertilizes the egg has a stochastic element, the mechanism is chromosomal, not random chance.","counterexample":"In crocodilians, sex is determined by incubation temperature, not chromosomes at all — showing that sex determination is a biological mechanism, not randomness.","triggerPatterns":["random chance","50/50 coin flip","no mechanism"],"diagnosticQuestion":"Is the sex of a baby determined by pure chance, or is there a specific biological mechanism?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Lewis & Wood-Robinson 2000","teacherIntervention":"Teach the chromosomal mechanism (XX/XY) and then introduce environmental sex determination in reptiles to show that multiple mechanisms exist.","modes":["genelab"]},{"id":"bio-epigenetics-changes-dna","tier":"evaluation","domain":"biology","subdomain":"genetics","gradeBands":["9-12"],"name":"Epigenetics Changes DNA","studentBelief":"Epigenetic changes alter the DNA sequence itself.","scientificReality":"Epigenetic changes modify gene expression (via methylation, histone modification) without altering the DNA sequence. The sequence remains the same; accessibility changes.","counterexample":"Methylation adds a chemical tag to DNA that silences a gene, but the underlying nucleotide sequence is unchanged — like putting a bookmark in a book without rewriting the text.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Lewis & Wood-Robinson 2000","teacherIntervention":"Use the 'volume knob' analogy: epigenetics turns genes up or down without changing the song (DNA sequence). Demonstrate with methylation diagrams.","modes":["genelab","bioforge"]},{"id":"bio-gene-therapy-permanent","tier":"public","domain":"biology","subdomain":"genetics","gradeBands":["9-12"],"name":"Gene Therapy Is Permanent","studentBelief":"Gene therapy permanently fixes a genetic condition with a single treatment.","scientificReality":"Most current gene therapies target somatic cells that eventually die and are replaced. Effects may be temporary, requiring repeated treatments. Germline editing is separate and ethically restricted.","counterexample":"Many gene therapy patients need repeated doses because the corrected cells are gradually replaced by new cells from unmodified stem cells.","triggerPatterns":["one-time fix","permanent cure","gene therapy cures forever"],"diagnosticQuestion":"If a patient receives gene therapy for a blood disorder, will the treatment last their entire life? Why or why not?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Lewis & Wood-Robinson 2000","teacherIntervention":"Distinguish somatic vs. germline gene therapy. Explain cell turnover and why somatic therapies may need re-administration.","modes":["genelab","bioforge","clinicalsim"]},{"id":"bio-cells-are-bags","tier":"evaluation","domain":"biology","subdomain":"cell-biology","gradeBands":["6-8"],"name":"Cells Are Bags of Stuff","studentBelief":"Cells are simple bags of liquid with a few things floating around inside.","scientificReality":"Cells are highly organized with membrane-bound compartments, a cytoskeleton, and complex molecular machinery. The cytoplasm is a crowded, structured environment.","counterexample":"The endoplasmic reticulum alone creates an internal membrane network with a surface area larger than the cell membrane, providing structured compartments for protein folding.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Flores et al 2003","teacherIntervention":"Show molecular crowding simulations. Compare textbook cell diagrams (misleadingly spacious) with electron micrographs showing dense internal structure.","modes":["cellworld","bioforge"]},{"id":"bio-bigger-cells","tier":"evaluation","domain":"biology","subdomain":"cell-biology","gradeBands":["6-8"],"name":"Bigger Organisms Have Bigger Cells","studentBelief":"Larger organisms have larger cells than smaller organisms.","scientificReality":"Most animal cells are roughly the same size (10-30 micrometers) regardless of organism size. Larger organisms have more cells, not bigger cells.","counterexample":"An elephant's liver cells are approximately the same size as a mouse's liver cells. The elephant's liver is larger because it contains far more cells.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Flores et al 2003","teacherIntervention":"Have students measure actual cell sizes under microscopes from organisms of different sizes. Calculate surface-area-to-volume ratios to explain size constraints.","modes":["cellworld"]},{"id":"bio-plants-different-cells","tier":"public","domain":"biology","subdomain":"cell-biology","gradeBands":["6-8"],"name":"Plants Don't Have Real Cells","studentBelief":"Plant cells are fundamentally different from animal cells and are not 'real' cells.","scientificReality":"Plant and animal cells share core features (nucleus, ribosomes, mitochondria, cell membrane). Plants additionally have cell walls, chloroplasts, and central vacuoles.","counterexample":"Both plant and animal cells perform cellular respiration using mitochondria, synthesize proteins on ribosomes, and store DNA in a nucleus.","triggerPatterns":["plants are different","plant cells aren't real cells","plants don't have cells like animals"],"diagnosticQuestion":"Do plant cells and animal cells share any of the same organelles?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Flores et al 2003","teacherIntervention":"Use Venn diagrams comparing plant and animal cells. Emphasize shared organelles first, then discuss unique plant features (cell wall, chloroplasts, large vacuole).","modes":["cellworld","ecosystem"]},{"id":"bio-all-cells-same","tier":"public","domain":"biology","subdomain":"cell-biology","gradeBands":["6-8"],"name":"All Cells Are the Same","studentBelief":"All cells in the body (or all cells everywhere) are identical in structure and function.","scientificReality":"Cells are highly specialized. Neurons, red blood cells, muscle cells, and epithelial cells differ dramatically in shape, size, and function despite sharing the same DNA.","counterexample":"A red blood cell lacks a nucleus and is 8 micrometers wide, while a motor neuron can stretch over a meter in length — yet both contain the same genome.","triggerPatterns":["all cells are the same","cells are identical","one type of cell"],"diagnosticQuestion":"Do all cells in the human body look and function the same way?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Flores et al 2003","teacherIntervention":"Show micrographs of diverse cell types. Discuss cell differentiation and how the same genome produces different cell types through differential gene expression.","modes":["cellworld","bodyatlas"]},{"id":"bio-mitochondria-only-energy","tier":"public","domain":"biology","subdomain":"cell-biology","gradeBands":["9-12"],"name":"Mitochondria Only Make Energy","studentBelief":"Mitochondria only produce ATP and have no other functions.","scientificReality":"Mitochondria are involved in apoptosis (programmed cell death), calcium signaling, heat generation, synthesis of certain amino acids and heme groups, and immune signaling.","counterexample":"Brown fat mitochondria primarily generate heat (thermogenesis) rather than ATP, using uncoupling protein 1 (UCP1).","triggerPatterns":["mitochondria only make ATP","powerhouse only","just energy"],"diagnosticQuestion":"Besides producing ATP, what other roles do mitochondria play in the cell?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Flores et al 2003","teacherIntervention":"Present mitochondria as multifunctional organelles. Discuss their role in apoptosis, calcium storage, and heat generation in brown adipose tissue.","modes":["cellworld","bioforge"]},{"id":"bio-nucleus-is-brain","tier":"evaluation","domain":"biology","subdomain":"cell-biology","gradeBands":["6-8"],"name":"Nucleus Is the Cell's Brain","studentBelief":"The nucleus controls everything in the cell, like a brain controls a body.","scientificReality":"The nucleus stores genetic information and directs protein synthesis, but many cellular functions are regulated by signaling molecules, enzymes, and organelles operating semi-autonomously.","counterexample":"Enucleated cells (like mature red blood cells and platelets) continue to function for weeks without a nucleus, carrying oxygen and clotting blood.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"minor","researchSource":"Flores et al 2003","teacherIntervention":"Discuss enucleation experiments and how cells can survive (briefly) without a nucleus. Emphasize distributed control and feedback loops within cells.","modes":["cellworld"]},{"id":"bio-cell-membrane-is-wall","tier":"public","domain":"biology","subdomain":"cell-biology","gradeBands":["6-8"],"name":"Cell Membrane Is a Rigid Wall","studentBelief":"The cell membrane is a rigid, solid barrier like a wall.","scientificReality":"The cell membrane is a fluid mosaic of lipids and proteins that is flexible, dynamic, and selectively permeable. It constantly reorganizes, allowing transport, signaling, and cell movement.","counterexample":"White blood cells squeeze through tiny gaps between blood vessel cells by deforming their fluid membranes — a rigid wall could not do this.","triggerPatterns":["membrane is a wall","solid barrier","rigid membrane"],"diagnosticQuestion":"Is the cell membrane a rigid structure like a wall, or does it have different properties?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Flores et al 2003","teacherIntervention":"Use the fluid mosaic model animation. Demonstrate membrane fluidity with FRAP experiments or soap bubble analogies.","modes":["cellworld"]},{"id":"bio-cells-dont-die","tier":"public","domain":"biology","subdomain":"cell-biology","gradeBands":["6-8"],"name":"Cells Don't Die","studentBelief":"Cells live forever or only die when an organism dies.","scientificReality":"Cells regularly undergo programmed cell death (apoptosis) as a normal part of development and maintenance. Billions of cells die each day in the human body and are replaced.","counterexample":"The human body destroys and replaces approximately 60 billion cells per day. The lining of the small intestine is replaced every 3-5 days.","triggerPatterns":["cells live forever","cells don't die","only die when we die"],"diagnosticQuestion":"Do cells in your body ever die while you are still alive and healthy?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Flores et al 2003","teacherIntervention":"Introduce apoptosis as beneficial and necessary. Use examples: embryonic hand development (webbing removal), immune cell pruning, skin cell replacement.","modes":["cellworld","bodyatlas"]},{"id":"bio-energy-recycled","tier":"evaluation","domain":"biology","subdomain":"ecology","gradeBands":["6-8","9-12"],"name":"Energy Is Recycled in Ecosystems","studentBelief":"Energy is recycled through an ecosystem just like matter is.","scientificReality":"Energy flows through ecosystems in one direction and is lost as heat at each trophic level. Only about 10% of energy transfers between levels. Matter (not energy) is recycled.","counterexample":"If energy were recycled, ecosystems would not need continuous input from the sun. The 10% rule means a food chain with five levels retains only 0.01% of the original solar energy.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Munson 1994","teacherIntervention":"Contrast energy flow diagrams (one-way arrows with heat loss) with nutrient cycles (circular arrows). Use the 10% rule to quantify energy loss at each level.","modes":["ecosystem","evolvesim"]},{"id":"bio-decomposers-unimportant","tier":"public","domain":"biology","subdomain":"ecology","gradeBands":["6-8"],"name":"Decomposers Are Unimportant","studentBelief":"Decomposers are minor players in ecosystems, not essential to food webs.","scientificReality":"Decomposers are critical for nutrient cycling, breaking down dead organic matter and returning essential nutrients to the soil for producers to use.","counterexample":"Without decomposers, dead organisms and waste would accumulate indefinitely, and essential nutrients like nitrogen and phosphorus would become locked in dead biomass.","triggerPatterns":["decomposers don't matter","just break down dead stuff","unimportant in food web"],"diagnosticQuestion":"What would happen to an ecosystem if all decomposers suddenly disappeared?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Munson 1994","teacherIntervention":"Remove decomposers from ecosystem models and have students predict consequences. Show nutrient cycling diagrams with decomposers as the critical return pathway.","modes":["ecosystem"]},{"id":"bio-food-chain-linear","tier":"evaluation","domain":"biology","subdomain":"ecology","gradeBands":["6-8"],"name":"Food Chains Are Linear","studentBelief":"Feeding relationships form simple linear chains, not complex webs.","scientificReality":"Real ecosystems have complex food webs where organisms eat and are eaten by multiple species. Linear chains are simplified models, not reality.","counterexample":"A bear eats fish, berries, insects, and honey. A rabbit is eaten by hawks, foxes, snakes, and owls. These interconnections form webs, not chains.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Munson 1994","teacherIntervention":"Build food webs collaboratively, starting with simple chains then adding connections. Use species removal exercises to show cascading effects through the web.","modes":["ecosystem"]},{"id":"bio-ecosystem-stable","tier":"evaluation","domain":"biology","subdomain":"ecology","gradeBands":["6-8","9-12"],"name":"Ecosystems Are Naturally Stable","studentBelief":"Ecosystems exist in a stable, unchanging 'balance of nature.'","scientificReality":"Ecosystems are dynamic, constantly changing through succession, disturbance, climate variation, and species interactions. Equilibrium is a simplification.","counterexample":"Yellowstone's ecosystem shifted dramatically when wolves were reintroduced — riverbanks stabilized, elk behavior changed, and plant communities transformed (trophic cascade).","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Munson 1994","teacherIntervention":"Study ecological succession and disturbance ecology. Use historical examples showing ecosystems changing naturally over decades and centuries.","modes":["ecosystem","climateengine"]},{"id":"bio-humans-outside-nature","tier":"public","domain":"biology","subdomain":"ecology","gradeBands":["6-8","9-12"],"name":"Humans Are Outside Nature","studentBelief":"Humans are separate from nature and not part of ecosystems.","scientificReality":"Humans are biological organisms embedded in ecosystems. We depend on ecosystem services (clean air, water, pollination) and our actions have ecological consequences.","counterexample":"Human gut microbiomes contain trillions of organisms in a mutualistic relationship. Our agriculture depends on pollinators, soil microbes, and water cycles.","triggerPatterns":["humans aren't part of nature","separate from environment","above nature"],"diagnosticQuestion":"Are humans part of the ecosystem, or do we exist outside of it?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Munson 1994","teacherIntervention":"Map students' daily resource consumption back to ecosystems. Show dependency chains: food production, water purification, oxygen generation.","modes":["ecosystem","climateengine"]},{"id":"bio-predators-are-bad","tier":"public","domain":"biology","subdomain":"ecology","gradeBands":["3-5","6-8"],"name":"Predators Are Bad","studentBelief":"Predators are harmful to ecosystems and should be removed to protect prey.","scientificReality":"Predators regulate prey populations, maintain species diversity, and drive trophic cascades that benefit ecosystem health.","counterexample":"When wolves were removed from Yellowstone, elk overgrazed riverbank vegetation, causing erosion and loss of songbird habitat. Wolf reintroduction restored the ecosystem.","triggerPatterns":["predators are bad","predators should be removed","prey need protection from predators"],"diagnosticQuestion":"Would an ecosystem be healthier without predators? What might happen if all predators were removed?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Munson 1994","teacherIntervention":"Study trophic cascades. Use the Yellowstone wolves case study and Kaibab deer population crash as evidence that predator removal harms ecosystems.","modes":["ecosystem"]},{"id":"bio-biodiversity-just-species-count","tier":"public","domain":"biology","subdomain":"ecology","gradeBands":["9-12"],"name":"Biodiversity Is Just Species Count","studentBelief":"Biodiversity simply means the number of species in an area.","scientificReality":"Biodiversity includes species diversity, genetic diversity within species, and ecosystem diversity. Evenness (relative abundance) matters as much as richness (species count).","counterexample":"Two forests with 10 species each can differ in biodiversity: one with equal populations of each species vs. one where 99% of individuals belong to a single species.","triggerPatterns":["just number of species","more species means more biodiversity","count the species"],"diagnosticQuestion":"Is an area with 100 species but one dominant species more biodiverse than an area with 50 equally abundant species?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Munson 1994","teacherIntervention":"Introduce Shannon diversity index. Compare species richness vs. evenness with concrete examples. Discuss genetic and ecosystem diversity alongside species diversity.","modes":["ecosystem"]},{"id":"bio-extinction-always-bad","tier":"public","domain":"biology","subdomain":"ecology","gradeBands":["6-8","9-12"],"name":"Extinction Is Always Bad","studentBelief":"All extinction is harmful and should be prevented.","scientificReality":"Background extinction is a natural process that has occurred throughout Earth's history. Mass extinction events, while devastating, have opened ecological niches for adaptive radiation.","counterexample":"The extinction of non-avian dinosaurs 66 million years ago opened niches that allowed mammals to diversify and eventually produced primates, including humans.","triggerPatterns":["all extinction is bad","must prevent all extinction","extinction is always harmful"],"diagnosticQuestion":"Is extinction always harmful, or has it sometimes led to positive ecological outcomes?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Munson 1994","teacherIntervention":"Distinguish background extinction from mass extinction and anthropogenic extinction. Discuss adaptive radiation following mass extinctions.","modes":["ecosystem","evolvesim"]},{"id":"bio-invasive-always-harmful","tier":"public","domain":"biology","subdomain":"ecology","gradeBands":["6-8","9-12"],"name":"Invasive Species Are Always Harmful","studentBelief":"Every non-native species is destructive and should be eradicated.","scientificReality":"While many invasive species cause ecological harm, some non-native species become integrated without major negative effects, and some even provide ecosystem services.","counterexample":"Non-native honeybees in North America are valued pollinators, despite being introduced from Europe. Context determines whether a non-native species is harmful.","triggerPatterns":["all invasives are bad","non-native always harmful","eradicate all invasives"],"diagnosticQuestion":"Are all non-native species harmful to their new environment? Can some be beneficial?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Munson 1994","teacherIntervention":"Distinguish 'non-native' from 'invasive.' Discuss cases where introduced species fill ecological roles or become integrated. Emphasize context-dependent assessment.","modes":["ecosystem"]},{"id":"bio-blood-blue","tier":"evaluation","domain":"biology","subdomain":"physiology","gradeBands":["3-5","6-8"],"name":"Deoxygenated Blood Is Blue","studentBelief":"Blood is blue in veins and only turns red when it meets oxygen.","scientificReality":"Blood is always red. Deoxygenated blood is dark red, and oxygenated blood is bright red. Veins appear blue through skin due to light absorption and scattering.","counterexample":"When blood is drawn from a vein, it is dark red, not blue. The blue appearance of veins is an optical illusion caused by skin and subcutaneous fat filtering light.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"surface","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Show venipuncture videos where drawn venous blood is clearly dark red. Explain light wavelength absorption through skin layers.","modes":["bodyatlas","clinicalsim"]},{"id":"bio-heart-on-left","tier":"public","domain":"biology","subdomain":"physiology","gradeBands":["3-5","6-8"],"name":"Heart Is on the Left Side","studentBelief":"The heart is located on the left side of the chest.","scientificReality":"The heart is positioned in the center of the chest (mediastinum), slightly tilted to the left. The apex points left, which is why the heartbeat is felt there.","counterexample":"A chest X-ray shows the heart spanning the midline. In some individuals (situs inversus), the heart points to the right.","triggerPatterns":["heart is on the left","left side of chest","heart is left"],"diagnosticQuestion":"Is the heart located entirely on the left side of your chest?","frequency":"high","persistence":"surface","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Show anatomical diagrams and chest X-rays showing the heart's central position. Explain why the heartbeat is felt more on the left (apex orientation).","modes":["bodyatlas","dissectlab"]},{"id":"bio-digestion-stomach-only","tier":"evaluation","domain":"biology","subdomain":"physiology","gradeBands":["6-8"],"name":"Digestion Happens Only in the Stomach","studentBelief":"All digestion occurs in the stomach.","scientificReality":"Digestion begins in the mouth (salivary amylase), continues in the stomach (acid and pepsin), and most chemical digestion and nutrient absorption occur in the small intestine.","counterexample":"If you chew a cracker and hold it on your tongue, it starts to taste sweet — salivary amylase is already breaking starch into sugars before the food reaches the stomach.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wandersee et al 1994","teacherIntervention":"Map the digestive system step by step. Use the cracker-on-tongue experiment to demonstrate salivary amylase activity before food reaches the stomach.","modes":["bodyatlas","dissectlab"]},{"id":"bio-oxygen-into-blood","tier":"public","domain":"biology","subdomain":"physiology","gradeBands":["6-8","9-12"],"name":"Inhaled Air Is Pure Oxygen","studentBelief":"Inhaled air is pure oxygen and exhaled air is pure carbon dioxide.","scientificReality":"Inhaled air is ~21% O2 and ~0.04% CO2. Exhaled air still contains ~16% O2 and ~4% CO2. The lungs extract only a fraction of inhaled oxygen.","counterexample":"Mouth-to-mouth resuscitation works because exhaled air still contains enough oxygen (16%) to sustain another person.","triggerPatterns":["breathe in oxygen","breathe out carbon dioxide","exhale is all CO2"],"diagnosticQuestion":"Is exhaled air entirely carbon dioxide? Could you use exhaled air to help someone who is not breathing?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wandersee et al 1994","teacherIntervention":"Compare inhaled and exhaled air composition with exact percentages. Explain why CPR works — exhaled air has sufficient oxygen for another person.","modes":["bodyatlas"]},{"id":"bio-brain-uses-10-percent","tier":"evaluation","domain":"biology","subdomain":"physiology","gradeBands":["6-8","9-12"],"name":"We Only Use 10% of Our Brain","studentBelief":"Humans only use 10% of their brain capacity.","scientificReality":"Neuroimaging shows that virtually all brain regions are active during a 24-hour period. Different tasks activate different regions, but no large areas are permanently inactive.","counterexample":"Brain damage to even small areas causes significant deficits. If 90% were unused, damage to those areas would have no effect.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Show fMRI brain scans during various tasks. Discuss how brain lesions in any region cause specific deficits, proving all areas are functional.","modes":["bodyatlas","neuralpath"]},{"id":"bio-muscles-turn-to-fat","tier":"public","domain":"biology","subdomain":"physiology","gradeBands":["6-8","9-12"],"name":"Muscle Turns Into Fat","studentBelief":"When you stop exercising, muscle tissue converts into fat tissue.","scientificReality":"Muscle and fat are different tissue types and cannot convert into each other. When exercise stops, muscles atrophy (shrink) and fat may accumulate separately due to caloric surplus.","counterexample":"Under a microscope, muscle fibers (striated, multinucleated) and adipocytes (lipid-filled single cells) are structurally completely different and cannot transform into each other.","triggerPatterns":["muscle turns to fat","muscle becomes fat","fat from muscle"],"diagnosticQuestion":"Can muscle tissue actually convert into fat tissue? What really happens when an athlete stops training?","frequency":"high","persistence":"surface","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Compare histology slides of muscle and adipose tissue. Explain that atrophy and weight gain are independent processes happening simultaneously.","modes":["bodyatlas"]},{"id":"bio-tongue-taste-map","tier":"public","domain":"biology","subdomain":"physiology","gradeBands":["3-5","6-8"],"name":"Tongue Taste Map","studentBelief":"Different parts of the tongue detect different tastes (sweet at tip, bitter at back).","scientificReality":"All taste qualities can be detected across the entire tongue. The tongue taste map originated from a misinterpretation of 19th-century research.","counterexample":"Place a drop of sugar solution on the back of your tongue — you will taste sweetness, disproving the idea that only the tip detects sweet flavors.","triggerPatterns":["taste map","sweet at the tip","bitter at the back","tongue regions"],"diagnosticQuestion":"Can you only taste sweetness at the tip of your tongue?","frequency":"very-high","persistence":"surface","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Have students test all five taste qualities at different tongue positions. Show that the taste map originated from a misinterpretation of Hanig's 1901 paper.","modes":["bodyatlas"]},{"id":"bio-respiration-is-breathing","tier":"public","domain":"biology","subdomain":"physiology","gradeBands":["6-8","9-12"],"name":"Respiration Is Just Breathing","studentBelief":"Respiration is the same as breathing (inhaling and exhaling).","scientificReality":"Cellular respiration is a biochemical process that converts glucose and oxygen into ATP, CO2, and water in mitochondria. Breathing (ventilation) merely supplies oxygen and removes CO2.","counterexample":"Single-celled organisms perform cellular respiration without lungs or breathing. A yeast cell produces ATP through the same metabolic pathway as human cells.","triggerPatterns":["respiration is breathing","respiration means inhaling","breathing and respiration are the same"],"diagnosticQuestion":"Is cellular respiration the same process as breathing? Do organisms without lungs respire?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Wandersee et al 1994","teacherIntervention":"Explicitly distinguish ventilation (gas exchange with environment) from cellular respiration (metabolic ATP production). Show both processes in a labeled diagram.","modes":["bodyatlas","cellworld"]},{"id":"bio-antibiotics-kill-viruses","tier":"public","domain":"biology","subdomain":"physiology","gradeBands":["6-8","9-12"],"name":"Antibiotics Kill Viruses","studentBelief":"Antibiotics can treat viral infections like the common cold or flu.","scientificReality":"Antibiotics target bacterial cellular machinery (cell walls, ribosomes, DNA replication). Viruses lack these structures and are unaffected by antibiotics.","counterexample":"Taking antibiotics for a cold (caused by rhinovirus) does nothing against the virus but kills beneficial gut bacteria and promotes antibiotic resistance.","triggerPatterns":["antibiotics for cold","antibiotics kill viruses","medicine for flu"],"diagnosticQuestion":"Should a doctor prescribe antibiotics for the common cold? Why or why not?","frequency":"very-high","persistence":"moderate","severity":"critical","researchSource":"Wandersee et al 1994","teacherIntervention":"Compare bacterial and viral structures. Explain antibiotic mechanisms (targeting cell walls, ribosomes) and why these do not apply to viruses.","modes":["bodyatlas","clinicalsim"]},{"id":"bio-plants-dont-respire","tier":"public","domain":"biology","subdomain":"photosynthesis","gradeBands":["6-8","9-12"],"name":"Plants Don't Respire","studentBelief":"Plants only photosynthesize; they do not perform cellular respiration.","scientificReality":"Plants perform both photosynthesis and cellular respiration. They photosynthesize during daylight and respire continuously, 24 hours a day.","counterexample":"Plants in a sealed dark room consume oxygen and produce CO2, measurable with a CO2 sensor — proving they respire just like animals.","triggerPatterns":["plants only photosynthesize","plants don't breathe","plants don't respire"],"diagnosticQuestion":"Do plants perform cellular respiration, or do they only carry out photosynthesis?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Wandersee et al 1994","teacherIntervention":"Measure CO2 levels around a plant in light vs. dark conditions. Show that plants consume oxygen and produce CO2 in darkness.","modes":["ecosystem","cellworld"]},{"id":"bio-plants-food-from-soil","tier":"evaluation","domain":"biology","subdomain":"photosynthesis","gradeBands":["3-5","6-8"],"name":"Plants Get Food From Soil","studentBelief":"Plants eat food from the soil through their roots.","scientificReality":"Plants make their own food (glucose) through photosynthesis using CO2 from air and water. Roots absorb water and mineral nutrients, but not food.","counterexample":"Van Helmont's 1648 experiment: a willow tree gained 74 kg in 5 years while the soil lost only 57 grams — the mass came from water and CO2, not soil.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Wandersee et al 1994","teacherIntervention":"Replicate van Helmont's experiment conceptually. Use isotope tracing to show that carbon in plant biomass comes from atmospheric CO2, not soil.","modes":["ecosystem","cellworld"]},{"id":"bio-photosynthesis-only-daytime","tier":"public","domain":"biology","subdomain":"photosynthesis","gradeBands":["6-8"],"name":"Photosynthesis Only Happens in Daytime","studentBelief":"Photosynthesis is completely shut off at night.","scientificReality":"Light reactions require light, but the Calvin cycle (light-independent reactions) can use stored ATP and NADPH briefly after sunset. CAM plants fix CO2 at night.","counterexample":"CAM plants (cacti, pineapples) open their stomata at night to fix CO2, storing it as malic acid for daytime use in the Calvin cycle.","triggerPatterns":["only in light","no photosynthesis at night","stops at sunset"],"diagnosticQuestion":"Do all parts of photosynthesis stop completely when the sun sets?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Canal 1999","teacherIntervention":"Distinguish light-dependent from light-independent reactions. Introduce CAM photosynthesis as evidence that CO2 fixation can occur at night.","modes":["ecosystem","cellworld"]},{"id":"bio-oxygen-from-splitting-co2","tier":"public","domain":"biology","subdomain":"photosynthesis","gradeBands":["9-12"],"name":"O2 Comes From Splitting CO2","studentBelief":"The oxygen released in photosynthesis comes from splitting carbon dioxide.","scientificReality":"The oxygen released in photosynthesis comes from the splitting of water (H2O) during the light reactions (photolysis), not from CO2.","counterexample":"Isotope tracing experiments using H2O with heavy oxygen (O-18) showed that the released O2 contains the heavy isotope — proving it comes from water, not CO2.","triggerPatterns":["oxygen from CO2","splitting carbon dioxide","CO2 releases oxygen"],"diagnosticQuestion":"In photosynthesis, does the oxygen gas released come from CO2 or from H2O?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Canal 1999","teacherIntervention":"Trace oxygen atoms through the photosynthesis equation using isotope labeling. Show Hill's 1937 experiment demonstrating O2 from water splitting.","modes":["cellworld","bioforge"]},{"id":"bio-leaves-only-photosynthesis","tier":"public","domain":"biology","subdomain":"photosynthesis","gradeBands":["3-5","6-8"],"name":"Only Leaves Photosynthesize","studentBelief":"Photosynthesis only occurs in leaves.","scientificReality":"Any plant tissue containing chloroplasts can photosynthesize, including green stems, unripe green fruits, and sepals.","counterexample":"Cacti have no leaves but photosynthesize through their green stems. Green peppers photosynthesize through their fruit wall before ripening.","triggerPatterns":["only in leaves","photosynthesis is in leaves","leaves are the only place"],"diagnosticQuestion":"Can a plant that has no leaves still perform photosynthesis?","frequency":"high","persistence":"surface","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Show diverse photosynthetic structures: cactus stems, green bark, green fruits. Test for starch production in non-leaf green tissues using iodine.","modes":["ecosystem"]},{"id":"bio-chlorophyll-is-blood","tier":"public","domain":"biology","subdomain":"photosynthesis","gradeBands":["3-5","6-8"],"name":"Chlorophyll Is Plant Blood","studentBelief":"Chlorophyll is the plant's version of blood, carrying nutrients through the plant.","scientificReality":"Chlorophyll is a pigment molecule in chloroplasts that absorbs light energy for photosynthesis. Nutrient transport occurs through xylem and phloem, not chlorophyll.","counterexample":"Chlorophyll is found only in cells with chloroplasts, while nutrients travel through vascular tissue (xylem and phloem) that extends throughout the entire plant.","triggerPatterns":["chlorophyll is blood","green blood","plant blood"],"diagnosticQuestion":"Is chlorophyll the plant's equivalent of blood? What does chlorophyll actually do?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Clarify chlorophyll's role as a light-absorbing pigment. Show cross-sections of stems highlighting vascular tissue as the actual transport system.","modes":["ecosystem","cellworld"]},{"id":"bio-photosynthesis-needs-warmth","tier":"public","domain":"biology","subdomain":"photosynthesis","gradeBands":["6-8"],"name":"Photosynthesis Needs Warmth","studentBelief":"Photosynthesis cannot occur in cold climates.","scientificReality":"Photosynthesis occurs in cold environments. Conifers photosynthesize in winter, and Antarctic algae photosynthesize in near-freezing water under ice.","counterexample":"Evergreen conifers in subarctic forests continue photosynthesizing through winter whenever temperatures briefly rise above approximately -4 degrees C.","triggerPatterns":["too cold for photosynthesis","need warm weather","only in warm climates"],"diagnosticQuestion":"Can photosynthesis occur in a cold climate like Antarctica?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Canal 1999","teacherIntervention":"Show examples of photosynthetic organisms in extreme cold: Antarctic ice algae, subarctic mosses, evergreen trees in winter.","modes":["ecosystem","climateengine"]},{"id":"bio-proteins-only-muscle","tier":"public","domain":"biology","subdomain":"molecular-biology","gradeBands":["6-8","9-12"],"name":"Proteins Are Only for Muscles","studentBelief":"Proteins are mainly used for building muscles and have few other functions.","scientificReality":"Proteins serve as enzymes, antibodies, hormones, transport molecules, structural components, signaling molecules, and more. Muscle is just one of many protein functions.","counterexample":"Hemoglobin (oxygen transport), insulin (hormone), antibodies (immunity), and DNA polymerase (enzyme) are all proteins with non-muscle functions.","triggerPatterns":["protein is for muscles","eat protein for muscles","protein equals muscle"],"diagnosticQuestion":"Besides building muscles, what other roles do proteins play in the body?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wandersee et al 1994","teacherIntervention":"Categorize protein functions: structural, enzymatic, transport, immune, hormonal, receptor. Show that enzymes alone account for thousands of different proteins.","modes":["bioforge","bodyatlas","cellworld"]},{"id":"bio-dna-in-blood-only","tier":"public","domain":"biology","subdomain":"molecular-biology","gradeBands":["6-8"],"name":"DNA Is Only in Blood","studentBelief":"DNA is found only in blood cells.","scientificReality":"DNA is present in the nucleus of virtually every cell in the body. Skin cells, hair follicle cells, cheek cells, and bone cells all contain DNA.","counterexample":"Forensic scientists extract DNA from skin cells, hair roots, saliva, and bone — not just blood. A cheek swab provides ample DNA for genetic testing.","triggerPatterns":["DNA in blood","blood has DNA","DNA is in your blood"],"diagnosticQuestion":"Is DNA found only in blood, or is it present in other parts of the body?","frequency":"high","persistence":"surface","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Extract DNA from strawberries or cheek cells to demonstrate that DNA is present in non-blood tissues. Discuss forensic DNA sources.","modes":["genelab","bioforge"]},{"id":"bio-enzymes-consumed","tier":"evaluation","domain":"biology","subdomain":"molecular-biology","gradeBands":["9-12"],"name":"Enzymes Are Consumed in Reactions","studentBelief":"Enzymes are used up during chemical reactions.","scientificReality":"Enzymes are biological catalysts that speed up reactions without being consumed. They are recycled and can catalyze the same reaction thousands of times per second.","counterexample":"A single molecule of catalase can decompose millions of hydrogen peroxide molecules per second and continue functioning. If consumed, it could only work once.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wandersee et al 1994","teacherIntervention":"Demonstrate catalase activity with liver and hydrogen peroxide. Show that adding more substrate to the same liver sample produces more bubbles — the enzyme persists.","modes":["bioforge","cellworld"]},{"id":"bio-rna-just-messenger","tier":"public","domain":"biology","subdomain":"molecular-biology","gradeBands":["9-12"],"name":"RNA Is Just a Messenger","studentBelief":"RNA's only function is to carry the genetic message from DNA to ribosomes.","scientificReality":"RNA has diverse roles: mRNA carries messages, tRNA transfers amino acids, rRNA forms ribosomes, and regulatory RNAs (miRNA, siRNA) control gene expression. Some RNAs catalyze reactions (ribozymes).","counterexample":"Ribozymes are RNA molecules that catalyze chemical reactions, acting as enzymes. The ribosome itself is primarily an RNA machine, not a protein machine.","triggerPatterns":["RNA is just a messenger","RNA only carries messages","mRNA is all RNA does"],"diagnosticQuestion":"Is carrying genetic messages the only function of RNA in cells?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Wandersee et al 1994","teacherIntervention":"Create an RNA function taxonomy: mRNA, tRNA, rRNA, miRNA, siRNA, lncRNA, ribozymes. Emphasize the RNA world hypothesis as evidence of RNA's versatility.","modes":["bioforge","genelab"]},{"id":"bio-amino-acid-20-only","tier":"public","domain":"biology","subdomain":"molecular-biology","gradeBands":["9-12"],"name":"Only 20 Amino Acids Exist","studentBelief":"There are exactly 20 amino acids, and no others exist.","scientificReality":"There are 20 standard amino acids encoded by the genetic code, but over 500 amino acids exist in nature. Selenocysteine and pyrrolysine are the 21st and 22nd genetically encoded amino acids.","counterexample":"Selenocysteine is incorporated into proteins in all three domains of life using a special UGA codon readthrough mechanism — it is a natural 21st amino acid.","triggerPatterns":["only 20 amino acids","exactly 20","20 and no more"],"diagnosticQuestion":"Are there exactly 20 amino acids in biology, or could there be more?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Distinguish standard genetically encoded amino acids from the broader set. Introduce selenocysteine and pyrrolysine as expansions of the genetic code.","modes":["bioforge"]},{"id":"bio-protein-folding-automatic","tier":"public","domain":"biology","subdomain":"molecular-biology","gradeBands":["9-12"],"name":"Protein Folding Is Automatic","studentBelief":"Proteins automatically fold into the correct shape based on their amino acid sequence alone.","scientificReality":"While sequence determines potential structure, many proteins require chaperone proteins, specific pH, temperature, and cellular conditions to fold correctly. Misfolding is common and can cause disease.","counterexample":"Prion diseases (mad cow disease, CJD) result from protein misfolding. Chaperone proteins like HSP70 actively assist folding — if folding were automatic, these would be unnecessary.","triggerPatterns":["folds itself","automatic folding","sequence determines shape completely"],"diagnosticQuestion":"Do proteins always fold correctly on their own, or do they sometimes need help?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Wandersee et al 1994","teacherIntervention":"Discuss chaperone proteins and prion diseases. Use protein folding simulations to show that misfolding is energetically possible and sometimes favored.","modes":["bioforge","cellworld"]},{"id":"bio-junk-dna","tier":"public","domain":"biology","subdomain":"molecular-biology","gradeBands":["9-12"],"name":"Non-Coding DNA Is Junk","studentBelief":"DNA that does not code for proteins is useless 'junk' DNA.","scientificReality":"Non-coding DNA includes regulatory elements (promoters, enhancers), structural regions (telomeres, centromeres), and non-coding RNAs that are essential for gene regulation and genome stability.","counterexample":"ENCODE project found that approximately 80% of the human genome has biochemical function. Enhancer regions in non-coding DNA control when and where genes are expressed.","triggerPatterns":["junk DNA","non-coding is useless","most DNA is waste"],"diagnosticQuestion":"Is non-coding DNA truly 'junk,' or does it serve important functions?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wandersee et al 1994","teacherIntervention":"Introduce regulatory elements, structural DNA, and non-coding RNAs. Discuss the ENCODE project findings and ultraconserved non-coding regions.","modes":["genelab","bioforge"]},{"id":"bio-bacteria-are-bad","tier":"evaluation","domain":"biology","subdomain":"disease-immunity","gradeBands":["3-5","6-8"],"name":"All Bacteria Are Harmful","studentBelief":"All bacteria cause disease and are harmful to humans.","scientificReality":"Most bacteria are harmless or beneficial. The human microbiome contains trillions of bacteria essential for digestion, immune function, and vitamin synthesis.","counterexample":"Gut bacteria produce vitamin K, help digest fiber, and protect against pathogenic bacteria. Only a small fraction of bacterial species cause disease.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Wandersee et al 1994","teacherIntervention":"Introduce the human microbiome. Discuss beneficial bacteria in yogurt production, nitrogen fixation, and gut health before covering pathogens.","modes":["bodyatlas","clinicalsim","ecosystem"]},{"id":"bio-immune-memory-permanent","tier":"public","domain":"biology","subdomain":"disease-immunity","gradeBands":["6-8","9-12"],"name":"Immune Memory Is Permanent","studentBelief":"Once you have immunity to a disease, it lasts forever without any boosting.","scientificReality":"Immune memory varies by pathogen. Some immunity lasts a lifetime (measles), while others wane over time (tetanus, pertussis). Memory cells decline, and pathogens mutate.","counterexample":"Tetanus boosters are needed every 10 years because immunity wanes. Influenza requires annual vaccination because the virus mutates rapidly.","triggerPatterns":["immune forever","once immune always immune","immunity never fades"],"diagnosticQuestion":"If you had chickenpox as a child, are you immune forever? What about tetanus — do you need boosters?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wandersee et al 1994","teacherIntervention":"Compare immunity duration for different diseases. Explain memory B-cell longevity, antibody half-life, and pathogen mutation as factors affecting lasting immunity.","modes":["bodyatlas","clinicalsim"]},{"id":"bio-cold-from-cold","tier":"public","domain":"biology","subdomain":"disease-immunity","gradeBands":["3-5","6-8"],"name":"Cold Weather Causes Colds","studentBelief":"Going outside in cold weather without a jacket causes a cold.","scientificReality":"Colds are caused by viruses (rhinoviruses), not cold temperatures. Cold weather correlates with more colds because people spend more time indoors in close contact.","counterexample":"Researchers at the Common Cold Research Unit had volunteers sit in cold, wet conditions — those not exposed to cold viruses did not develop colds regardless of temperature.","triggerPatterns":["cold weather causes cold","go out without jacket","catch cold from being cold"],"diagnosticQuestion":"Can you catch a cold from being in cold weather, or is something else required?","frequency":"very-high","persistence":"moderate","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Discuss germ theory and viral transmission. Use epidemiological data showing that colds require viral exposure, not just cold temperatures.","modes":["bodyatlas","clinicalsim"]},{"id":"bio-fever-is-disease","tier":"public","domain":"biology","subdomain":"disease-immunity","gradeBands":["6-8"],"name":"Fever Is the Disease","studentBelief":"Fever is a symptom of damage caused by the infection itself.","scientificReality":"Fever is an immune response — the body deliberately raises its temperature to enhance immune cell activity and inhibit pathogen replication. Moderate fever is protective.","counterexample":"Ectotherms (lizards) with infections behaviorally seek warmer environments to create a 'behavioral fever,' improving survival — showing fever is an evolved defense, not damage.","triggerPatterns":["fever is bad","fever means damage","fever is the disease"],"diagnosticQuestion":"Is a fever caused by the pathogen, or is it the body's response to fight the pathogen?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Explain fever as an adaptive immune mechanism. Discuss prostaglandins, pyrogens, and the temperature sensitivity of many pathogens.","modes":["bodyatlas","clinicalsim"]},{"id":"bio-vaccines-cause-disease","tier":"public","domain":"biology","subdomain":"disease-immunity","gradeBands":["6-8","9-12"],"name":"Vaccines Cause the Disease","studentBelief":"Vaccines give you the disease they are supposed to prevent.","scientificReality":"Vaccines contain weakened, inactivated, or fragmented pathogens (or mRNA instructions) that cannot cause the disease but train the immune system to recognize and fight the real pathogen.","counterexample":"mRNA vaccines (like COVID-19) contain no virus at all — just instructions for making one protein. The immune system learns to recognize this protein without ever encountering the virus.","triggerPatterns":["vaccine gives you disease","get sick from vaccine","vaccine causes infection"],"diagnosticQuestion":"Can a flu vaccine give you the flu? What is actually in a vaccine?","frequency":"high","persistence":"moderate","severity":"critical","researchSource":"Wandersee et al 1994","teacherIntervention":"Explain vaccine types (live attenuated, inactivated, subunit, mRNA) and how each trains immunity without causing disease. Address side effects vs. infection.","modes":["bodyatlas","clinicalsim"]},{"id":"bio-viruses-are-alive","tier":"public","domain":"biology","subdomain":"disease-immunity","gradeBands":["6-8","9-12"],"name":"Viruses Are Living Organisms","studentBelief":"Viruses are living organisms just like bacteria.","scientificReality":"Viruses lack cellular structure, cannot metabolize on their own, and cannot reproduce without a host cell. They occupy a gray area between living and non-living.","counterexample":"Viruses cannot grow, perform metabolism, or reproduce outside of a host cell. A virus particle on a doorknob is essentially an inert chemical package until it encounters a host.","triggerPatterns":["viruses are alive","living virus","virus is an organism"],"diagnosticQuestion":"Are viruses considered living organisms? What characteristics of life do they lack?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Compare viruses against the criteria for life (metabolism, homeostasis, growth, reproduction, response to stimuli). Show what viruses can and cannot do independently.","modes":["bioforge","clinicalsim"]},{"id":"bio-antibody-kills-pathogen","tier":"public","domain":"biology","subdomain":"disease-immunity","gradeBands":["9-12"],"name":"Antibodies Kill Pathogens Directly","studentBelief":"Antibodies kill pathogens by destroying them on contact.","scientificReality":"Antibodies primarily neutralize pathogens (blocking receptor binding), opsonize them (marking for phagocytosis), or activate complement. They do not directly kill most pathogens.","counterexample":"An antibody bound to a virus prevents it from entering a cell (neutralization) but does not destroy the virus. Macrophages and complement proteins do the actual killing.","triggerPatterns":["antibodies kill","antibodies destroy pathogens","antibodies attack directly"],"diagnosticQuestion":"Do antibodies directly destroy pathogens, or do they work through other mechanisms?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Wandersee et al 1994","teacherIntervention":"Explain antibody mechanisms: neutralization, opsonization, agglutination, and complement activation. Show that actual destruction requires phagocytes or complement.","modes":["bodyatlas","clinicalsim","bioforge"]},{"id":"chem-bond-ionic-electron-transfer-complete","tier":"evaluation","domain":"chemistry","subdomain":"bonding","gradeBands":["9-12"],"name":"Ionic bonding is complete electron transfer","studentBelief":"In ionic bonding, one atom gives an electron entirely to another atom, and the electron fully belongs to the receiving atom.","scientificReality":"Even in ionic bonds, electron transfer is not perfectly complete. The electron density is shared unequally; ionic bonding exists on a continuum with covalent bonding (Fajans' rules). Most bonds have partial ionic and partial covalent character.","counterexample":"Lithium iodide (LiI) is classified as ionic but has significant covalent character because the large iodide ion is easily polarized by the small lithium ion.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Taber 2002, Chemical Misconceptions; Coll & Treagust 2003","teacherIntervention":"Show an electron density map for NaCl and point out that electron density does not go to zero around sodium — the transfer is not perfectly complete.","modes":["moleculeforge","reactionlab"]},{"id":"chem-bond-covalent-equal-sharing","tier":"public","domain":"chemistry","subdomain":"bonding","gradeBands":["9-12"],"name":"Covalent bonds always share equally","studentBelief":"In a covalent bond, electrons are always shared equally between atoms.","scientificReality":"Equal sharing (nonpolar covalent) occurs only between identical atoms (e.g., H2, O2). Most covalent bonds are polar — the more electronegative atom attracts the shared electrons more strongly, creating a partial charge separation.","counterexample":"In HCl, the chlorine atom is more electronegative and pulls the shared electrons closer, making the bond polar covalent with a partial negative charge on Cl.","triggerPatterns":["covalent means equal sharing","shared equally in covalent","both atoms share the same"],"diagnosticQuestion":"In a water molecule (H2O), are the shared electrons equally distributed between oxygen and hydrogen? Why or why not?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Taber 2002; Nahkleh 1992","teacherIntervention":"Use electronegativity values to predict bond polarity. Show electrostatic potential maps where red indicates electron-rich and blue indicates electron-poor regions.","modes":["moleculeforge"]},{"id":"chem-bond-octet-rule-universal","tier":"public","domain":"chemistry","subdomain":"bonding","gradeBands":["9-12"],"name":"The octet rule is universal","studentBelief":"All atoms must have exactly eight electrons in their outer shell to be stable.","scientificReality":"The octet rule is a useful guideline for second-period elements but has many exceptions. Hydrogen is stable with two electrons. Elements in period 3 and beyond can have expanded octets (e.g., SF6 with 12 electrons around sulfur). Some stable molecules have incomplete octets (e.g., BF3).","counterexample":"Sulfur hexafluoride (SF6) has 12 electrons around the central sulfur atom and is extremely stable — far more stable than most molecules that follow the octet rule.","triggerPatterns":["everything needs eight electrons","octet rule always works","must have eight to be stable"],"diagnosticQuestion":"Boron trifluoride (BF3) has only six electrons around boron, yet it is a stable molecule. How is this possible if the octet rule is universal?","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Taber 2002; Nahkleh 1992","teacherIntervention":"Present a table of octet rule exceptions organized by type (expanded octet, incomplete octet, odd-electron species). Discuss why period 3+ elements can exceed eight.","modes":["moleculeforge"]},{"id":"chem-bond-bonds-are-physical-sticks","tier":"evaluation","domain":"chemistry","subdomain":"bonding","gradeBands":["6-8","9-12"],"name":"Bonds are physical connections like sticks","studentBelief":"Chemical bonds are solid physical rods connecting atoms, like in ball-and-stick models.","scientificReality":"Chemical bonds are regions of electron density between nuclei, resulting from electrostatic attraction. They are not physical objects but rather an energy relationship between atoms. Ball-and-stick models are useful representations but do not depict actual structure.","counterexample":"An electron cloud model or electron density surface shows that bonds are fuzzy regions of probability, not discrete sticks.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Taber 2002; Harrison & Treagust 2000","teacherIntervention":"Compare ball-and-stick, space-filling, and electron density models of the same molecule. Discuss what each model shows and hides.","modes":["moleculeforge"]},{"id":"chem-bond-polar-means-ionic","tier":"public","domain":"chemistry","subdomain":"bonding","gradeBands":["9-12"],"name":"Polar bonds are ionic bonds","studentBelief":"If a bond is polar (has charge separation), it must be ionic.","scientificReality":"Polar covalent bonds have unequal electron sharing but electrons are still shared, not transferred. Ionic bonds represent the extreme end of polarity. The difference is a matter of degree on a continuum, typically distinguished by electronegativity difference (>1.7 is often considered ionic).","counterexample":"The O-H bond in water is very polar (electronegativity difference of 1.4) but is not ionic — water is a molecular compound, not an ionic one.","triggerPatterns":["polar means ionic","charge separation means ionic","partial charges means ionic"],"diagnosticQuestion":"Water has polar O-H bonds with partial charges. Is water an ionic compound? Why or why not?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Taber 2002; Coll & Treagust 2003","teacherIntervention":"Plot electronegativity differences on a spectrum from nonpolar covalent to polar covalent to ionic. Students classify bonds and discuss where the boundaries are fuzzy.","modes":["moleculeforge","reactionlab"]},{"id":"chem-bond-molecules-are-static","tier":"public","domain":"chemistry","subdomain":"bonding","gradeBands":["6-8","9-12"],"name":"Molecules are static and rigid","studentBelief":"Atoms in a molecule are fixed in place and do not move relative to each other.","scientificReality":"Molecules are in constant motion — atoms vibrate (stretch, bend, rotate) even at very low temperatures. Bond lengths and angles fluctuate continuously. Molecular dynamics are essential for understanding chemical reactivity, spectroscopy, and biological function.","counterexample":"Infrared spectroscopy works specifically because molecular bonds vibrate at specific frequencies — if molecules were rigid, IR spectroscopy would be impossible.","triggerPatterns":["molecules do not move","atoms are fixed in molecules","rigid molecule structure"],"diagnosticQuestion":"If molecules are rigid and static, how does infrared spectroscopy detect different molecular vibrations?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Taber 2002; Ben-Zvi et al 1986","teacherIntervention":"Show molecular dynamics simulations where molecules vibrate, rotate, and collide. Connect to how IR spectroscopy detects these vibrations.","modes":["moleculeforge","reactionlab"]},{"id":"chem-bond-hydrogen-bond-is-real-bond","tier":"evaluation","domain":"chemistry","subdomain":"bonding","gradeBands":["9-12"],"name":"Hydrogen bonds are real chemical bonds","studentBelief":"A hydrogen bond is a type of chemical bond like covalent or ionic bonds.","scientificReality":"Hydrogen bonds are intermolecular forces (attractions between molecules), not intramolecular bonds. They are about 10-20 times weaker than covalent bonds. They result from the electrostatic attraction between a partially positive hydrogen and a lone pair on an electronegative atom (N, O, F).","counterexample":"When water boils, hydrogen bonds between molecules break (requiring only 40.7 kJ/mol), but the covalent O-H bonds within each molecule remain intact (requiring 463 kJ/mol to break).","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Taber 2002; Nahkleh 1992","teacherIntervention":"Compare bond energies: covalent O-H (463 kJ/mol) vs. hydrogen bond (about 20 kJ/mol). Show that boiling breaks only the weaker intermolecular forces.","modes":["moleculeforge","reactionlab"]},{"id":"chem-bond-double-bond-twice-as-strong","tier":"public","domain":"chemistry","subdomain":"bonding","gradeBands":["9-12"],"name":"A double bond is exactly twice as strong as a single bond","studentBelief":"A double bond has exactly twice the bond energy of a single bond between the same atoms.","scientificReality":"A double bond is stronger than a single bond but not exactly twice as strong. The second bond (pi bond) is weaker than the first (sigma bond) because the pi bond has less orbital overlap. For example, C-C is 346 kJ/mol and C=C is 614 kJ/mol (1.77x, not 2x).","counterexample":"C-C bond energy is 346 kJ/mol, but C=C is 614 kJ/mol — only 1.77 times stronger, not 2 times. The pi bond contributes 268 kJ/mol, less than the sigma bond.","triggerPatterns":["double bond twice as strong","two bonds double the energy","double bond is 2x single"],"diagnosticQuestion":"A C-C single bond has an energy of 346 kJ/mol. Would you predict a C=C double bond to be exactly 692 kJ/mol? Why or why not?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Taber 2002; Nahkleh 1992","teacherIntervention":"Compare actual bond energies for single, double, and triple bonds between the same atoms. Graph them to show the diminishing returns of additional bonds.","modes":["moleculeforge"]},{"id":"chem-bond-metallic-bond-sea-of-electrons","tier":"public","domain":"chemistry","subdomain":"bonding","gradeBands":["9-12"],"name":"Metallic bonding is just loose electrons","studentBelief":"In metals, electrons are completely free and randomly scattered like a formless sea.","scientificReality":"While the 'sea of electrons' model is useful, metallic bonding is better described by band theory. Electrons occupy delocalized molecular orbitals that form continuous energy bands. They are not randomly scattered but occupy specific quantum states within these bands.","counterexample":"If electrons were truly random, metals would not have specific electrical conductivities, band gaps, or the other precisely predictable properties described by band theory.","triggerPatterns":["free electrons everywhere","random electron sea","electrons are loose in metals"],"diagnosticQuestion":"If metallic electrons are completely random and free, why do different metals have such precisely different electrical conductivities?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Taber 2002; Coll & Treagust 2003","teacherIntervention":"Introduce band theory diagrams. Compare the 'sea of electrons' model to band theory and discuss what each explains well and poorly.","modes":["moleculeforge","circuitmind"]},{"id":"chem-react-new-substances-not-formed","tier":"evaluation","domain":"chemistry","subdomain":"reactions","gradeBands":["6-8","9-12"],"name":"Chemical reactions do not produce new substances","studentBelief":"In a chemical reaction, atoms just rearrange but the substances are essentially the same — nothing truly new is created.","scientificReality":"Chemical reactions break existing bonds and form new ones, producing substances with entirely different properties. While atoms are conserved, the products are genuinely new materials with different physical and chemical properties.","counterexample":"Sodium (a reactive metal that explodes in water) and chlorine (a toxic gas) combine to form sodium chloride (table salt) — a substance with completely different properties from either reactant.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Nahkleh 1992; Driver et al 1994","teacherIntervention":"React iron and sulfur to form iron sulfide. Compare properties of the product vs. reactants (magnetism, solubility, color) to show a genuinely new substance formed.","modes":["reactionlab","moleculeforge"]},{"id":"chem-react-mass-changes","tier":"evaluation","domain":"chemistry","subdomain":"reactions","gradeBands":["6-8","9-12"],"name":"Mass is not conserved in reactions","studentBelief":"Chemical reactions can create or destroy mass — burning makes things lighter, so mass is lost.","scientificReality":"Mass is always conserved in chemical reactions (Lavoisier's law of conservation of mass). When wood burns and appears lighter, the 'missing' mass is in the gaseous products (CO2, H2O vapor) that escaped into the air. In a closed system, total mass is unchanged.","counterexample":"Burn steel wool in a closed flask on a balance — the mass does not change. The steel gains mass (from oxygen) equal to what the air loses.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Nahkleh 1992; Driver et al 1994","teacherIntervention":"Conduct a combustion reaction in a sealed container on a balance. Students observe the mass remains constant despite dramatic visible changes.","modes":["reactionlab"]},{"id":"chem-react-catalyst-consumed","tier":"evaluation","domain":"chemistry","subdomain":"reactions","gradeBands":["9-12"],"name":"Catalysts are consumed in reactions","studentBelief":"A catalyst is used up during the reaction and needs to be replaced.","scientificReality":"A catalyst speeds up a reaction by lowering the activation energy but is regenerated at the end of each catalytic cycle. It is not consumed in the overall reaction and can catalyze many cycles. Its mass is unchanged after the reaction.","counterexample":"A small amount of manganese dioxide can decompose a very large quantity of hydrogen peroxide — far more than if MnO2 were being consumed. It is recovered unchanged afterward.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Nahkleh 1992; Kind 2004","teacherIntervention":"Decompose hydrogen peroxide with MnO2 catalyst. Weigh the MnO2 before and after. Show it is unchanged while the reaction produced much more product.","modes":["reactionlab"]},{"id":"chem-react-equilibrium-means-equal","tier":"evaluation","domain":"chemistry","subdomain":"reactions","gradeBands":["9-12"],"name":"Equilibrium means equal amounts of products and reactants","studentBelief":"At chemical equilibrium, the concentrations of reactants and products are equal.","scientificReality":"At equilibrium, the rates of the forward and reverse reactions are equal, but concentrations of reactants and products are generally NOT equal. They are determined by the equilibrium constant (K). If K is large, products dominate; if K is small, reactants dominate.","counterexample":"The rusting of iron has an enormous equilibrium constant (K >> 1), so at equilibrium almost all iron is converted to rust. The concentrations are far from equal.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Nahkleh 1992; Banerjee 1991","teacherIntervention":"Calculate equilibrium concentrations for reactions with different K values. Show that K = 1 is the only case where concentrations approach equality.","modes":["reactionlab"]},{"id":"chem-react-exothermic-always-spontaneous","tier":"public","domain":"chemistry","subdomain":"reactions","gradeBands":["9-12"],"name":"Exothermic reactions are always spontaneous","studentBelief":"If a reaction releases heat (exothermic), it will always occur spontaneously.","scientificReality":"Spontaneity depends on Gibbs free energy (delta G = delta H - T * delta S), not enthalpy alone. An exothermic reaction can be non-spontaneous if it has a large decrease in entropy. Conversely, endothermic reactions can be spontaneous if they have a large increase in entropy.","counterexample":"The dissolution of ammonium nitrate in water is endothermic (the solution gets cold) but is spontaneous because of the large entropy increase.","triggerPatterns":["exothermic means spontaneous","releases heat so it happens","negative delta H means spontaneous"],"diagnosticQuestion":"Dissolving ammonium nitrate in water absorbs heat (endothermic) yet occurs spontaneously. How is this possible if spontaneity requires exothermicity?","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Nahkleh 1992; Granville 1985","teacherIntervention":"Calculate delta G for reactions with different combinations of delta H and delta S. Show all four scenarios (exo/endo with entropy increase/decrease).","modes":["reactionlab","moleculeforge"]},{"id":"chem-react-rate-equals-extent","tier":"public","domain":"chemistry","subdomain":"reactions","gradeBands":["9-12"],"name":"Faster reactions produce more product","studentBelief":"A faster reaction always produces more product than a slower one.","scientificReality":"Reaction rate (how fast) and reaction extent (how far/how much product) are independent. A reaction can be very fast but produce little product (small K), or very slow but eventually produce a lot (large K). Catalysts increase rate but do not change the equilibrium position.","counterexample":"Adding a catalyst makes a reaction faster but produces exactly the same amount of product at equilibrium. A fast reaction with a small equilibrium constant still produces little product.","triggerPatterns":["faster means more product","speed determines how much","quick reaction gives more"],"diagnosticQuestion":"If a catalyst doubles the reaction rate, does it double the amount of product formed at equilibrium?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Nahkleh 1992; Cakmakci et al 2006","teacherIntervention":"Compare two reactions: one fast with small K, one slow with large K. Students calculate final product amounts and see that speed and amount are independent.","modes":["reactionlab"]},{"id":"chem-react-temperature-always-increases-rate","tier":"public","domain":"chemistry","subdomain":"reactions","gradeBands":["9-12"],"name":"Increasing temperature always increases forward reaction rate","studentBelief":"Raising the temperature always makes the desired forward reaction go faster and produce more product.","scientificReality":"Raising temperature increases both forward AND reverse reaction rates. For exothermic reactions, Le Chatelier's principle predicts that higher temperature shifts equilibrium toward reactants, actually decreasing the product yield despite faster kinetics.","counterexample":"The Haber process (nitrogen + hydrogen producing ammonia) is exothermic. Higher temperature makes it faster but produces less ammonia at equilibrium, which is why industrial plants use moderate temperatures as a compromise.","triggerPatterns":["heat always helps reactions","hotter means more product","temperature makes it go better"],"diagnosticQuestion":"The Haber process is exothermic. If you raise the temperature, does the equilibrium shift toward more or less ammonia? Why do factories use moderate temperatures?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Nahkleh 1992; Quilez & Solaz 1995","teacherIntervention":"Simulate the Haber process at different temperatures. Track both rate and yield to show the trade-off between kinetics and thermodynamics.","modes":["reactionlab"]},{"id":"chem-react-balancing-changes-amounts","tier":"public","domain":"chemistry","subdomain":"reactions","gradeBands":["9-12"],"name":"Balancing equations changes what happens","studentBelief":"Balancing a chemical equation changes the actual amounts of reactants or products used in the reaction.","scientificReality":"Balancing equations is a mathematical exercise to ensure the representation matches reality (conservation of mass/atoms). The coefficients represent the fixed molar ratios determined by nature. Changing coefficients without basis would misrepresent the real reaction.","counterexample":"You cannot make 2H2 + O2 produce 3H2O by changing coefficients — nature dictates the ratio. The balanced equation reflects what actually happens, it does not change the reaction.","triggerPatterns":["balancing changes the reaction","coefficients change what happens","balance to get more product"],"diagnosticQuestion":"If you write '2' in front of H2O in the equation for water formation, does that change how many water molecules nature actually produces per reaction?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Nahkleh 1992; Yarroch 1985","teacherIntervention":"Use molecular models to physically build reactants and products. Students discover that only certain ratios allow all atoms to be accounted for — the balanced equation reflects this physical reality.","modes":["reactionlab","moleculeforge"]},{"id":"chem-state-particles-stop-in-solid","tier":"evaluation","domain":"chemistry","subdomain":"states_of_matter","gradeBands":["6-8","9-12"],"name":"Particles stop moving in a solid","studentBelief":"Particles in a solid are completely motionless — they are locked in place.","scientificReality":"Particles in a solid vibrate about fixed positions. They have kinetic energy and are in constant vibrational motion. Only at absolute zero (0 K, theoretically unattainable) would motion cease, and even then, quantum zero-point energy persists.","counterexample":"X-ray diffraction patterns of solids show thermal displacement factors, directly measuring the extent of atomic vibration within the crystal lattice.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Kind 2004; Johnson 1998","teacherIntervention":"Show a simulation of particle motion in solid, liquid, and gas. In the solid, particles vibrate in fixed positions. Discuss what would happen as temperature approaches absolute zero.","modes":["moleculeforge"]},{"id":"chem-state-gas-particles-no-mass","tier":"public","domain":"chemistry","subdomain":"states_of_matter","gradeBands":["6-8"],"name":"Gas particles have no mass","studentBelief":"Gas is weightless — gas particles have no mass because you cannot feel them.","scientificReality":"Gas particles have the same mass as they do in any other state. Air has a density of about 1.2 kg/m^3 at sea level. A room full of air contains tens of kilograms of gas molecules.","counterexample":"Weigh an empty balloon, then inflate it and weigh again — the inflated balloon weighs more because the compressed air has mass.","triggerPatterns":["gas has no mass","gas is weightless","air does not weigh anything"],"diagnosticQuestion":"Does a balloon full of air weigh more than an empty balloon? Does the air in your classroom have mass?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Kind 2004; Stavy 1988","teacherIntervention":"Weigh a sealed flask before and after evacuating the air with a vacuum pump. The difference is the mass of air that was removed.","modes":["moleculeforge","fluidlab"]},{"id":"chem-state-boiling-bubbles-are-air","tier":"evaluation","domain":"chemistry","subdomain":"states_of_matter","gradeBands":["6-8","9-12"],"name":"Bubbles in boiling water are air","studentBelief":"The bubbles that form when water boils are bubbles of air.","scientificReality":"The bubbles in boiling water are water vapor (gaseous H2O), not air. Dissolved air does escape when water is first heated (small bubbles at low temperatures), but the large vigorous bubbles at the boiling point are water molecules transitioning from liquid to gas phase.","counterexample":"If bubbles were air, boiling water until all bubbles stopped would remove all dissolved air, and no more bubbles would form. But water continues to bubble vigorously at the boiling point because the bubbles are water vapor.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Kind 2004; Johnson 1998; Osborne & Cosgrove 1983","teacherIntervention":"Collect the steam from boiling water and condense it back to liquid water. This proves the bubbles were water vapor, not air.","modes":["moleculeforge","reactionlab"]},{"id":"chem-state-evaporation-is-boiling","tier":"public","domain":"chemistry","subdomain":"states_of_matter","gradeBands":["6-8","9-12"],"name":"Evaporation and boiling are the same","studentBelief":"Evaporation and boiling are the same process — both are water turning into gas.","scientificReality":"While both involve liquid-to-gas transition, they differ fundamentally. Evaporation occurs at any temperature, only at the surface, and is driven by individual molecules with enough energy to escape. Boiling occurs at the boiling point, throughout the liquid, and involves bubble formation when vapor pressure equals atmospheric pressure.","counterexample":"A puddle evaporates on a cool day at 15 degrees C — far below water's boiling point of 100 degrees C.","triggerPatterns":["evaporation is boiling","evaporation is the same as boiling","both are just water becoming gas"],"diagnosticQuestion":"Can water evaporate at room temperature? If so, how is this different from boiling?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Kind 2004; Johnson 1998","teacherIntervention":"Set out two dishes of water: one at room temperature and one on a hot plate at boiling. Both lose water, but through different mechanisms. Compare the conditions and rates.","modes":["moleculeforge","climateengine"]},{"id":"chem-state-melting-point-varies-with-amount","tier":"public","domain":"chemistry","subdomain":"states_of_matter","gradeBands":["6-8","9-12"],"name":"Melting point depends on amount of substance","studentBelief":"A larger piece of ice takes longer to melt because it has a higher melting point.","scientificReality":"The melting point is a fixed physical property of a substance at a given pressure. A larger piece of ice takes longer to melt because it absorbs more total energy, but it begins melting at the same temperature (0 degrees C). Melting point does not change with amount.","counterexample":"A tiny ice chip and a huge ice block both begin melting at exactly 0 degrees C. The block just requires more total energy.","triggerPatterns":["more ice means higher melting point","bigger piece melts at higher temperature","takes more heat so melting point is higher"],"diagnosticQuestion":"Does a 1 kg block of ice have a different melting point than a 1 g ice cube? If you put both in a warm room, at what temperature does each begin to melt?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Kind 2004; Stavy & Stachel 1985","teacherIntervention":"Place temperature probes in different-sized ice samples in a warm room. All show melting beginning at 0 degrees C despite different total melting times.","modes":["moleculeforge"]},{"id":"chem-state-dissolving-is-melting","tier":"evaluation","domain":"chemistry","subdomain":"states_of_matter","gradeBands":["3-5","6-8"],"name":"Dissolving is the same as melting","studentBelief":"When sugar dissolves in water, it is melting.","scientificReality":"Dissolving and melting are different processes. Melting is a phase change from solid to liquid caused by temperature increase. Dissolving is a solute dispersing into a solvent at the molecular level, forming a solution. Sugar dissolving in cold water is not a phase change — the sugar molecules are surrounded by water molecules.","counterexample":"Sugar dissolves in cold water (20 degrees C), but sugar melts at 186 degrees C. If dissolving were melting, cold water could not dissolve sugar.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Kind 2004; Abraham et al 1994","teacherIntervention":"Compare dissolving sugar in cold water (it disappears) vs. actually melting sugar on a hot pan (it liquefies). Students observe the very different processes and temperatures.","modes":["moleculeforge","reactionlab"]},{"id":"chem-state-gas-particles-expand","tier":"public","domain":"chemistry","subdomain":"states_of_matter","gradeBands":["6-8","9-12"],"name":"Individual gas particles expand when heated","studentBelief":"When a gas is heated, the individual molecules swell or expand in size.","scientificReality":"Individual gas molecules do not change size when heated. The gas expands because molecules move faster (higher kinetic energy) and the average distance between molecules increases. The molecules themselves remain the same size.","counterexample":"A single helium atom at 100 degrees C is the same size as at 0 degrees C. Only the average speed and distance between atoms changes.","triggerPatterns":["molecules expand when heated","particles get bigger with heat","gas molecules swell"],"diagnosticQuestion":"When you heat a balloon, does each air molecule get bigger, or does something else change?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Kind 2004; Novick & Nussbaum 1978","teacherIntervention":"Show a particle simulation where heating increases speed and spacing but particle size stays constant. Contrast with the macroscopic observation of gas expansion.","modes":["moleculeforge","fluidlab"]},{"id":"chem-sol-sugar-disappears","tier":"evaluation","domain":"chemistry","subdomain":"solutions","gradeBands":["3-5","6-8"],"name":"Sugar disappears when dissolved","studentBelief":"When sugar dissolves in water, it ceases to exist — it disappears.","scientificReality":"Dissolved sugar molecules are still present; they are dispersed among water molecules at the molecular level. The sugar is invisible because individual molecules are too small to see, but it can be detected by taste, by evaporating the water, or by measuring mass.","counterexample":"Taste the sugar water — it is sweet. Evaporate the water — the sugar crystals reappear. The sugar was there all along.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Kind 2004; Driver et al 1994","teacherIntervention":"Weigh water, weigh sugar, dissolve, weigh solution. The mass is additive, proving the sugar is still there. Then evaporate to recover it.","modes":["moleculeforge","reactionlab"]},{"id":"chem-sol-solutions-always-liquid","tier":"public","domain":"chemistry","subdomain":"solutions","gradeBands":["6-8","9-12"],"name":"Solutions are always liquids","studentBelief":"A solution must be a liquid — you cannot have a solid or gas solution.","scientificReality":"Solutions can exist in any phase. Air is a gaseous solution (nitrogen, oxygen, argon, etc.). Alloys like bronze and steel are solid solutions. Carbonated water is a gas dissolved in a liquid. The only requirement is homogeneous mixing at the molecular level.","counterexample":"Steel is a solid solution of carbon dissolved in iron. Air is a gaseous solution of nitrogen, oxygen, and other gases.","triggerPatterns":["solutions are liquids","only liquids are solutions","solution means liquid mixture"],"diagnosticQuestion":"Is air a solution? Is a gold-silver alloy a solution? If solutions must be liquids, what are these?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Kind 2004; Abraham et al 1994","teacherIntervention":"Present examples of solutions in all three phases: air (gas), salt water (liquid), brass (solid). Define solution as homogeneous mixture regardless of phase.","modes":["moleculeforge","reactionlab"]},{"id":"chem-sol-stirring-increases-solubility","tier":"public","domain":"chemistry","subdomain":"solutions","gradeBands":["6-8","9-12"],"name":"Stirring increases solubility","studentBelief":"Stirring makes more solute dissolve than would normally be possible.","scientificReality":"Stirring increases the rate of dissolution (how fast) but not the solubility (maximum amount that can dissolve). Stirring brings fresh solvent into contact with undissolved solute more quickly, but the equilibrium saturation point is unchanged.","counterexample":"Stir sugar into a glass of cold water vigorously — eventually no more dissolves regardless of how fast you stir, because the solution has reached its solubility limit.","triggerPatterns":["stir to dissolve more","stirring makes more fit","stirring increases how much dissolves"],"diagnosticQuestion":"If you stir sugar water very vigorously, can you dissolve more sugar than the solubility limit? What happens to excess sugar?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Kind 2004; Ebenezer & Erickson 1996","teacherIntervention":"Add excess solute to two beakers: one stirred vigorously, one left alone. After extended time, measure dissolved amounts — they are the same (saturation limit).","modes":["reactionlab"]},{"id":"chem-sol-dilution-changes-ph-linearly","tier":"public","domain":"chemistry","subdomain":"solutions","gradeBands":["9-12"],"name":"Diluting an acid always raises pH by the dilution factor","studentBelief":"If you dilute an acid by a factor of 10, the pH always increases by exactly 1.","scientificReality":"For strong acids, diluting by 10x does increase pH by approximately 1 (in the range where the acid dominates). But as you approach neutral pH, the water's own ionization becomes significant, and pH approaches 7 asymptotically — you can never dilute an acid past pH 7.","counterexample":"Diluting HCl with pH 4 by 10x gives pH 5. But diluting pH 6 HCl by 10x gives approximately pH 6.96, not pH 7. You cannot dilute an acid to pH 8.","triggerPatterns":["dilute by 10 pH goes up 1","keep diluting past neutral","dilute enough and it becomes basic"],"diagnosticQuestion":"If you dilute a pH 5 acid by a factor of 1000, is the pH exactly 8? Can you dilute an acid until it becomes basic?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Nahkleh 1992; Garnett & Treagust 1992","teacherIntervention":"Serially dilute an acid by 10x and measure pH at each step. Near pH 7, the linear pattern breaks down. Discuss the role of water autoionization.","modes":["reactionlab"]},{"id":"chem-sol-saturated-cannot-dissolve-anything","tier":"public","domain":"chemistry","subdomain":"solutions","gradeBands":["6-8","9-12"],"name":"A saturated solution cannot dissolve anything else","studentBelief":"Once a solution is saturated with one solute, nothing else can dissolve in it.","scientificReality":"A solution saturated with one solute can still dissolve other solutes. Saturation is specific to each solute-solvent pair. A solution saturated with NaCl can still dissolve KCl, sugar, or other solutes up to their respective solubility limits.","counterexample":"Ocean water is nearly saturated with NaCl but still dissolves gases (O2, CO2), other salts (MgCl2, CaSO4), and organic molecules.","triggerPatterns":["saturated means full","cannot dissolve anything more","saturated solution is maxed out"],"diagnosticQuestion":"If you saturate water with salt, can you still dissolve sugar in it? Why or why not?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Kind 2004; Ebenezer & Erickson 1996","teacherIntervention":"Saturate water with salt (NaCl settles on the bottom), then add sugar. Students observe the sugar dissolves completely — the solution was only saturated for salt.","modes":["reactionlab"]},{"id":"chem-sol-concentration-determines-properties","tier":"public","domain":"chemistry","subdomain":"solutions","gradeBands":["9-12"],"name":"All solution properties depend only on concentration","studentBelief":"The properties of a solution depend only on how concentrated it is.","scientificReality":"Colligative properties (boiling point elevation, freezing point depression, osmotic pressure) depend on the number of solute particles, not their identity. However, many other solution properties (color, reactivity, density) depend on the identity of the solute. The distinction between colligative and non-colligative properties is essential.","counterexample":"A 1 M NaCl solution and a 1 M glucose solution have different freezing point depressions because NaCl dissociates into 2 ions (producing 2x the particles), while glucose does not dissociate.","triggerPatterns":["concentration is all that matters","same molarity same properties","only how much matters"],"diagnosticQuestion":"Do 1 M NaCl and 1 M glucose have the same freezing point depression? Why might they differ?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Nahkleh 1992; Kind 2004","teacherIntervention":"Measure freezing point depression for equimolar solutions of NaCl (electrolyte) and glucose (non-electrolyte). Discuss van't Hoff factor and particle counting.","modes":["reactionlab","moleculeforge"]},{"id":"chem-sol-water-is-universal-solvent","tier":"public","domain":"chemistry","subdomain":"solutions","gradeBands":["6-8"],"name":"Water dissolves everything","studentBelief":"Water is a universal solvent that can dissolve any substance.","scientificReality":"While water is an excellent solvent for many ionic and polar substances, it cannot dissolve nonpolar substances like oils, fats, waxes, and many organic compounds. Water's polarity limits what it can dissolve.","counterexample":"Oil and water do not mix. Try dissolving a candle in water — the nonpolar wax is insoluble because water's polar molecules cannot interact with the nonpolar wax.","triggerPatterns":["water dissolves everything","universal solvent","water can dissolve anything"],"diagnosticQuestion":"If water is a universal solvent, why does oil float on top of water instead of dissolving?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Kind 2004; Ebenezer & Erickson 1996","teacherIntervention":"Test water with various substances: salt (dissolves), sugar (dissolves), sand (does not), oil (does not), wax (does not). Discuss what determines solubility.","modes":["reactionlab","moleculeforge"]},{"id":"chem-acid-burns-everything","tier":"evaluation","domain":"chemistry","subdomain":"acids_and_bases","gradeBands":["6-8","9-12"],"name":"All acids burn and are dangerous","studentBelief":"All acids are corrosive and will burn your skin on contact.","scientificReality":"Acid strength and concentration vary enormously. Many acids are dilute and harmless — citric acid in lemon juice, acetic acid in vinegar, carbonic acid in soda. Even strong acids at very low concentrations are safe. The danger depends on both strength and concentration.","counterexample":"You consume citric acid, ascorbic acid (vitamin C), and acetic acid (vinegar) daily with no burns. Stomach acid (HCl) is at roughly 0.1 M and your stomach lining is adapted to it.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Kind 2004; Hand & Treagust 1988","teacherIntervention":"Present a table of common household acids with their pH and concentrations. Students sort them by danger level and discover most are harmless.","modes":["reactionlab"]},{"id":"chem-acid-strong-concentrated","tier":"evaluation","domain":"chemistry","subdomain":"acids_and_bases","gradeBands":["9-12"],"name":"Strong acid means concentrated acid","studentBelief":"A strong acid is the same as a concentrated acid — 'strong' means there is a lot of it.","scientificReality":"Acid strength and concentration are independent. Strength refers to the degree of ionization (strong acids ionize completely, weak acids partially). Concentration refers to the amount of acid per volume. You can have a dilute strong acid (safe) or a concentrated weak acid (potentially dangerous).","counterexample":"0.001 M HCl is a dilute strong acid (pH 3, harmless). 17 M acetic acid (glacial acetic acid) is a concentrated weak acid that causes severe burns.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Kind 2004; Nakhleh 1992; Garnett & Treagust 1992","teacherIntervention":"Create a 2x2 matrix: strong/weak vs. concentrated/dilute. Fill in examples for each quadrant with pH values to show the concepts are independent.","modes":["reactionlab"]},{"id":"chem-acid-neutralization-makes-water","tier":"public","domain":"chemistry","subdomain":"acids_and_bases","gradeBands":["9-12"],"name":"Neutralization always produces pure water","studentBelief":"When an acid and base react, the result is always neutral water at pH 7.","scientificReality":"Neutralization produces water and a salt, but the resulting solution is pH 7 only when a strong acid reacts with a strong base. If a weak acid reacts with a strong base, the resulting salt is basic (pH > 7). If a strong acid reacts with a weak base, the result is acidic (pH < 7).","counterexample":"Reacting acetic acid (weak acid) with NaOH (strong base) produces sodium acetate, which is basic in solution (pH approximately 8.9 at 0.1 M).","triggerPatterns":["neutralization makes pH 7","acid plus base equals neutral","neutralization always gives water"],"diagnosticQuestion":"If you react equal moles of acetic acid and NaOH, is the resulting solution exactly pH 7?","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Nakhleh 1992; Garnett & Treagust 1992","teacherIntervention":"Titrate various acid-base combinations and measure the pH at the equivalence point. Students observe that only strong acid + strong base gives pH 7.","modes":["reactionlab"]},{"id":"chem-acid-bases-are-opposite-of-acids","tier":"public","domain":"chemistry","subdomain":"acids_and_bases","gradeBands":["6-8","9-12"],"name":"Bases are the opposite of acids","studentBelief":"Bases are the 'anti-acid' — they are the exact opposite of acids in every way.","scientificReality":"Acids and bases are complementary, not opposite. Both can be corrosive, both can be dangerous, and both play essential roles in chemistry. Bases are not simply 'undoing' what acids do — they are proton acceptors (Bronsted-Lowry) or electron pair donors (Lewis) with their own distinct chemistry.","counterexample":"Strong bases like NaOH are just as corrosive as strong acids like HCl. Drain cleaner (NaOH) causes more severe burns than many acids because it saponifies fats in skin.","triggerPatterns":["bases are opposite of acids","bases cancel acids","bases are safe because they are not acids"],"diagnosticQuestion":"If bases are the safe opposite of acids, why are drain cleaners (which contain NaOH, a strong base) labeled as corrosive and dangerous?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Kind 2004; Hand & Treagust 1988","teacherIntervention":"Test both strong acid and strong base solutions on similar materials (meat, egg white). Both cause damage, showing bases are not inherently safer.","modes":["reactionlab"]},{"id":"chem-acid-indicators-measure-strength","tier":"public","domain":"chemistry","subdomain":"acids_and_bases","gradeBands":["6-8","9-12"],"name":"Indicators measure acid strength","studentBelief":"pH indicators measure how strong an acid or base is.","scientificReality":"Indicators measure pH (the concentration of H+ ions), not acid strength. A dilute strong acid and a concentrated weak acid can have the same pH and give the same indicator color, but they have very different acid strengths and very different chemical behaviors (buffering, reactivity).","counterexample":"0.01 M HCl (strong acid) and 1 M acetic acid both have approximately pH 2.4 and show the same indicator color, but HCl is a strong acid and acetic acid is weak.","triggerPatterns":["indicator shows acid strength","darker color means stronger acid","pH paper measures strength"],"diagnosticQuestion":"If two solutions show the same pH on indicator paper, does that mean they are equally strong acids?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Nakhleh 1992; Garnett & Treagust 1992","teacherIntervention":"Prepare a dilute strong acid and concentrated weak acid with the same pH. Test both with indicators (same color) then dilute both equally — the strong acid's pH changes more, revealing different strengths.","modes":["reactionlab"]},{"id":"chem-acid-water-is-neutral-always","tier":"public","domain":"chemistry","subdomain":"acids_and_bases","gradeBands":["9-12"],"name":"Pure water is always exactly pH 7","studentBelief":"Pure water always has a pH of exactly 7.00, regardless of conditions.","scientificReality":"Pure water has pH 7.00 only at 25 degrees C. The autoionization equilibrium (Kw) changes with temperature. At 37 degrees C (body temperature), Kw is larger and neutral pH is about 6.8. At 60 degrees C, neutral pH is about 6.5. Neutral pH means [H+] = [OH-], not necessarily 7.","counterexample":"At body temperature (37 degrees C), pure water has pH approximately 6.8. It is still neutral because [H+] = [OH-], but the pH is not 7.0.","triggerPatterns":["water is always pH 7","neutral always means 7","pH 7 is always neutral"],"diagnosticQuestion":"If you heat pure water to 60 degrees C, is the pH still exactly 7.00? Is the water still neutral?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Nakhleh 1992; Garnett & Treagust 1992","teacherIntervention":"Measure the pH of distilled water at different temperatures. Students observe the pH decreases with temperature but the water is still neutral.","modes":["reactionlab"]},{"id":"chem-acid-all-bases-are-slippery","tier":"public","domain":"chemistry","subdomain":"acids_and_bases","gradeBands":["6-8"],"name":"All bases are slippery","studentBelief":"Being slippery is a defining characteristic of all bases.","scientificReality":"Many concentrated bases feel slippery because they react with skin oils (saponification), but this is not a safe or reliable test. Dilute bases may not feel slippery at all. Many non-basic substances are also slippery. Slipperiness is a consequence of concentration and reactivity, not a defining property.","counterexample":"Dilute baking soda solution (a weak base, pH approximately 8) does not feel slippery. Meanwhile, some non-basic polymers feel slippery.","triggerPatterns":["bases are slippery","feel slippery means base","slippery is how you identify bases"],"diagnosticQuestion":"Is a dilute solution of baking soda slippery? If not, is it still a base?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Kind 2004; Hand & Treagust 1988","teacherIntervention":"Test various substances for slipperiness and pH. Show that correlation is imperfect — slipperiness depends on concentration and is not a defining property of bases.","modes":["reactionlab"]},{"id":"chem-org-organic-means-natural","tier":"evaluation","domain":"chemistry","subdomain":"organic","gradeBands":["9-12"],"name":"Organic chemistry means natural substances","studentBelief":"Organic chemistry is about natural substances; synthetic chemicals are not organic.","scientificReality":"In chemistry, 'organic' refers to carbon-containing compounds (with some exceptions like CO2, carbonates, etc.). Many organic compounds are synthetic (plastics, pharmaceuticals, dyes). The term has nothing to do with 'natural' vs. 'artificial' as used in food marketing.","counterexample":"Polyethylene (plastic bags) is an organic compound — it is made entirely of carbon and hydrogen. Nylon, Teflon, and aspirin are all synthetic organic compounds.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Taber 2002; Kind 2004","teacherIntervention":"List 10 organic compounds and have students classify them as natural or synthetic. Most synthetic materials (plastics, drugs, dyes) are organic, breaking the misconception.","modes":["moleculeforge","reactionlab"]},{"id":"chem-org-isomers-are-same","tier":"public","domain":"chemistry","subdomain":"organic","gradeBands":["9-12"],"name":"Isomers are essentially the same molecule","studentBelief":"Since isomers have the same molecular formula, they are basically the same substance with the same properties.","scientificReality":"Isomers have the same molecular formula but different structures, leading to vastly different properties. Ethanol (C2H6O) is a drinkable liquid; its isomer dimethyl ether is a flammable gas. Structural differences determine function.","counterexample":"Ethanol (CH3CH2OH, a drinkable liquid, bp 78 degrees C) and dimethyl ether (CH3OCH3, a flammable gas, bp -24 degrees C) are both C2H6O but have completely different properties.","triggerPatterns":["same formula same substance","isomers are the same","same atoms means same molecule"],"diagnosticQuestion":"Ethanol and dimethyl ether both have the formula C2H6O. Are they the same substance? Do they have the same boiling point?","frequency":"high","persistence":"moderate","severity":"critical","researchSource":"Taber 2002; Kind 2004","teacherIntervention":"Build molecular models of two isomers from the same atoms. Compare their properties (boiling points, solubility, reactivity) to show structural arrangement matters.","modes":["moleculeforge"]},{"id":"chem-org-carbon-always-four-bonds","tier":"public","domain":"chemistry","subdomain":"organic","gradeBands":["9-12"],"name":"Carbon always makes exactly four single bonds","studentBelief":"Carbon always forms four single bonds — never double or triple bonds.","scientificReality":"Carbon forms four bonds total but these can be single, double, or triple bonds. In ethylene (C2H4), carbon forms a double bond. In acetylene (C2H2), carbon forms a triple bond. Carbon's four bonds can also include bonds to itself in ring structures (benzene).","counterexample":"Carbon dioxide (CO2) has two double bonds (O=C=O). Acetylene (HC triple bond CH) has a triple bond between carbons.","triggerPatterns":["carbon only single bonds","carbon always four single bonds","carbon cannot double bond"],"diagnosticQuestion":"In CO2 (O=C=O), how many bonds does the carbon atom make? Are they all single bonds?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Taber 2002; Nahkleh 1992","teacherIntervention":"Draw Lewis structures for methane (4 single), ethylene (1 double + 2 single), and acetylene (1 triple + 1 single). Show carbon always has 4 bonds total but in various combinations.","modes":["moleculeforge"]},{"id":"chem-org-polymers-are-one-big-molecule","tier":"public","domain":"chemistry","subdomain":"organic","gradeBands":["9-12"],"name":"A polymer is a single giant molecule","studentBelief":"A piece of plastic is one enormous molecule.","scientificReality":"A plastic item contains billions of individual polymer chains of varying lengths, tangled together like spaghetti. Each chain is a single molecule, but the bulk material is composed of many separate chains interacting through intermolecular forces.","counterexample":"If a plastic bag were one molecule, you could not dissolve it — dissolving requires separating individual molecules. Many plastics dissolve in appropriate solvents, proving they consist of separate chains.","triggerPatterns":["plastic is one molecule","polymer is one big chain","entire plastic is one molecule"],"diagnosticQuestion":"If an entire plastic bag were a single molecule, could you dissolve it in a solvent? How does dissolving work at the molecular level?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Taber 2002; Kind 2004","teacherIntervention":"Dissolve polystyrene foam in acetone to show individual polymer chains separating. Discuss molecular weight distributions in polymer samples.","modes":["moleculeforge"]},{"id":"chem-org-functional-groups-independent","tier":"public","domain":"chemistry","subdomain":"organic","gradeBands":["9-12"],"name":"Functional groups act completely independently","studentBelief":"Each functional group in a molecule behaves exactly as if it were on a simple molecule, unaffected by the rest of the structure.","scientificReality":"Functional groups influence each other through inductive effects, resonance, steric effects, and intramolecular interactions. Nearby groups can dramatically alter reactivity, acidity, and physical properties. Molecular context matters.","counterexample":"Acetic acid (pKa 4.76) vs. trichloroacetic acid (pKa 0.65) — three chlorine atoms near the carboxyl group dramatically increase acidity through the inductive effect.","triggerPatterns":["functional groups are independent","group acts the same everywhere","does not matter what is next to it"],"diagnosticQuestion":"Does the acidity of a carboxylic acid change if you attach electron-withdrawing groups nearby? Why?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Taber 2002","teacherIntervention":"Compare pKa values of carboxylic acids with different substituents. Show how electron-withdrawing and donating groups shift acidity, proving groups interact.","modes":["moleculeforge","reactionlab"]},{"id":"chem-org-benzene-has-three-double-bonds","tier":"public","domain":"chemistry","subdomain":"organic","gradeBands":["9-12"],"name":"Benzene has three fixed double bonds","studentBelief":"Benzene has alternating single and double bonds — three of each — fixed in position.","scientificReality":"Benzene's six pi electrons are delocalized across all six carbon atoms equally. There are no alternating single and double bonds; all six C-C bonds are identical (bond length 140 pm, between single 154 pm and double 134 pm). The Kekule structures are resonance contributors, not actual structures.","counterexample":"If benzene had three fixed double bonds, it would react like cyclohexatriene (readily undergoing addition reactions). Instead, benzene preferentially undergoes substitution to preserve its aromatic stability.","triggerPatterns":["benzene has three double bonds","alternating single and double","Kekule structure is real structure"],"diagnosticQuestion":"If benzene had three real double bonds, would you expect it to react readily with bromine (addition) like ethylene does? What actually happens?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Taber 2002; Nahkleh 1992","teacherIntervention":"Compare benzene's actual bond lengths (all equal at 140 pm) with expected single (154 pm) and double (134 pm) bonds. Show the electron density is evenly distributed using electrostatic potential maps.","modes":["moleculeforge"]},{"id":"chem-nuclear-chemical-nuclear-same","tier":"public","domain":"chemistry","subdomain":"nuclear_chemistry","gradeBands":["9-12"],"name":"Chemical and nuclear reactions are the same type of process","studentBelief":"Nuclear reactions are just another type of chemical reaction.","scientificReality":"Chemical reactions involve rearrangement of electrons and bonds between atoms; nuclei are unchanged. Nuclear reactions change the nuclei themselves — protons and neutrons are gained, lost, or rearranged, transmuting one element into another. Nuclear reactions involve millions of times more energy than chemical reactions.","counterexample":"No chemical reaction can turn lead into gold. Nuclear reactions can (and have) transmuted elements — something fundamentally impossible through chemistry alone.","triggerPatterns":["nuclear is just a chemical reaction","nuclear reactions are chemistry","same type of reaction"],"diagnosticQuestion":"Can any chemical reaction change one element into another element? Can a nuclear reaction? What does this tell you about the fundamental difference?","frequency":"high","persistence":"moderate","severity":"critical","researchSource":"Nakhleh 1992; Prather 2005","teacherIntervention":"Compare energy scales: combustion of methane releases approximately 800 kJ/mol; a single uranium fission releases approximately 200,000,000 kJ/mol. Discuss which particles are involved in each (electrons vs. nucleons).","modes":["reactorcore","reactionlab"]},{"id":"chem-nuclear-radioactive-atoms-unstable-chemically","tier":"public","domain":"chemistry","subdomain":"nuclear_chemistry","gradeBands":["9-12"],"name":"Radioactive atoms are chemically unstable","studentBelief":"Radioactive atoms are chemically unstable — they react more easily or are fragile.","scientificReality":"Radioactive instability is nuclear, not chemical. A radioactive atom's chemical behavior is determined by its electron configuration, which is the same as its stable isotope. Carbon-14 forms the same bonds and compounds as Carbon-12. Nuclear decay is independent of chemical state.","counterexample":"Carbon-14 is incorporated into DNA, proteins, and all organic molecules identically to Carbon-12. Its chemistry is identical despite its nuclear instability.","triggerPatterns":["radioactive means chemically unstable","radioactive atoms break apart easily","radioactive atoms are fragile"],"diagnosticQuestion":"Does Carbon-14 form different chemical bonds than Carbon-12? Can radioactive atoms be part of stable molecules?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Prather 2005; Kind 2004","teacherIntervention":"Discuss radiocarbon dating — C-14 is incorporated into living organisms identically to C-12 because chemistry does not distinguish between isotopes. Only the nucleus is unstable.","modes":["reactorcore"]},{"id":"chem-nuclear-fission-splitting-in-half","tier":"public","domain":"chemistry","subdomain":"nuclear_chemistry","gradeBands":["9-12"],"name":"Fission splits an atom exactly in half","studentBelief":"Nuclear fission splits an atom into two equal halves.","scientificReality":"Fission produces asymmetric fragments. For uranium-235, the most common fission products have mass numbers around 95 and 137 (roughly a 40:60 split), plus 2-3 free neutrons. Equal splitting is actually the least probable outcome.","counterexample":"U-235 fission typically produces fragments like Kr-92 and Ba-141 (not two equal pieces of mass 117 or 118). The asymmetric split is more energetically favorable.","triggerPatterns":["fission splits in half","atom breaks into equal parts","two equal pieces from fission"],"diagnosticQuestion":"When U-235 undergoes fission, do the two product nuclei have equal masses? What masses are most common?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Prather 2005","teacherIntervention":"Show the fission product yield curve for U-235, which has two peaks at mass numbers approximately 95 and 137. The valley at mass 117 (equal split) shows this is actually the rarest outcome.","modes":["reactorcore"]},{"id":"chem-thermo-endothermic-cold","tier":"public","domain":"chemistry","subdomain":"thermochemistry","gradeBands":["9-12"],"name":"Endothermic reactions create cold","studentBelief":"Endothermic reactions produce cold — they generate coldness.","scientificReality":"Endothermic reactions absorb heat from their surroundings, causing the surroundings to cool down. They do not 'create cold' — cold is the absence of thermal energy. The reaction is absorbing existing thermal energy, causing a temperature drop in the surrounding environment.","counterexample":"An instant cold pack absorbs heat from your skin — it does not generate 'cold.' If you measured the total energy of the system plus surroundings, energy is conserved.","triggerPatterns":["endothermic makes cold","creates coldness","produces cold energy"],"diagnosticQuestion":"When an instant cold pack makes your skin feel cold, is it generating 'cold' or absorbing heat from your skin?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Nakhleh 1992; Kind 2004","teacherIntervention":"Dissolve ammonium nitrate in water (endothermic). Measure the temperature of the water, showing it decreased. Discuss where the thermal energy went (into breaking ionic bonds in the salt).","modes":["reactionlab","moleculeforge"]},{"id":"chem-thermo-bond-breaking-releases-energy","tier":"evaluation","domain":"chemistry","subdomain":"thermochemistry","gradeBands":["9-12"],"name":"Breaking bonds releases energy","studentBelief":"When you break chemical bonds, energy is released.","scientificReality":"Breaking bonds ALWAYS requires energy input (endothermic). Forming bonds ALWAYS releases energy (exothermic). Exothermic reactions release net energy because the energy released by forming new product bonds exceeds the energy required to break reactant bonds.","counterexample":"It takes 436 kJ/mol to break the H-H bond in hydrogen gas. You must put energy IN to pull the atoms apart. Energy is released only when new bonds form.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Boo 1998; Nahkleh 1992; Driver et al 1994","teacherIntervention":"Draw an energy diagram for bond breaking (energy goes up) vs. bond forming (energy goes down). Use H2 dissociation as a concrete example with measured values.","modes":["reactionlab","moleculeforge"]},{"id":"chem-thermo-exothermic-no-activation-energy","tier":"public","domain":"chemistry","subdomain":"thermochemistry","gradeBands":["9-12"],"name":"Exothermic reactions do not need activation energy","studentBelief":"Since exothermic reactions release energy, they should start on their own without any energy input.","scientificReality":"Almost all reactions require activation energy to initiate, regardless of whether the overall reaction is exothermic or endothermic. The activation energy is the energy barrier that reactant molecules must overcome to reach the transition state and begin forming products.","counterexample":"Combustion of gasoline is highly exothermic, but gasoline does not spontaneously ignite — it needs a spark (activation energy) to start the reaction.","triggerPatterns":["exothermic starts by itself","no activation energy for exothermic","releases energy so no energy needed"],"diagnosticQuestion":"If exothermic reactions do not need activation energy, why does gasoline not burst into flames spontaneously?","frequency":"high","persistence":"moderate","severity":"critical","researchSource":"Nakhleh 1992; Kind 2004","teacherIntervention":"Draw energy profile diagrams for exothermic reactions showing the activation energy hump. Demonstrate that a match (activation energy) is needed to start combustion even though it releases enormous energy.","modes":["reactionlab"]},{"id":"chem-thermo-heat-capacity-means-temperature","tier":"public","domain":"chemistry","subdomain":"thermochemistry","gradeBands":["9-12"],"name":"Higher heat capacity means higher temperature","studentBelief":"A substance with higher heat capacity will reach a higher temperature when heated.","scientificReality":"Higher heat capacity means the substance absorbs MORE energy per degree of temperature change — it heats up more slowly, not to a higher temperature. Water (high heat capacity) heats up much more slowly than iron (low heat capacity) for the same energy input.","counterexample":"Heat water and cooking oil with the same energy input. The oil reaches a much higher temperature because its specific heat capacity is less than half that of water.","triggerPatterns":["more heat capacity means hotter","high capacity means high temperature","absorbs more heat means gets hotter"],"diagnosticQuestion":"If you supply 1000 J of heat to 100 g of water and 100 g of iron, which reaches a higher temperature? Which has the higher heat capacity?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Kesidou & Duit 1993; Kind 2004","teacherIntervention":"Heat equal masses of water and oil with identical heaters. Students time how long each takes to reach 50 degrees C and calculate heat capacities. The substance that heats slowly has higher capacity.","modes":["reactionlab","moleculeforge"]},{"id":"chem-thermo-enthalpy-is-energy","tier":"public","domain":"chemistry","subdomain":"thermochemistry","gradeBands":["9-12"],"name":"Enthalpy is the same as energy","studentBelief":"Enthalpy (H) is just another word for energy — delta H equals the energy change.","scientificReality":"Enthalpy is defined as H = U + PV (internal energy plus pressure times volume). At constant pressure, delta H equals the heat exchanged (q_p), which includes both internal energy changes and PV work done by or on the system. For reactions involving gases, delta H and delta U can differ significantly.","counterexample":"For the reaction N2 + 3H2 -> 2NH3, delta H = -92 kJ/mol but delta U = -87 kJ/mol. The 5 kJ difference is PV work from the volume change (4 moles of gas become 2 moles).","triggerPatterns":["enthalpy is energy","delta H is the energy","enthalpy and energy are the same"],"diagnosticQuestion":"For a reaction that produces gases, is the enthalpy change (delta H) exactly equal to the internal energy change (delta U)?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Nakhleh 1992; Granville 1985","teacherIntervention":"Calculate both delta H and delta U for a gas-producing reaction. Show the PV work term and explain when the distinction matters.","modes":["reactionlab"]},{"id":"chem-thermo-hess-law-is-approximation","tier":"public","domain":"chemistry","subdomain":"thermochemistry","gradeBands":["9-12"],"name":"Hess's law is an approximation","studentBelief":"Hess's law gives approximate values — the path does matter for enthalpy changes.","scientificReality":"Hess's law is exact, not approximate. Enthalpy is a state function — its change depends only on initial and final states, not the path taken. This is a direct consequence of the first law of thermodynamics and conservation of energy. Any valid combination of reactions that leads from the same reactants to the same products gives exactly the same total delta H.","counterexample":"The enthalpy of formation of CO2 is the same whether you burn carbon directly to CO2 or first burn it to CO and then to CO2. This has been verified experimentally to high precision.","triggerPatterns":["Hess's law is approximate","path might matter a little","Hess's law is not exact"],"diagnosticQuestion":"If you form CO2 by burning carbon directly vs. forming CO first and then oxidizing to CO2, will the total enthalpy change be exactly the same or just approximately the same?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Nakhleh 1992; Granville 1985","teacherIntervention":"Calculate enthalpy changes via multiple paths for the same overall reaction. Show the values are identical, then explain why (enthalpy is a state function, like altitude — it does not matter which trail you take).","modes":["reactionlab"]},{"id":"math-multiplication-bigger","tier":"evaluation","domain":"math","subdomain":"number","gradeBands":["3-5","6-8"],"name":"Multiplication Always Makes Bigger","studentBelief":"Multiplying two numbers always gives a bigger result.","scientificReality":"Multiplying by a number between 0 and 1 gives a smaller result. Multiplying by zero gives zero. Multiplying by a negative can reverse the sign.","counterexample":"6 x 0.5 = 3, which is smaller than 6. The 'multiplication makes bigger' rule only holds when multiplying by numbers greater than 1.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use area models with fractional multipliers. Have students predict and verify products with multipliers less than 1, equal to 1, and greater than 1.","modes":["fractionforge","algebralab"]},{"id":"math-zero-is-nothing","tier":"evaluation","domain":"math","subdomain":"number","gradeBands":["K-2","3-5"],"name":"Zero Is Nothing","studentBelief":"Zero means 'nothing' and is not a real number.","scientificReality":"Zero is a number with a specific position on the number line. It serves as the additive identity and a critical placeholder in our positional number system.","counterexample":"The difference between 105 and 15 depends on the zero in 105. Zero as a placeholder gives the 1 its value as one hundred.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Show zero on the number line between -1 and 1. Discuss zero as temperature (0 degrees is cold, not 'no temperature') and as a quantity (0 apples means you counted and found none).","modes":["placevaluelab","algebralab"]},{"id":"math-larger-number-larger-digits","tier":"public","domain":"math","subdomain":"number","gradeBands":["K-2","3-5"],"name":"More Digits Means Larger","studentBelief":"A number with more digits is always greater than a number with fewer digits.","scientificReality":"This is true for whole numbers but fails for decimals. The number 0.99999 has more digits than 1.0 but is smaller.","counterexample":"0.12345 has more digits than 0.9 but is smaller. Students applying whole-number logic to decimals incorrectly rank 0.23 > 0.9.","triggerPatterns":["more digits means bigger","longer number is larger","count the digits"],"diagnosticQuestion":"Which is greater: 0.9 or 0.12?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ashlock 2010","teacherIntervention":"Use base-ten blocks or hundredths grids to visualize decimal values. Compare 0.9 and 0.12 as 90 hundredths vs. 12 hundredths.","modes":["placevaluelab","fractionforge"]},{"id":"math-negative-times-negative-unclear","tier":"evaluation","domain":"math","subdomain":"number","gradeBands":["6-8"],"name":"Negative Times Negative Mystery","studentBelief":"There is no logical reason why a negative times a negative is positive.","scientificReality":"Negative times negative being positive follows from the distributive property and the requirement that multiplication over integers be consistent. It also models 'reversing a reversal.'","counterexample":"If losing $5/day for 3 days is -5 x 3 = -15, then going back in time 3 days from a $5/day loss means you had $15 more: -5 x -3 = +15.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use number line patterns (-3 x 3, -3 x 2, -3 x 1, -3 x 0, -3 x -1...) to show the pattern continues. Connect to 'undoing' operations and the distributive property.","modes":["algebralab","graphverse"]},{"id":"math-addition-commutative-subtraction","tier":"public","domain":"math","subdomain":"number","gradeBands":["K-2","3-5"],"name":"Subtraction Is Commutative","studentBelief":"You can subtract numbers in any order, just like addition.","scientificReality":"Subtraction is not commutative. 7 - 3 is not the same as 3 - 7. Order matters in subtraction and division.","counterexample":"7 - 3 = 4, but 3 - 7 = -4. Applying commutativity to subtraction produces wrong answers.","triggerPatterns":["subtract either way","order doesn't matter in subtraction","swap the numbers"],"diagnosticQuestion":"Is 12 - 5 the same as 5 - 12? Why or why not?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use concrete contexts: 'having $12 and spending $5' vs. 'having $5 and spending $12.' Show results on a number line.","modes":["algebralab","placevaluelab"]},{"id":"math-remainder-misconception","tier":"public","domain":"math","subdomain":"number","gradeBands":["3-5"],"name":"Remainder Is Leftover, Not Part of Answer","studentBelief":"The remainder in division is a separate thing, not part of the answer.","scientificReality":"The remainder is part of the quotient. In context, it determines whether you round up or down: 23 people in cars of 4 need 6 cars (not 5 R3).","counterexample":"23 kids need vans that hold 4 each. 23 / 4 = 5 R3, but you need 6 vans, not 5. The remainder changes the real-world answer.","triggerPatterns":["ignore the remainder","just the whole number","remainder doesn't matter"],"diagnosticQuestion":"23 students need transportation in vans that hold 4. How many vans are needed? Is the answer 5 or 6?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use context problems where the remainder must be interpreted (rounding up for containers, rounding down for complete groups, reporting as a fraction).","modes":["wordproblemengine","algebralab"]},{"id":"math-exponent-multiply-base","tier":"evaluation","domain":"math","subdomain":"number","gradeBands":["6-8"],"name":"Exponent Means Multiply by Base","studentBelief":"An exponent means multiply the base by the exponent. So 3^4 = 3 x 4 = 12.","scientificReality":"An exponent means repeated multiplication of the base: 3^4 = 3 x 3 x 3 x 3 = 81, not 3 x 4.","counterexample":"2^10 = 1024, not 20. If exponents meant multiplication, 2^10 and 2 x 10 would give the same answer, but 1024 is very different from 20.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"critical","researchSource":"Ashlock 2010","teacherIntervention":"Build up from repeated multiplication: 3^1, 3^2, 3^3... Show the exponential growth pattern and contrast with linear multiplication.","modes":["algebralab","graphverse"]},{"id":"math-large-numbers-infinity","tier":"public","domain":"math","subdomain":"number","gradeBands":["3-5","6-8"],"name":"Large Numbers Are Infinity","studentBelief":"Very large numbers (like a billion or a googol) are basically infinity.","scientificReality":"No finite number, no matter how large, is infinite. You can always add 1 to any finite number. Infinity is a concept, not a number.","counterexample":"A googol (10^100) is finite — you can write googol + 1. Infinity is not a number you can reach by counting, no matter how high you count.","triggerPatterns":["basically infinity","too big to count","practically infinite"],"diagnosticQuestion":"Is a googolplex (10^(10^100)) equal to infinity? Why or why not?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Ryan & Williams 2007","teacherIntervention":"Distinguish 'very large' from 'infinite.' Show that for any number n, n + 1 exists. Discuss countable vs. uncountable infinities for advanced students.","modes":["algebralab","graphverse"]},{"id":"math-number-between","tier":"public","domain":"math","subdomain":"number","gradeBands":["3-5","6-8"],"name":"No Numbers Between Consecutive Integers","studentBelief":"There are no numbers between consecutive whole numbers like 3 and 4.","scientificReality":"Between any two numbers there are infinitely many other numbers: 3.1, 3.14, 3.141, 3.5, 3.99, and so on. The real number line is dense.","counterexample":"Between 3 and 4 lie 3.5, 3.25, 3.1, 3.001, and infinitely many others. Between any two decimals, you can always find another decimal.","triggerPatterns":["nothing between","next number after","no numbers between"],"diagnosticQuestion":"Are there any numbers between 0 and 1? If so, how many?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Zoom in on a number line repeatedly. Show that between any two points, more points exist. Connect to decimal expansion.","modes":["placevaluelab","fractionforge"]},{"id":"math-order-of-operations-left-right","tier":"evaluation","domain":"math","subdomain":"number","gradeBands":["3-5","6-8"],"name":"Operations Go Left to Right Only","studentBelief":"All arithmetic operations should be performed strictly left to right.","scientificReality":"The order of operations (PEMDAS/BODMAS) requires multiplication and division before addition and subtraction, and exponents before multiplication.","counterexample":"3 + 4 x 5 = 23 (multiply first), not 35 (left to right). Left-to-right only applies within same-precedence operations.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"critical","researchSource":"Ashlock 2010","teacherIntervention":"Emphasize that PEMDAS groupings (MD together, AS together) have equal precedence resolved left to right. Use parentheses to make order explicit.","modes":["algebralab","equationsolver"]},{"id":"math-percent-of-bigger-number","tier":"evaluation","domain":"math","subdomain":"number","gradeBands":["6-8"],"name":"Percent Increase Then Decrease Returns to Original","studentBelief":"A 20% increase followed by a 20% decrease returns you to the original value.","scientificReality":"A 20% increase then 20% decrease gives 100 x 1.2 x 0.8 = 96, not 100. The decrease applies to a larger number, so the decrease is larger in absolute terms.","counterexample":"$100 increased by 20% = $120. Then $120 decreased by 20% = $96, not $100. You lost $4 because the 20% decrease was applied to a larger base.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use concrete money examples. Calculate both directions explicitly. Show algebraically why x(1 + r)(1 - r) = x(1 - r^2) which is always less than x.","modes":["proportionlab","algebralab"]},{"id":"math-biggest-number-exists","tier":"public","domain":"math","subdomain":"number","gradeBands":["K-2","3-5"],"name":"There Is a Biggest Number","studentBelief":"There is a biggest number (a googolplex, or 'infinity').","scientificReality":"There is no largest natural number. For any number n, n + 1 is a larger number. The natural numbers are unbounded.","counterexample":"Name any number, and someone can add 1 to it. If you say googolplex, googolplex + 1 is bigger. This process never ends.","triggerPatterns":["biggest number","largest number","infinity is the biggest"],"diagnosticQuestion":"What is the biggest number? Can you always find a bigger one?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Ryan & Williams 2007","teacherIntervention":"Play the 'plus one' game. Discuss how infinity is not a number but a concept describing unboundedness.","modes":["placevaluelab","algebralab"]},{"id":"math-frac-larger-denom-larger-frac","tier":"evaluation","domain":"math","subdomain":"fractions","gradeBands":["3-5","6-8"],"name":"Larger Denominator Means Larger Fraction","studentBelief":"A fraction with a larger denominator is always a larger fraction.","scientificReality":"With the same numerator, a larger denominator means a smaller fraction. 1/8 is smaller than 1/4 because the whole is cut into more pieces, making each piece smaller.","counterexample":"1/100 is much smaller than 1/2, even though 100 is larger than 2. More pieces means each piece is smaller.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use fraction bars and area models. Share a pizza among 4 people vs. 8 people — who gets the bigger slice? Build intuition before rules.","modes":["fractionforge"]},{"id":"math-frac-add-across","tier":"evaluation","domain":"math","subdomain":"fractions","gradeBands":["3-5","6-8"],"name":"Add Fractions Across","studentBelief":"To add fractions, add the numerators and add the denominators: 1/2 + 1/3 = 2/5.","scientificReality":"Fractions must have common denominators before adding. 1/2 + 1/3 = 3/6 + 2/6 = 5/6, not 2/5.","counterexample":"1/2 + 1/2 should equal 1, but adding across gives 2/4 = 1/2, which is clearly wrong — half plus half must equal a whole.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ashlock 2010","teacherIntervention":"Use the 1/2 + 1/2 counterexample first. Then use visual fraction models to show why common denominators are needed (same-sized pieces to combine).","modes":["fractionforge"]},{"id":"math-frac-multiply-bigger","tier":"public","domain":"math","subdomain":"fractions","gradeBands":["3-5","6-8"],"name":"Multiplying Fractions Makes Bigger","studentBelief":"Multiplying two fractions always gives a larger result.","scientificReality":"Multiplying two proper fractions gives a smaller result: 1/2 x 1/3 = 1/6, which is smaller than both 1/2 and 1/3.","counterexample":"1/2 of 1/2 = 1/4. Taking half of a half makes it smaller, not bigger. Multiplying proper fractions always produces a smaller value.","triggerPatterns":["multiply makes bigger","times makes more","fraction times fraction is bigger"],"diagnosticQuestion":"Is 1/2 x 1/4 greater than 1/4, less than 1/4, or equal to 1/4?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use area models: shade 1/2 of a rectangle, then shade 1/3 of that shaded region. The doubly-shaded area (1/6) is visibly smaller than either starting fraction.","modes":["fractionforge","algebralab"]},{"id":"math-frac-division-flip-why","tier":"evaluation","domain":"math","subdomain":"fractions","gradeBands":["6-8"],"name":"Divide Fractions: Flip and Multiply (No Understanding)","studentBelief":"You 'flip and multiply' to divide fractions, but there is no reason why this works.","scientificReality":"Dividing by a fraction asks 'how many groups of this fraction fit?' Multiplying by the reciprocal works because division is the inverse of multiplication, and a/b / c/d = a/b x d/c by algebraic identity.","counterexample":"How many 1/4-cup servings in 3 cups? That's 3 / (1/4) = 3 x 4 = 12 servings. You can verify by counting: four quarter-cups per cup, times 3 cups = 12.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use measurement division: 'How many 1/3s fit in 2?' Draw it. Then show algebraically why multiplying by the reciprocal produces the same answer.","modes":["fractionforge"]},{"id":"math-frac-equivalent-bigger","tier":"public","domain":"math","subdomain":"fractions","gradeBands":["3-5"],"name":"Equivalent Fractions Are Different Sizes","studentBelief":"2/4 is bigger than 1/2 because 2 and 4 are bigger numbers than 1 and 2.","scientificReality":"Equivalent fractions represent the same quantity. 2/4 = 1/2 because both represent the same point on the number line and the same portion of a whole.","counterexample":"Cut a pizza into 2 equal slices and take 1, or cut it into 4 equal slices and take 2. You have the same amount of pizza.","triggerPatterns":["bigger numbers means bigger fraction","2/4 is more than 1/2","different fractions can't be equal"],"diagnosticQuestion":"Is 2/4 the same as 1/2, or is it larger because the numbers are larger?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use fraction strips to physically overlay 2/4 on 1/2. Show multiple equivalent fractions for the same value. Place on number lines.","modes":["fractionforge"]},{"id":"math-frac-cross-multiply-always","tier":"public","domain":"math","subdomain":"fractions","gradeBands":["6-8"],"name":"Cross Multiply for Everything","studentBelief":"Cross-multiplication works for all fraction operations (addition, multiplication, comparison).","scientificReality":"Cross-multiplication is a shortcut for comparing fractions or solving proportions. It does not apply to fraction addition or multiplication.","counterexample":"Cross-multiplying 1/2 + 1/3 gives 3 and 2, but 3 + 2 = 5 tells you nothing useful. The correct sum is 5/6, found through common denominators.","triggerPatterns":["cross multiply everything","cross multiply to add","cross multiply to multiply"],"diagnosticQuestion":"Can you use cross-multiplication to add 2/3 + 3/5? Why or why not?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Explicitly teach when cross-multiplication applies (proportions, comparisons) and when it does not (addition, multiplication). Require justification for method choice.","modes":["fractionforge","proportionlab"]},{"id":"math-frac-percent-fraction-decimal-unconnected","tier":"evaluation","domain":"math","subdomain":"fractions","gradeBands":["6-8"],"name":"Fractions, Decimals, Percents Are Unrelated","studentBelief":"Fractions, decimals, and percentages are three separate, unrelated concepts.","scientificReality":"They are three representations of the same quantity. 1/2, 0.5, and 50% all express the same value. Converting between them is essential.","counterexample":"Saying '50% off' or 'half off' or 'multiply by 0.5' all mean the same discount. The three forms are interchangeable.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use triple number lines showing fraction, decimal, and percent simultaneously. Practice converting between all three representations in context.","modes":["fractionforge","proportionlab"]},{"id":"math-frac-mixed-number-add","tier":"public","domain":"math","subdomain":"fractions","gradeBands":["3-5","6-8"],"name":"Add Mixed Numbers: Add Whole and Fraction Parts Separately","studentBelief":"When adding mixed numbers, you can always just add whole parts and fraction parts separately without adjusting.","scientificReality":"Adding fraction parts may create an improper fraction that needs regrouping. 2 3/4 + 1 3/4 = 3 + 6/4 = 3 + 1 2/4 = 4 1/2, not 3 6/4.","counterexample":"2 3/4 + 1 3/4: the fraction parts sum to 6/4 = 1 1/2, so the total is 4 1/2, not 3 6/4.","triggerPatterns":["add wholes add fractions","no regrouping needed","just add separately"],"diagnosticQuestion":"What is 3 2/3 + 2 2/3? Is it 5 4/3 or 6 1/3?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Emphasize that fraction parts can sum to more than 1 and need regrouping. Use visual models to show 'carrying' from fractions to whole numbers.","modes":["fractionforge"]},{"id":"math-frac-reducing-changes-value","tier":"evaluation","domain":"math","subdomain":"fractions","gradeBands":["3-5"],"name":"Simplifying Changes the Value","studentBelief":"When you simplify a fraction (e.g., 4/8 to 1/2), the value changes — you've made it smaller.","scientificReality":"Simplifying a fraction divides both numerator and denominator by the same number, producing an equivalent fraction with the same value.","counterexample":"4/8 of a pizza and 1/2 of the same pizza are identical portions. Simplifying changed the notation, not the amount.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use physical models (fraction strips, pattern blocks) to show that equivalent fractions cover the same area. 'Simplifying' is renaming, not resizing.","modes":["fractionforge"]},{"id":"math-frac-of-means-multiply","tier":"public","domain":"math","subdomain":"fractions","gradeBands":["3-5","6-8"],"name":"'Of' Means Multiply (Missing Connection)","studentBelief":"The word 'of' in fraction problems has no mathematical meaning.","scientificReality":"'Of' in fraction contexts means multiply: 3/4 of 12 means 3/4 x 12 = 9. This connects fractions to multiplication.","counterexample":"'Half of 20' means 1/2 x 20 = 10. Students who don't recognize this connection cannot solve 'fraction of a number' problems.","triggerPatterns":["of doesn't mean anything","what does of mean","of is just a word"],"diagnosticQuestion":"What is 2/3 of 15? How did you set up the calculation?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Explicitly teach that 'of' translates to multiplication. Start with simple cases (half of 10, a third of 12) and build to complex fractions.","modes":["fractionforge","wordproblemengine"]},{"id":"math-frac-unit-frac-smallest","tier":"public","domain":"math","subdomain":"fractions","gradeBands":["3-5"],"name":"All Unit Fractions Are Very Small","studentBelief":"All fractions with numerator 1 are tiny numbers close to zero.","scientificReality":"Unit fractions range from values close to 1 (like 1/2) to values close to 0 (like 1/1000). 1/2 is not small — it represents half of a whole.","counterexample":"1/2 is 0.5, which is not small at all. 1/1 equals 1. Unit fractions can be large or small depending on the denominator.","triggerPatterns":["unit fractions are tiny","fractions are small","1/something is small"],"diagnosticQuestion":"Is 1/2 a small number? Where does it fit on the number line between 0 and 1?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Ryan & Williams 2007","teacherIntervention":"Order unit fractions on a number line: 1/2, 1/3, 1/4, 1/5... Show that 1/2 is quite large (half the whole) while 1/100 is quite small.","modes":["fractionforge"]},{"id":"math-frac-between","tier":"public","domain":"math","subdomain":"fractions","gradeBands":["3-5","6-8"],"name":"No Fractions Between Consecutive Fractions","studentBelief":"There is no fraction between, say, 1/3 and 2/3.","scientificReality":"Between any two fractions there are infinitely many other fractions. For example, 1/3 < 3/8 < 1/2 < 5/8 < 2/3.","counterexample":"Between 1/3 (= 4/12) and 2/3 (= 8/12) lie 5/12, 6/12, 7/12, and infinitely many non-unit fractions.","triggerPatterns":["no fraction between","next fraction","consecutive fractions"],"diagnosticQuestion":"Can you find a fraction between 1/4 and 1/3?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use common denominators to reveal fractions between given fractions. Show that you can always find more by increasing the denominator.","modes":["fractionforge"]},{"id":"math-alg-variable-label","tier":"evaluation","domain":"math","subdomain":"algebra","gradeBands":["6-8"],"name":"Variable as Label","studentBelief":"In 3a, the 'a' stands for 'apples,' not a number of apples.","scientificReality":"A variable represents a number, not an object. In 3a, 'a' is a number and 3a means 3 times that number.","counterexample":"If a = 5, then 3a = 15. The 'a' is not a label for apples — it is a placeholder for a quantity. You cannot add 3a + 2b to get 5ab.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"MSAN Research Briefs","teacherIntervention":"Consistently substitute numerical values for variables to reinforce that variables represent numbers. Avoid 'a for apples' mnemonics.","modes":["algebralab","equationsolver"]},{"id":"math-alg-equals-answer","tier":"evaluation","domain":"math","subdomain":"algebra","gradeBands":["3-5","6-8"],"name":"Equals Sign Means 'The Answer Is'","studentBelief":"The equals sign means 'put the answer here,' not that two expressions have the same value.","scientificReality":"The equals sign indicates equivalence: both sides have the same value. It is a statement of balance, not an instruction to compute.","counterexample":"In 3 + 4 = _ + 2, students who see '=' as 'the answer' write 7 in the blank, when the correct answer is 5 (because 3 + 4 = 5 + 2).","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use balance scales and equations with blanks on both sides from early grades. Present '=' as 'the same as,' not 'the answer is.'","modes":["equationsolver","algebralab"]},{"id":"math-alg-negative-sign-subtraction","tier":"public","domain":"math","subdomain":"algebra","gradeBands":["6-8"],"name":"Negative Sign Is Only Subtraction","studentBelief":"The negative sign in -x means subtraction, not a negative number.","scientificReality":"The negative sign can indicate subtraction (5 - 3), the opposite of a number (-x), or a negative value (-7). Context determines meaning.","counterexample":"In the expression -(-3), the outer negative is 'opposite of,' giving +3. Students who see all negatives as subtraction cannot parse this correctly.","triggerPatterns":["negative means subtract","just subtraction","minus is minus"],"diagnosticQuestion":"If x = -4, what is -x? Is it -4 or 4?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Distinguish three uses of the negative sign: binary subtraction (5 - 3), unary negation (-x means 'the opposite of x'), and negative values (-7 is a position on the number line).","modes":["algebralab","equationsolver"]},{"id":"math-alg-distribute-over-exponent","tier":"evaluation","domain":"math","subdomain":"algebra","gradeBands":["9-12"],"name":"Distribute Exponents Over Addition","studentBelief":"(a + b)^2 = a^2 + b^2. You can distribute the exponent over addition.","scientificReality":"(a + b)^2 = a^2 + 2ab + b^2. Exponentiation does not distribute over addition; the middle term (2ab) must not be forgotten.","counterexample":"(3 + 4)^2 = 49, but 3^2 + 4^2 = 9 + 16 = 25. The difference (24) is the missing 2(3)(4) term.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"MSAN Research Briefs","teacherIntervention":"Use area models: (a + b)^2 is a square with side (a + b). The four regions are a^2, ab, ba, and b^2, visually showing the 2ab term.","modes":["algebralab","geoproof"]},{"id":"math-alg-solve-undo","tier":"public","domain":"math","subdomain":"algebra","gradeBands":["6-8"],"name":"Solving Means Doing Operations","studentBelief":"To solve an equation, just do more operations to the left side until x is alone.","scientificReality":"Solving an equation requires performing the same inverse operation to both sides to maintain balance. One-sided manipulation produces incorrect results.","counterexample":"In 2x + 3 = 11, subtracting 3 from only the left gives 2x = 11, which is wrong. You must subtract 3 from both sides: 2x = 8, then x = 4.","triggerPatterns":["just simplify one side","move things around","get x alone"],"diagnosticQuestion":"To solve 3x + 5 = 20, a student writes 3x = 20 - 5 = 15, then x = 5. Is this reasoning correct? What is the key principle?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use balance scale models. Emphasize that whatever you do to one side, you must do to the other. Track both sides at every step.","modes":["equationsolver","algebralab"]},{"id":"math-alg-like-terms","tier":"public","domain":"math","subdomain":"algebra","gradeBands":["6-8","9-12"],"name":"Combining Unlike Terms","studentBelief":"You can combine 3x and 2y into 5xy.","scientificReality":"Only like terms (same variable and exponent) can be combined. 3x + 2y cannot be simplified. 3x + 2x = 5x, but 3x + 2y stays as 3x + 2y.","counterexample":"3 apples + 2 oranges is not 5 apple-oranges. Similarly, 3x + 2y cannot be combined because x and y represent different quantities.","triggerPatterns":["add the coefficients","combine everything","3x + 2y = 5xy"],"diagnosticQuestion":"Can you simplify 4a + 3b? If so, what is it?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Use physical analogy: you can combine 3 cats + 2 cats = 5 cats, but you cannot combine 3 cats + 2 dogs into a single term.","modes":["algebralab","equationsolver"]},{"id":"math-alg-linear-proportional","tier":"public","domain":"math","subdomain":"algebra","gradeBands":["6-8","9-12"],"name":"All Linear Relationships Are Proportional","studentBelief":"Every linear equation represents a proportional relationship (y = mx + b is proportional).","scientificReality":"Only linear equations of the form y = kx (passing through the origin) are proportional. y = mx + b with b != 0 is linear but not proportional.","counterexample":"y = 2x + 3: when x doubles from 1 to 2, y goes from 5 to 7 — it does not double. A proportional relationship requires y to double when x doubles.","triggerPatterns":["linear means proportional","straight line is proportional","all linear relationships"],"diagnosticQuestion":"Is y = 3x + 5 a proportional relationship? Does y triple when x triples?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Compare graphs of y = 3x and y = 3x + 2. Show that proportionality requires the line to pass through the origin and ratios to be constant.","modes":["graphverse","proportionlab","algebralab"]},{"id":"math-alg-inequality-flip","tier":"evaluation","domain":"math","subdomain":"algebra","gradeBands":["6-8","9-12"],"name":"Never Flip the Inequality Sign","studentBelief":"The inequality sign never changes direction when solving.","scientificReality":"Multiplying or dividing both sides of an inequality by a negative number reverses the direction of the inequality sign.","counterexample":"Starting with -2x > 6, dividing by -2 requires flipping: x < -3. Without flipping, x > -3 is incorrect (test x = 0: -2(0) = 0, which is not > 6).","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use number line examples: if 2 < 3, then -2 > -3. Multiplying by a negative reverses order. Always verify inequality solutions by testing boundary values.","modes":["equationsolver","algebralab"]},{"id":"math-alg-pattern-always-linear","tier":"public","domain":"math","subdomain":"algebra","gradeBands":["6-8"],"name":"All Patterns Are Linear","studentBelief":"Every pattern continues by adding or subtracting the same number.","scientificReality":"Patterns can be quadratic, exponential, geometric, or follow other non-linear rules. 1, 4, 9, 16... grows quadratically, not by a constant difference.","counterexample":"The pattern 2, 4, 8, 16, 32 doubles each time (geometric/exponential). Adding a constant amount gives 2, 4, 6, 8, 10 — very different.","triggerPatterns":["add the same number","always linear","constant difference"],"diagnosticQuestion":"What is the next number in 1, 4, 9, 16, 25, ...? Is the pattern adding 3 each time?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Explore first differences and second differences. If first differences are constant, the pattern is linear. If second differences are constant, it is quadratic.","modes":["graphverse","algebralab"]},{"id":"math-alg-sqrt-pm","tier":"evaluation","domain":"math","subdomain":"algebra","gradeBands":["9-12"],"name":"Square Root Gives Two Answers","studentBelief":"The square root of 16 is both 4 and -4.","scientificReality":"The square root function returns only the principal (non-negative) root. The square root of 16 is 4. The equation x^2 = 16 has two solutions (x = 4 and x = -4), but that is different from the square root function.","counterexample":"The square root of 9 is 3, not +/-3. The equation x^2 = 9 has solutions x = 3 and x = -3, but the square root symbol denotes only the positive root.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Distinguish the square root function (always non-negative) from solving x^2 = n (which uses +/- square root). The +/- comes from the solving process, not from the symbol.","modes":["algebralab","equationsolver"]},{"id":"math-geo-area-perimeter-related","tier":"evaluation","domain":"math","subdomain":"geometry","gradeBands":["3-5","6-8"],"name":"Same Perimeter Means Same Area","studentBelief":"Shapes with the same perimeter always have the same area.","scientificReality":"Perimeter and area are independent measurements. A 1x9 rectangle and a 4x6 rectangle both have perimeter 20, but areas of 9 and 24.","counterexample":"A 1x9 rectangle (perimeter 20, area 9) and a 5x5 square (perimeter 20, area 25) show that same perimeter can produce very different areas.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Give students a fixed length of string (perimeter) and ask them to make different rectangles on grid paper. Calculate areas to show variation.","modes":["geoproof"]},{"id":"math-geo-diagonal-bisect","tier":"public","domain":"math","subdomain":"geometry","gradeBands":["6-8"],"name":"Diagonals Always Bisect Each Other","studentBelief":"The diagonals of any quadrilateral bisect each other.","scientificReality":"Only in parallelograms (and their special cases: rectangles, rhombi, squares) do the diagonals bisect each other. In a general quadrilateral or trapezoid, they do not.","counterexample":"Draw a non-convex (concave) quadrilateral — the diagonals clearly do not bisect each other. Even in a general trapezoid, the diagonals do not bisect.","triggerPatterns":["diagonals always bisect","diagonals cut in half","all quadrilaterals"],"diagnosticQuestion":"Do the diagonals of a trapezoid bisect each other? Why or why not?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Ryan & Williams 2007","teacherIntervention":"Have students draw and measure diagonals of various quadrilaterals. Classify which quadrilaterals have bisecting diagonals and identify the pattern (parallelograms only).","modes":["geoproof"]},{"id":"math-geo-pi-is-3-14","tier":"evaluation","domain":"math","subdomain":"geometry","gradeBands":["6-8"],"name":"Pi Equals 3.14","studentBelief":"Pi is exactly 3.14 or exactly 22/7.","scientificReality":"Pi is an irrational number (3.14159265...) that cannot be expressed as a finite decimal or a fraction. 3.14 and 22/7 are approximations.","counterexample":"22/7 = 3.142857142857..., which differs from pi in the third decimal place. Neither 3.14 nor 22/7 is exact; they are useful approximations.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Ryan & Williams 2007","teacherIntervention":"Show pi's decimal expansion continuing without pattern. Discuss irrational numbers and why 3.14 and 22/7 are useful but imprecise approximations.","modes":["geoproof","algebralab"]},{"id":"math-geo-right-angle-triangle","tier":"public","domain":"math","subdomain":"geometry","gradeBands":["3-5","6-8"],"name":"Triangles Must Have a Right Angle","studentBelief":"All triangles have a right angle, or the base must be at the bottom.","scientificReality":"Triangles can be acute (all angles less than 90 degrees), right (one 90-degree angle), or obtuse (one angle greater than 90 degrees). Orientation does not change the shape.","counterexample":"An equilateral triangle has three 60-degree angles — none are right angles. It remains a triangle regardless of how you rotate it.","triggerPatterns":["triangles have right angles","must have 90 degrees","base on bottom"],"diagnosticQuestion":"Is a triangle with angles 60, 60, 60 still a triangle even though it has no right angle?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Show triangles in all orientations and types. Have students classify triangles by angles (acute, right, obtuse) to see the full range.","modes":["geoproof"]},{"id":"math-geo-all-quadrilaterals-parallelogram","tier":"public","domain":"math","subdomain":"geometry","gradeBands":["3-5","6-8"],"name":"Squares Are Not Rectangles","studentBelief":"A square is not a rectangle. These are completely separate shapes.","scientificReality":"A square IS a rectangle (a rectangle with all sides equal). Shape classifications form a hierarchy: squares are special rectangles, rectangles are special parallelograms.","counterexample":"A square has four right angles and opposite sides parallel — it meets every definition of a rectangle. It is a rectangle with the additional property of equal side lengths.","triggerPatterns":["square is not a rectangle","different shapes","square and rectangle are separate"],"diagnosticQuestion":"Is a square a special type of rectangle? Why or why not?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Build a quadrilateral classification hierarchy (Venn diagram or tree). Show that squares satisfy all rectangle properties plus an additional constraint.","modes":["geoproof"]},{"id":"math-geo-similar-congruent","tier":"evaluation","domain":"math","subdomain":"geometry","gradeBands":["6-8"],"name":"Similar Means Congruent","studentBelief":"Similar shapes are always the same size.","scientificReality":"Similar shapes have the same shape (proportional sides, equal angles) but can be different sizes. Congruent shapes are the same shape AND size.","counterexample":"A map of a country is similar to the actual country — same shape, vastly different sizes. A passport photo is similar to but not congruent with your face.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use proportional enlargement activities. Show that similar figures maintain angle measures while side lengths scale by a constant factor.","modes":["geoproof","proportionlab"]},{"id":"math-geo-height-must-be-inside","tier":"public","domain":"math","subdomain":"geometry","gradeBands":["6-8"],"name":"Height Must Be Inside the Shape","studentBelief":"The height (altitude) of a triangle must be drawn inside the triangle.","scientificReality":"For obtuse triangles, the altitude from the vertex of an acute angle falls outside the triangle. The height is the perpendicular distance from base to opposite vertex, regardless of position.","counterexample":"Draw an obtuse triangle and drop a perpendicular from the obtuse angle to the opposite side — it hits the line extended beyond the base, falling outside the triangle.","triggerPatterns":["height inside only","altitude must be inside","can't draw height outside"],"diagnosticQuestion":"In an obtuse triangle, can the height fall outside the triangle? How would you calculate the area?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Draw altitudes for acute, right, and obtuse triangles. Show that the area formula (1/2 x base x height) works in all cases, even when the height falls outside.","modes":["geoproof"]},{"id":"math-geo-angle-side-length","tier":"public","domain":"math","subdomain":"geometry","gradeBands":["3-5","6-8"],"name":"Longer Sides Mean Bigger Angles","studentBelief":"Making the sides of an angle longer makes the angle larger.","scientificReality":"An angle is measured by the rotation between two rays, not by the length of the rays. Extending the sides of an angle does not change its measure.","counterexample":"A 30-degree angle with 1-cm sides and a 30-degree angle with 10-cm sides are the same angle. The protractor reading is identical.","triggerPatterns":["longer sides bigger angle","extend sides to increase angle","side length changes angle"],"diagnosticQuestion":"If you extend both sides of a 45-degree angle to be twice as long, what is the new angle measure?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use protractors on angles with varying side lengths. Show that the angle measurement stays the same regardless of how far the sides extend.","modes":["geoproof"]},{"id":"math-stat-average-typical","tier":"evaluation","domain":"math","subdomain":"statistics","gradeBands":["6-8","9-12"],"name":"Average Means Typical","studentBelief":"The mean (average) always represents a typical value in the dataset.","scientificReality":"The mean can be heavily skewed by outliers and may not represent any actual value in the dataset. The median is often a better measure of 'typical.'","counterexample":"In incomes of $30K, $35K, $40K, $45K, and $1M, the mean is $230K, but no one earns close to that. The median ($40K) better represents the typical income.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Compare mean, median, and mode on skewed datasets. Show how a single billionaire in a room changes the mean income but not the median.","modes":["statsphere"]},{"id":"math-stat-gambler-fallacy","tier":"evaluation","domain":"math","subdomain":"statistics","gradeBands":["6-8","9-12"],"name":"Gambler's Fallacy","studentBelief":"After a series of heads in coin flips, tails becomes 'due' and more likely.","scientificReality":"Each coin flip is independent. The probability of tails is always 50%, regardless of previous outcomes. The coin has no memory.","counterexample":"After flipping 10 heads in a row, the probability of heads on flip 11 is still exactly 50%. The coin does not 'know' or 'remember' its history.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Fischbein 1987","teacherIntervention":"Simulate long sequences of coin flips. Show that short-term streaks are normal and do not affect future probabilities. Discuss independence of events.","modes":["statsphere"]},{"id":"math-stat-sample-size-irrelevant","tier":"public","domain":"math","subdomain":"statistics","gradeBands":["9-12"],"name":"Sample Size Does Not Matter","studentBelief":"A small sample is just as reliable as a large sample for drawing conclusions.","scientificReality":"Larger samples produce more reliable estimates with smaller margins of error. The law of large numbers states that sample statistics converge to population parameters as sample size increases.","counterexample":"Flipping a coin 10 times might give 7 heads (70%), but flipping 10,000 times will give very close to 50%. Larger samples reduce sampling variability.","triggerPatterns":["sample size doesn't matter","small sample is fine","any size works"],"diagnosticQuestion":"Which is more convincing: a poll of 10 voters or 1,000 voters? Why?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Fischbein 1987","teacherIntervention":"Simulate sampling from a known population at different sample sizes. Show how margins of error shrink as n increases. Discuss the law of large numbers.","modes":["statsphere"]},{"id":"math-stat-larger-sample-bias","tier":"public","domain":"math","subdomain":"statistics","gradeBands":["9-12"],"name":"Larger Sample Eliminates All Bias","studentBelief":"A very large sample automatically eliminates bias, regardless of how it was collected.","scientificReality":"Sample size reduces random error but does not fix systematic bias. A biased collection method (like a voluntary online poll) remains biased regardless of how many people respond.","counterexample":"The 1936 Literary Digest presidential poll surveyed 2.4 million people but predicted the wrong winner. The sample was biased toward wealthy telephone and car owners.","triggerPatterns":["big enough sample fixes bias","more data eliminates bias","large sample is always valid"],"diagnosticQuestion":"A website poll with 100,000 responses shows 80% support for a policy. Is this a reliable estimate of public opinion?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Contrast the 1936 Literary Digest poll (2.4 million, biased) with Gallup's 1936 poll (50,000, representative). Discuss sampling method vs. sampling size.","modes":["statsphere"]},{"id":"math-stat-correlation-causation","tier":"evaluation","domain":"math","subdomain":"statistics","gradeBands":["9-12"],"name":"Correlation Implies Causation","studentBelief":"If two variables are correlated, one must cause the other.","scientificReality":"Correlation indicates association, not causation. Two variables can be correlated due to a common cause, reverse causation, or coincidence.","counterexample":"Ice cream sales and drowning deaths are positively correlated — both increase in summer. Ice cream does not cause drowning; hot weather is the common cause.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Show spurious correlations (e.g., Nicolas Cage movies and pool drownings). Discuss confounding variables, reverse causation, and the requirements for establishing causation.","modes":["statsphere","graphverse"]},{"id":"math-stat-probability-predictions","tier":"public","domain":"math","subdomain":"statistics","gradeBands":["6-8"],"name":"Probability Predicts Individual Outcomes","studentBelief":"If the probability of rain is 70%, it will definitely rain today.","scientificReality":"Probability describes long-run frequency, not individual outcomes. A 70% chance of rain means that in similar conditions, it rains about 70% of the time — not that it will rain today.","counterexample":"A 90% free-throw shooter misses sometimes. The probability describes the long-run success rate, not what happens on any single shot.","triggerPatterns":["probability means it will happen","70% means yes","probability guarantees"],"diagnosticQuestion":"A weather forecast says 30% chance of rain. Does this mean it will not rain?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Fischbein 1987","teacherIntervention":"Run probability experiments many times and compare observed frequencies to theoretical probabilities. Discuss the meaning of probability as long-run relative frequency.","modes":["statsphere"]},{"id":"math-stat-equally-likely","tier":"public","domain":"math","subdomain":"statistics","gradeBands":["6-8"],"name":"All Outcomes Are Equally Likely","studentBelief":"In any random situation, all outcomes are equally likely.","scientificReality":"Outcomes are equally likely only in specific symmetric situations (fair coins, fair dice). Many real-world situations have unequal probabilities.","counterexample":"Rolling a sum of 7 with two dice is much more likely than rolling a sum of 2, because there are six ways to get 7 but only one way to get 2.","triggerPatterns":["all equally likely","50/50","same chance for everything"],"diagnosticQuestion":"When rolling two dice, is the probability of getting a sum of 7 the same as getting a sum of 12?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Fischbein 1987","teacherIntervention":"Build sample space tables for two dice. Show that some sums have many combinations while others have few. Count and compare.","modes":["statsphere"]},{"id":"math-stat-conditional-base-rate","tier":"evaluation","domain":"math","subdomain":"statistics","gradeBands":["9-12"],"name":"Ignoring Base Rates","studentBelief":"A test that is 99% accurate means a positive result is almost certainly correct.","scientificReality":"The predictive value of a test depends on the base rate (prevalence). If a disease affects 1 in 10,000 people, even a 99% accurate test will produce far more false positives than true positives.","counterexample":"With 1/10,000 prevalence and a 99% accurate test on 10,000 people: 1 true positive + 100 false positives. Only 1 in 101 positive results (about 1%) is a true positive.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Fischbein 1987","teacherIntervention":"Use natural frequency trees: out of 10,000 people, how many have the disease? How many test positive? Work through Bayes' theorem with concrete numbers.","modes":["statsphere"]},{"id":"math-stat-regression-mean","tier":"public","domain":"math","subdomain":"statistics","gradeBands":["9-12"],"name":"Regression to the Mean Is Causation","studentBelief":"When an extreme score moves toward average on retest, something caused the change.","scientificReality":"Regression to the mean is a statistical phenomenon: extreme scores are partly due to random variation, and subsequent measurements are likely closer to the true mean. No causal factor is needed.","counterexample":"A student who scores 99th percentile on one test and 90th on the next did not necessarily get worse — random factors that contributed to the extreme score regressed naturally.","triggerPatterns":["something caused the change","treatment worked because scores dropped","got worse after high score"],"diagnosticQuestion":"A student scores unusually high on Monday's quiz and lower on Tuesday's. Did something cause the decline?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Simulate: roll two dice, record extreme values, then roll again. Show that extreme rolls naturally regress. Discuss implications for evaluating interventions.","modes":["statsphere"]},{"id":"math-prop-additive-reasoning","tier":"evaluation","domain":"math","subdomain":"proportional-reasoning","gradeBands":["6-8"],"name":"Additive Instead of Multiplicative Reasoning","studentBelief":"Proportional problems are solved by adding the same amount to each quantity.","scientificReality":"Proportional reasoning requires multiplicative relationships. If 3 apples cost $6, then 9 apples cost $18 (multiply by 3), not $12 (add $6).","counterexample":"A recipe uses 2 cups flour for 3 cups milk. For 6 cups flour, students add 3 to get 6 cups milk, but the correct answer is 9 cups milk (multiply by 3).","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Compare additive (constant difference) and multiplicative (constant ratio) relationships. Use tables to identify which pattern fits: is the ratio or the difference constant?","modes":["proportionlab","algebralab"]},{"id":"math-prop-linear-everywhere","tier":"public","domain":"math","subdomain":"proportional-reasoning","gradeBands":["6-8","9-12"],"name":"Everything Is Linear (Proportional)","studentBelief":"Doubling the input always doubles the output in any relationship.","scientificReality":"Only linear/proportional relationships have this property. Quadratic, exponential, and many real-world relationships do not scale linearly.","counterexample":"Doubling the radius of a circle quadruples (not doubles) its area. Doubling the side of a square quadruples its area (area = s^2, not 2s).","triggerPatterns":["double one double the other","twice as much means twice","scale everything proportionally"],"diagnosticQuestion":"If a 10-inch pizza costs $10, should a 20-inch pizza cost $20? (Hint: think about the area.)","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use area and volume scaling to show non-linear relationships. Double the side length of squares and cubes, then measure the area/volume change.","modes":["proportionlab","geoproof","algebralab"]},{"id":"math-prop-unit-rate-only","tier":"public","domain":"math","subdomain":"proportional-reasoning","gradeBands":["6-8"],"name":"Proportions Can Only Be Solved by Unit Rate","studentBelief":"The only way to solve a proportion is to find the unit rate first.","scientificReality":"Proportions can be solved using unit rates, cross-multiplication, scale factors, ratio tables, or equivalent fractions. Multiple valid strategies exist.","counterexample":"To solve 3/5 = x/15, you can use a scale factor (multiply both by 3, so x = 9) instead of finding the unit rate.","triggerPatterns":["must find unit rate","only one way","unit rate first"],"diagnosticQuestion":"How many ways can you solve: if 4 apples cost $3, how much do 12 apples cost?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Ryan & Williams 2007","teacherIntervention":"Teach multiple proportion-solving strategies and let students choose. Discuss which method is most efficient for different problem types.","modes":["proportionlab"]},{"id":"math-prop-percent-base-confusion","tier":"public","domain":"math","subdomain":"proportional-reasoning","gradeBands":["6-8"],"name":"Percent Base Confusion","studentBelief":"20% of 50 is the same as 50% of 20 — and students are surprised or can't see why.","scientificReality":"Both calculations give 10, demonstrating the commutative property of multiplication: 0.20 x 50 = 0.50 x 20 = 10. But students often struggle with which number is the base.","counterexample":"A 15% tip on a $40 meal ($6) is not the same situation as a 40% tip on a $15 meal ($6), even though the calculations give the same dollar amount.","triggerPatterns":["which is the percent","which is the base","confused about base"],"diagnosticQuestion":"Which is easier to calculate: 35% of 20 or 20% of 35? Do they give the same answer?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Teach the 'of means multiply' connection. Show that a% of b = b% of a algebraically. Practice identifying the base in context problems.","modes":["proportionlab","fractionforge"]},{"id":"math-prop-rate-not-ratio","tier":"public","domain":"math","subdomain":"proportional-reasoning","gradeBands":["6-8"],"name":"Rates and Ratios Are the Same","studentBelief":"Rates and ratios are identical concepts with no meaningful distinction.","scientificReality":"A ratio compares two quantities of the same type (3 boys to 5 girls). A rate compares quantities of different types with a unit (60 miles per hour, $3 per pound).","counterexample":"3 red balls to 5 blue balls is a ratio. 60 miles per hour is a rate. Confusing them leads to errors in unit conversion and dimensional analysis.","triggerPatterns":["ratio and rate are the same","no difference","rate is just a ratio"],"diagnosticQuestion":"Is '3 boys to 5 girls' the same kind of comparison as '60 miles per hour'? How are they different?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Ryan & Williams 2007","teacherIntervention":"Sort examples into rates vs. ratios. Highlight that rates involve different units and have a 'per' structure, while ratios compare like quantities.","modes":["proportionlab"]},{"id":"math-prop-scaling-area-volume","tier":"evaluation","domain":"math","subdomain":"proportional-reasoning","gradeBands":["6-8","9-12"],"name":"Area and Volume Scale Linearly","studentBelief":"If you double the dimensions of a shape, you double its area and volume.","scientificReality":"Doubling dimensions multiplies area by 4 (squared) and volume by 8 (cubed). Area scales with the square of the linear factor; volume with the cube.","counterexample":"A 2x2 square has area 4. A 4x4 square has area 16 — four times the area, not twice, even though the side length only doubled.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Build cubes from unit cubes: a 1x1x1 cube (1 unit^3) vs. a 2x2x2 cube (8 unit^3). Show that tripling gives 27 unit^3. Connect to exponents.","modes":["proportionlab","geoproof"]},{"id":"math-prop-inverse-linear","tier":"public","domain":"math","subdomain":"proportional-reasoning","gradeBands":["6-8"],"name":"Inverse Proportions Are Linear","studentBelief":"Inverse proportional relationships are straight lines, just going downhill.","scientificReality":"Inverse proportions (y = k/x) produce hyperbolas, not straight lines. As one quantity doubles, the other halves — this is a curved relationship.","counterexample":"If 2 workers take 12 hours, 4 workers take 6 hours, 6 workers take 4 hours. Plotting workers vs. hours gives a curve, not a straight line.","triggerPatterns":["inverse is a line","going down linearly","straight line going down"],"diagnosticQuestion":"If 3 workers paint a room in 6 hours, do 6 workers take 3 hours? Is this relationship a straight line on a graph?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Graph inverse proportions and compare to linear proportions. Show the characteristic hyperbola shape and how the product xy remains constant.","modes":["proportionlab","graphverse"]},{"id":"math-proof-examples-enough","tier":"evaluation","domain":"math","subdomain":"proof","gradeBands":["6-8","9-12"],"name":"Examples Prove a Statement","studentBelief":"Checking several examples is sufficient to prove a mathematical statement is always true.","scientificReality":"No finite number of examples can prove a universal statement. A single counterexample disproves it, but confirmation requires deductive proof.","counterexample":"n^2 + n + 41 gives primes for n = 0, 1, 2, ..., 39, but n = 40 gives 40^2 + 40 + 41 = 1681 = 41^2, which is not prime. Forty examples were not enough.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"MSAN Research Briefs","teacherIntervention":"Show famous conjectures that hold for many cases but fail eventually. Introduce the structure of proof: why deduction trumps induction in mathematics.","modes":["proofbuilder","algebralab"]},{"id":"math-proof-authority","tier":"public","domain":"math","subdomain":"proof","gradeBands":["6-8","9-12"],"name":"Authority Validates Truth","studentBelief":"A mathematical statement is true because the teacher or textbook says so.","scientificReality":"Mathematical truth is established through logical proof, not authority. A statement is true because it follows necessarily from axioms and definitions, not because someone says it is.","counterexample":"For centuries, it was 'known' that Euclid's fifth postulate was derivable from the other four. It took non-Euclidean geometry to show this was wrong — authority did not make it true.","triggerPatterns":["teacher said so","textbook says it's true","because it's a rule"],"diagnosticQuestion":"Why is the sum of angles in a triangle 180 degrees? Is it true because the textbook says so, or can you prove it?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Have students prove simple statements themselves (sum of first n odd numbers = n^2). Make proof a verification tool, not an appeal to authority.","modes":["proofbuilder"]},{"id":"math-proof-converse-true","tier":"evaluation","domain":"math","subdomain":"proof","gradeBands":["9-12"],"name":"Converse Is Automatically True","studentBelief":"If a statement 'if P then Q' is true, then 'if Q then P' must also be true.","scientificReality":"The converse of a true statement can be false. 'If it rains, the ground is wet' is true, but 'if the ground is wet, it rained' is not necessarily true (sprinklers).","counterexample":"If a number is divisible by 4, it is even (true). But if a number is even, it is divisible by 4 (false: 6 is even but not divisible by 4).","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Collect examples of true statements with false converses. Practice writing statements, converses, inverses, and contrapositives. Use Venn diagrams.","modes":["proofbuilder","algebralab"]},{"id":"math-proof-indirect-invalid","tier":"public","domain":"math","subdomain":"proof","gradeBands":["9-12"],"name":"Proof by Contradiction Is Invalid","studentBelief":"You cannot prove something by assuming the opposite. It feels circular.","scientificReality":"Proof by contradiction (reductio ad absurdum) is a valid and powerful proof technique. If assuming the negation leads to a logical impossibility, the original statement must be true.","counterexample":"The proof that the square root of 2 is irrational uses contradiction: assume it is rational (p/q in lowest terms), derive that both p and q must be even (contradicting lowest terms).","triggerPatterns":["assuming the opposite is cheating","feels circular","contradiction isn't proof"],"diagnosticQuestion":"If assuming a statement is false leads to an impossible conclusion, what does that tell us about the original statement?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Start with everyday contradictions ('If I'm in New York and Chicago at the same time, something is wrong'). Then apply the technique to simple mathematical proofs.","modes":["proofbuilder"]},{"id":"math-proof-one-counterexample","tier":"public","domain":"math","subdomain":"proof","gradeBands":["6-8","9-12"],"name":"One Counterexample Isn't Enough","studentBelief":"Finding one case where a rule doesn't work doesn't disprove it.","scientificReality":"In mathematics, a single counterexample is sufficient to disprove a universal statement. If the claim is 'for all x, P(x),' one x where P(x) is false refutes it completely.","counterexample":"The claim 'all prime numbers are odd' is disproved by the single counterexample 2. No additional investigation is needed.","triggerPatterns":["one example doesn't count","might be a special case","need more counterexamples"],"diagnosticQuestion":"Someone claims 'the sum of two odd numbers is always odd.' You find that 3 + 5 = 8 (even). Is the claim disproved?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Practice counterexample hunting. Give students conjectures to disprove. Emphasize that one counterexample is definitive for universal claims.","modes":["proofbuilder","algebralab"]},{"id":"math-proof-all-proofs-algebraic","tier":"public","domain":"math","subdomain":"proof","gradeBands":["9-12"],"name":"All Proofs Must Be Algebraic","studentBelief":"The only valid type of proof uses algebraic manipulation with variables.","scientificReality":"Proofs can be algebraic, geometric, visual, by contradiction, by induction, by construction, or combinatorial. Different proof strategies suit different problems.","counterexample":"The proof that there are infinitely many primes (Euclid's proof) uses no algebra — it is a constructive proof by contradiction using only arithmetic and logic.","triggerPatterns":["need algebra to prove","only algebraic proofs","proof must use variables"],"diagnosticQuestion":"Can you prove a mathematical statement without using algebra? Give an example.","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"MSAN Research Briefs","teacherIntervention":"Expose students to diverse proof types: visual proofs (Pythagorean theorem), combinatorial proofs, and proof by induction. Value logical reasoning over algebraic form.","modes":["proofbuilder","geoproof"]},{"id":"math-proof-induction-dominos","tier":"public","domain":"math","subdomain":"proof","gradeBands":["9-12"],"name":"Induction Is Just Pattern Recognition","studentBelief":"Mathematical induction is the same as observing a pattern and assuming it continues.","scientificReality":"Mathematical induction is a rigorous proof technique with two steps: proving the base case and proving the inductive step (if true for k, then true for k+1). This creates a logical chain covering all natural numbers.","counterexample":"Pattern recognition might suggest n^2 - n + 41 always produces primes, but this fails at n = 41. Mathematical induction, by contrast, provides certainty when properly applied.","triggerPatterns":["induction is guessing","just a pattern","same as trying examples"],"diagnosticQuestion":"What is the difference between checking the first 20 cases and proving something by mathematical induction?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Fischbein 1987","teacherIntervention":"Use the domino analogy: the base case knocks over the first domino, and the inductive step ensures each domino knocks over the next. Both are needed.","modes":["proofbuilder"]},{"id":"math-func-vertical-line-test-reason","tier":"evaluation","domain":"math","subdomain":"functions","gradeBands":["9-12"],"name":"Vertical Line Test Without Understanding","studentBelief":"The vertical line test works but students don't understand why — it's just a trick.","scientificReality":"The vertical line test checks whether each input (x-value) has exactly one output (y-value), which is the definition of a function. A vertical line hitting two points means one x produces two y-values.","counterexample":"The circle x^2 + y^2 = 4 fails the vertical line test at x = 0 (both y = 2 and y = -2), showing it is not a function because one input maps to two outputs.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Connect the test to the definition: a function assigns exactly one output to each input. A vertical line at x = a checks if f(a) has a unique value.","modes":["graphverse","algebralab"]},{"id":"math-func-graph-is-function","tier":"public","domain":"math","subdomain":"functions","gradeBands":["6-8","9-12"],"name":"Functions Must Be Graphs","studentBelief":"A function is a graph or a formula. Tables, mappings, and verbal descriptions are not functions.","scientificReality":"A function is any rule that assigns exactly one output to each input. It can be expressed as a formula, table, graph, mapping diagram, or verbal description.","counterexample":"The rule 'assign each student their student ID number' is a function — each student has exactly one ID — but it is not expressed as an equation or graph.","triggerPatterns":["function must be a graph","function is an equation","only formulas are functions"],"diagnosticQuestion":"Is the relationship 'each person has exactly one biological mother' a function? It has no formula.","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Present functions in multiple representations: verbal rules, tables, graphs, formulas, mapping diagrams. Show that the definition is about the input-output relationship, not the format.","modes":["graphverse","algebralab"]},{"id":"math-func-continuous-connected","tier":"public","domain":"math","subdomain":"functions","gradeBands":["9-12"],"name":"All Functions Are Continuous","studentBelief":"All functions can be drawn without lifting your pencil.","scientificReality":"Many important functions are discontinuous: step functions, piecewise functions, rational functions with vertical asymptotes, and the floor/ceiling functions all have breaks or jumps.","counterexample":"The function f(x) = 1/x is undefined at x = 0 and cannot be drawn as a single continuous curve. The greatest integer function (floor) has jumps at every integer.","triggerPatterns":["draw without lifting pencil","always connected","no breaks"],"diagnosticQuestion":"Is the function f(x) = 1/x continuous everywhere? Can you draw it without lifting your pencil?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Explore piecewise functions, rational functions, and step functions. Discuss where discontinuities occur and why they matter in applications (tax brackets, shipping costs).","modes":["graphverse","algebralab"]},{"id":"math-func-horizontal-shift","tier":"public","domain":"math","subdomain":"functions","gradeBands":["9-12"],"name":"f(x - 3) Shifts Left","studentBelief":"f(x - 3) shifts the graph of f(x) to the left by 3 because of the minus sign.","scientificReality":"f(x - 3) shifts the graph to the right by 3. To get the same y-value, you need a larger x (by 3 more), hence a rightward shift.","counterexample":"If f(x) = x^2 has its vertex at x = 0, then f(x - 3) = (x - 3)^2 has its vertex at x = 3 — it moved right, not left.","triggerPatterns":["minus means left","subtraction shifts left","x - 3 goes left"],"diagnosticQuestion":"If f(x) = x^2, where is the vertex of g(x) = (x - 5)^2?","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Use input-output tables: for f(x - 3) to produce the same output as f(0), you need x = 3. The 'action' (subtracting 3 from input) is opposite to the 'effect' (shifting right).","modes":["graphverse","algebralab"]},{"id":"math-func-slope-height","tier":"evaluation","domain":"math","subdomain":"functions","gradeBands":["6-8","9-12"],"name":"Steeper Graph Means Higher Values","studentBelief":"A steeper line always produces higher y-values than a less steep line.","scientificReality":"Slope indicates rate of change, not absolute height. A steep line can have lower y-values than a gentle line depending on intercepts. y = 10x starts steep from zero; y = 0.1x + 1000 is gentle but much higher.","counterexample":"y = 100x and y = x + 10000: at x = 1, the steep line gives 100 while the gentle line gives 10001. Steeper does not mean higher.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Graph lines with different slopes and intercepts on the same axes. Discuss where they intersect and which is 'higher' in different regions.","modes":["graphverse","algebralab"]},{"id":"math-func-domain-always-reals","tier":"public","domain":"math","subdomain":"functions","gradeBands":["9-12"],"name":"Domain Is Always All Real Numbers","studentBelief":"Every function can accept any real number as input.","scientificReality":"Many functions have restricted domains: square root functions exclude negative inputs, rational functions exclude values causing zero denominators, and logarithms require positive inputs.","counterexample":"f(x) = 1/(x - 3) is undefined at x = 3. g(x) = sqrt(x) is undefined for x < 0. Domains must be determined for each function.","triggerPatterns":["any number works","all real numbers","domain is everything"],"diagnosticQuestion":"What is the domain of f(x) = sqrt(x - 4)? Can every real number be an input?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"For each new function type, explicitly identify domain restrictions before graphing. Ask: 'What inputs would cause problems?' (zero denominators, negative square roots, log of non-positives).","modes":["algebralab","graphverse"]},{"id":"math-func-inverse-reciprocal","tier":"public","domain":"math","subdomain":"functions","gradeBands":["9-12"],"name":"Inverse Function Means Reciprocal","studentBelief":"The inverse function f^(-1)(x) means 1/f(x).","scientificReality":"The inverse function f^(-1) undoes f: if f(a) = b, then f^(-1)(b) = a. This is not the same as the reciprocal 1/f(x). The notation is misleading but standard.","counterexample":"If f(x) = 2x, then f^(-1)(x) = x/2 (undoes doubling by halving). But 1/f(x) = 1/(2x), which is a completely different function.","triggerPatterns":["inverse is reciprocal","f^-1 means 1/f","negative exponent means reciprocal"],"diagnosticQuestion":"If f(x) = x + 5, is f^(-1)(x) = 1/(x + 5) or x - 5?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"MSAN Research Briefs","teacherIntervention":"Emphasize that f^(-1) reverses the process: f sends a to b, f^(-1) sends b back to a. Use function machines: if f doubles and adds 3, f^(-1) subtracts 3 and halves.","modes":["algebralab","graphverse"]},{"id":"math-func-composition-multiply","tier":"public","domain":"math","subdomain":"functions","gradeBands":["9-12"],"name":"Composition Means Multiplication","studentBelief":"f(g(x)) means f(x) times g(x).","scientificReality":"Function composition f(g(x)) means applying g first, then applying f to the result. It is 'f of g of x,' not 'f times g.'","counterexample":"If f(x) = x^2 and g(x) = x + 1, then f(g(x)) = (x + 1)^2, but f(x) * g(x) = x^2(x + 1) = x^3 + x^2 — completely different expressions.","triggerPatterns":["composition is multiplication","f times g","multiply the functions"],"diagnosticQuestion":"If f(x) = 2x and g(x) = x + 3, is f(g(x)) equal to 2x(x + 3) or 2(x + 3)?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Use function machines in sequence: g processes the input first, then f processes g's output. Physically trace the value through both machines.","modes":["algebralab","graphverse"]},{"id":"math-calc-derivative-equals-tangent","tier":"public","domain":"math","subdomain":"calculus","gradeBands":["9-12"],"name":"Derivative Equals the Tangent Line","studentBelief":"The derivative of a function at a point IS the tangent line at that point.","scientificReality":"The derivative at a point is the SLOPE of the tangent line, a single number. The tangent line is a linear function with that slope passing through that point.","counterexample":"At x = 1 for f(x) = x^2, the derivative is 2 (a number), and the tangent line is y = 2x - 1 (a line). The derivative and the tangent line are related but different objects.","triggerPatterns":["derivative is the tangent","derivative equals the line","derivative is a line"],"diagnosticQuestion":"Is the derivative of f(x) = x^2 at x = 3 a number or a line?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Clearly distinguish: the derivative at x = a is a number (the slope). The tangent line at x = a is a function y = f'(a)(x - a) + f(a). Both are useful, but they are different mathematical objects.","modes":["graphverse","algebralab"]},{"id":"math-calc-integral-antiderivative-only","tier":"public","domain":"math","subdomain":"calculus","gradeBands":["9-12"],"name":"Integral Is Only Antiderivative","studentBelief":"Integration is just the reverse of differentiation — finding the antiderivative.","scientificReality":"The definite integral is fundamentally defined as a limit of Riemann sums (accumulated area under a curve). The Fundamental Theorem of Calculus connects this to antiderivatives, but the concepts are distinct.","counterexample":"Many functions have definite integrals that can be computed numerically (via Riemann sums) but have no closed-form antiderivative, such as e^(-x^2).","triggerPatterns":["integral just reverses derivative","antiderivative is all","integration undoes differentiation"],"diagnosticQuestion":"What is the integral of e^(-x^2) from 0 to 1? Can you find an antiderivative?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Introduce integrals first as area accumulation via Riemann sums. Then show how the Fundamental Theorem connects this to antiderivatives. Emphasize that the connection is a theorem, not a definition.","modes":["graphverse","algebralab"]},{"id":"math-calc-limit-reaches","tier":"evaluation","domain":"math","subdomain":"calculus","gradeBands":["9-12"],"name":"A Limit Is the Value the Function Reaches","studentBelief":"The limit of f(x) as x approaches a is the value f(a), and the function must reach the limit.","scientificReality":"A limit describes what value a function approaches, regardless of whether the function actually reaches it. The function may be undefined or have a different value at the limit point.","counterexample":"f(x) = (x^2 - 1)/(x - 1) has a limit of 2 as x approaches 1, but f(1) is undefined (0/0). The limit exists even though the function never reaches it at that point.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"MSAN Research Briefs","teacherIntervention":"Show functions with holes, jumps, and asymptotes. Emphasize that limits describe the behavior as you approach, not the value at the point. Use tables of values approaching from both sides.","modes":["graphverse","algebralab"]},{"id":"math-calc-instantaneous-rate","tier":"public","domain":"math","subdomain":"calculus","gradeBands":["9-12"],"name":"Instantaneous Rate Requires Time Interval","studentBelief":"You need a time interval to calculate a rate. An 'instantaneous rate' doesn't make sense because an instant has zero duration.","scientificReality":"Instantaneous rate is defined as the limit of average rates over shrinking intervals. The derivative gives the rate of change at a single instant, analogous to a speedometer reading.","counterexample":"A car's speedometer shows speed at this instant — it doesn't need a time interval. This instantaneous speed is the limit of distance/time as the time interval approaches zero.","triggerPatterns":["need an interval","zero time zero distance","can't have rate at one point"],"diagnosticQuestion":"How can a car have a speed at one exact moment? Doesn't speed require two time points?","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Start with average speed over intervals: 1 hour, 1 minute, 1 second, 0.001 seconds. Show that the averages converge to a value — the instantaneous rate. Connect to the limit definition of the derivative.","modes":["graphverse","algebralab"]},{"id":"math-calc-area-always-positive","tier":"public","domain":"math","subdomain":"calculus","gradeBands":["9-12"],"name":"Integrals Are Always Positive","studentBelief":"The integral (area under the curve) is always a positive number.","scientificReality":"When a function is below the x-axis, the integral over that region is negative. The definite integral calculates signed area: positive above the axis, negative below.","counterexample":"The integral of f(x) = -1 from 0 to 3 is -3, not +3. The region is below the x-axis, so the signed area is negative.","triggerPatterns":["area is always positive","can't have negative area","integral must be positive"],"diagnosticQuestion":"What is the integral of f(x) = x from -2 to 2? Is it 0 or 4?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Graph functions that cross the x-axis and shade regions above (positive) and below (negative) separately. Compute signed areas and compare to absolute area.","modes":["graphverse"]},{"id":"math-calc-continuity-differentiability","tier":"public","domain":"math","subdomain":"calculus","gradeBands":["9-12"],"name":"Continuous Means Differentiable","studentBelief":"If a function is continuous, it must be differentiable (have a derivative everywhere).","scientificReality":"Continuity is necessary but not sufficient for differentiability. A function can be continuous but have sharp corners, cusps, or vertical tangents where the derivative does not exist.","counterexample":"f(x) = |x| is continuous everywhere but not differentiable at x = 0 (the sharp corner). The left and right derivatives differ at that point.","triggerPatterns":["continuous means smooth","no breaks means differentiable","continuous equals differentiable"],"diagnosticQuestion":"Is f(x) = |x| differentiable at x = 0? Is it continuous at x = 0?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"MSAN Research Briefs","teacherIntervention":"Show examples: |x| (corner), x^(1/3) (vertical tangent), Weierstrass function (continuous everywhere, differentiable nowhere). Emphasize that differentiability is a stronger condition.","modes":["graphverse","algebralab"]},{"id":"math-calc-chain-rule-just-multiply","tier":"public","domain":"math","subdomain":"calculus","gradeBands":["9-12"],"name":"Chain Rule Is Just Multiplying Derivatives","studentBelief":"The derivative of f(g(x)) is f'(x) times g'(x).","scientificReality":"The chain rule states d/dx[f(g(x))] = f'(g(x)) * g'(x). The outer function's derivative must be evaluated at the inner function, not at x.","counterexample":"For sin(x^2), the derivative is cos(x^2) * 2x, not cos(x) * 2x. The cosine must be applied to x^2 (the inner function), not to x.","triggerPatterns":["multiply the derivatives","just f' times g'","derivative of each"],"diagnosticQuestion":"What is the derivative of (3x + 1)^5? Is it 5(3x + 1)^4 or 5(3x + 1)^4 * 3?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"MSAN Research Briefs","teacherIntervention":"Use the 'onion peeling' metaphor: differentiate the outer layer, keep the inner layer unchanged, then multiply by the derivative of the inner layer. Practice with nested functions of increasing complexity.","modes":["algebralab","graphverse"]},{"id":"math-pv-face-value-only","tier":"public","domain":"math","subdomain":"place-value","gradeBands":["K-2","3-5"],"name":"Face Value Only","studentBelief":"The digit 3 in 352 represents three, not three hundred.","scientificReality":"The value of a digit depends on its position. The 3 in 352 represents 300 (3 x 100), not 3. This is the foundation of our base-ten number system.","counterexample":"The digit 5 appears in 500, 50, and 5, but represents five hundred, fifty, and five respectively. Position determines value.","triggerPatterns":["3 means three","the number is just 3","ignore the position"],"diagnosticQuestion":"In the number 472, what value does the 4 represent? Is it 4 or 400?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ashlock 2010","teacherIntervention":"Use place-value charts, base-ten blocks, and expanded form (352 = 300 + 50 + 2). Have students decompose numbers and articulate the value of each digit.","modes":["placevaluelab"]},{"id":"math-pv-zero-placeholder-only","tier":"public","domain":"math","subdomain":"place-value","gradeBands":["K-2","3-5"],"name":"Zero Is Just a Placeholder","studentBelief":"Zero in a number is just a placeholder that doesn't affect the value.","scientificReality":"Zero holds a position that gives other digits their value. In 305, the zero ensures the 3 represents 300, not 30. Removing the zero changes the number to 35.","counterexample":"305 and 35 are different numbers. The zero in 305 is not 'nothing' — it preserves the 3 in the hundreds place.","triggerPatterns":["zero doesn't matter","skip the zero","just a placeholder"],"diagnosticQuestion":"What happens to the value of 4,027 if you remove the zero?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Have students remove zeros from numbers and observe value changes: 305 vs. 35, 4027 vs. 427. Discuss zero's critical role in our positional system.","modes":["placevaluelab"]},{"id":"math-pv-decimal-place-names","tier":"public","domain":"math","subdomain":"place-value","gradeBands":["3-5"],"name":"Decimal Places Mirror Whole Number Places","studentBelief":"Tenths are like tens, hundredths are like hundreds — there's a 'oneths' place after the decimal.","scientificReality":"Decimal places are inverse powers of 10: tenths (1/10), hundredths (1/100), thousandths (1/1000). There is no 'oneths' place. The ones place is the pivot point.","counterexample":"Tens (10) and tenths (0.1) are not the same size — they are reciprocals. The naming symmetry is about position relative to the ones place, not about equal values.","triggerPatterns":["oneths place","tenths are like tens","mirror image"],"diagnosticQuestion":"Is there a 'oneths' place in the decimal system? Why does the pattern go ones, tenths, hundredths?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use a place-value chart showing the symmetry around the ones place: ...hundreds, tens, ones | tenths, hundredths, thousandths. Emphasize the 'ths' suffix for fractions.","modes":["placevaluelab"]},{"id":"math-pv-regrouping-confusion","tier":"public","domain":"math","subdomain":"place-value","gradeBands":["K-2","3-5"],"name":"Regrouping (Carrying/Borrowing) Confusion","studentBelief":"When 'carrying' in addition, you are carrying a 1, not a group of ten.","scientificReality":"Regrouping means exchanging 10 units for 1 unit of the next higher place value. The '1' carried in 27 + 15 represents 10 ones becoming 1 ten.","counterexample":"In 27 + 15: 7 + 5 = 12, which is 1 ten and 2 ones. We write 2 and carry the 1 ten to the tens column. The '1' represents ten, not one.","triggerPatterns":["carry the 1","borrow a 1","just move the number"],"diagnosticQuestion":"In 48 + 37, when you 'carry the 1,' what does that 1 actually represent?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ashlock 2010","teacherIntervention":"Use base-ten blocks to physically demonstrate regrouping: trade 10 ones for 1 ten, or 10 tens for 1 hundred. Make the exchange visible and concrete.","modes":["placevaluelab"]},{"id":"math-pv-column-alignment","tier":"public","domain":"math","subdomain":"place-value","gradeBands":["3-5"],"name":"Align Decimals by End, Not Point","studentBelief":"When adding decimals, line up the last digits (like whole numbers) rather than the decimal points.","scientificReality":"Decimal addition requires aligning decimal points so that tenths are added to tenths, hundredths to hundredths, etc.","counterexample":"Adding 3.5 + 2.15 by right-aligning gives 3.5 + 2.15 as if it were 35 + 215, producing a nonsensical result. Aligning decimal points gives 5.65.","triggerPatterns":["line up the ends","align right side","like adding whole numbers"],"diagnosticQuestion":"How should you line up 12.3 + 4.56 for addition?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use place-value grids for decimal addition. Emphasize that the decimal point aligns so that tenths add to tenths. Use graph paper to enforce column alignment.","modes":["placevaluelab"]},{"id":"math-pv-10-is-default-base","tier":"public","domain":"math","subdomain":"place-value","gradeBands":["6-8"],"name":"Only Base 10 Exists","studentBelief":"Numbers can only be written in base 10. Other bases are artificial or meaningless.","scientificReality":"Any positive integer greater than 1 can serve as a base. Binary (base 2), octal (base 8), and hexadecimal (base 16) are widely used in computing. Base 60 underlies our time system.","counterexample":"Computers use binary (base 2) exclusively. Every time you use a clock, you use base 60 (60 seconds in a minute, 60 minutes in an hour) — inherited from Babylonian mathematics.","triggerPatterns":["only base 10","other bases are fake","base 10 is the only one"],"diagnosticQuestion":"Why do computers use binary instead of base 10? What number does 1101 represent in binary?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Ryan & Williams 2007","teacherIntervention":"Convert between base 10 and binary. Explore base 5 (hand counting) and base 12 (eggs, months). Show that place-value logic works the same in any base.","modes":["placevaluelab","codecraft"]},{"id":"math-wp-keyword-strategy","tier":"public","domain":"math","subdomain":"word-problems","gradeBands":["K-2","3-5"],"name":"Keywords Determine Operation","studentBelief":"'More' always means add, 'less' always means subtract, 'each' always means multiply.","scientificReality":"Keywords are unreliable indicators of operations. 'How many more does A have than B?' uses the word 'more' but requires subtraction.","counterexample":"'Tom has 8 more stickers than Sarah, who has 12. How many does Tom have?' uses 'more' but the answer is 8 + 12 = 20 (addition), whereas 'How many more does Tom have?' also uses 'more' but would need subtraction if given both totals.","triggerPatterns":["more means add","less means subtract","each means multiply","keyword strategy"],"diagnosticQuestion":"'Sarah has 5 more crayons than Tom. Tom has 12. How many does Sarah have?' What operation do you use?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ashlock 2010","teacherIntervention":"Ban keyword-to-operation charts. Instead, have students draw diagrams, act out problems, or retell the story. Focus on understanding the situation, not matching keywords.","modes":["wordproblemengine"]},{"id":"math-wp-extra-info-confuses","tier":"public","domain":"math","subdomain":"word-problems","gradeBands":["3-5","6-8"],"name":"All Numbers Must Be Used","studentBelief":"Every number given in a word problem must be used in the solution.","scientificReality":"Word problems may include extraneous information. Identifying relevant vs. irrelevant data is a critical problem-solving skill.","counterexample":"A 45-year-old teacher has 28 students. 15 are girls. How many are boys? Students may try to use 45 in their calculation (45 - 28 = 17?) when the answer is simply 28 - 15 = 13.","triggerPatterns":["use all the numbers","every number matters","must include every piece of information"],"diagnosticQuestion":"A class has 30 students. 12 brought lunch. The teacher is 35 years old. How many students did not bring lunch? Which number is not needed?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Regularly include problems with extra information. Have students identify what they need to find, what information is relevant, and what is extraneous before solving.","modes":["wordproblemengine"]},{"id":"math-wp-one-step-only","tier":"public","domain":"math","subdomain":"word-problems","gradeBands":["3-5","6-8"],"name":"Word Problems Are One Step","studentBelief":"Every word problem is solved in a single operation.","scientificReality":"Many real-world problems require multiple steps with intermediate calculations. Students need to plan a solution path before computing.","counterexample":"Total cost of 3 shirts at $15 each with 8% tax requires two steps: 3 x $15 = $45, then $45 x 1.08 = $48.60. One operation is insufficient.","triggerPatterns":["just one step","find the operation","one calculation"],"diagnosticQuestion":"You buy 4 sandwiches at $6.50 each and leave a 15% tip. How do you find the total?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Scaffold multi-step problems. Have students outline their solution plan before computing. Use 'what do I need to find?' and 'what do I need first?' prompts.","modes":["wordproblemengine","algebralab"]},{"id":"math-wp-bigger-minus-smaller","tier":"public","domain":"math","subdomain":"word-problems","gradeBands":["K-2","3-5"],"name":"Always Subtract Smaller From Larger","studentBelief":"When subtracting, always put the bigger number first.","scientificReality":"The order in subtraction matters and depends on the problem context. In temperature, debt, or comparison contexts, subtracting a larger number from a smaller gives a valid negative result.","counterexample":"The temperature was 5 degrees F and dropped 12 degrees. 5 - 12 = -7 degrees F. You cannot rearrange to 12 - 5 = 7 because the context demands the original order.","triggerPatterns":["bigger minus smaller","flip the subtraction","can't get a negative"],"diagnosticQuestion":"The temperature is 3 degrees C and drops by 10 degrees. What is the new temperature?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use number lines extending into negative numbers. Provide contexts where negative answers are meaningful: temperature, debt, elevation below sea level.","modes":["wordproblemengine","placevaluelab"]},{"id":"math-wp-operation-answer-focus","tier":"public","domain":"math","subdomain":"word-problems","gradeBands":["3-5","6-8"],"name":"Focus on Getting the Number, Not the Answer","studentBelief":"The answer to a word problem is just a number. Units and reasonableness don't matter.","scientificReality":"A complete answer includes the correct value, appropriate units, and must make sense in context. An answer of '3.7 buses' is meaningless; you need 4 buses.","counterexample":"37 students need buses that hold 12. 37/12 = 3.08 buses. The answer is 4 buses (you need a whole number of buses), not 3.08.","triggerPatterns":["just give the number","units don't matter","3.08 buses"],"diagnosticQuestion":"37 people need rides in cars that hold 5. Is the answer 7.4 cars or 8 cars?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Require complete answers with units. Ask 'does your answer make sense in the real world?' Practice interpreting remainders in context (round up, round down, or use as a fraction).","modes":["wordproblemengine"]},{"id":"math-wp-direct-translation","tier":"public","domain":"math","subdomain":"word-problems","gradeBands":["6-8"],"name":"Direct Word-to-Symbol Translation","studentBelief":"Translate words directly to symbols in order: 'six less than a number' becomes 6 - x.","scientificReality":"'Six less than a number' means x - 6 (start with the number, then subtract 6). Direct left-to-right translation often reverses the operation.","counterexample":"'Five less than 12' is 12 - 5 = 7, not 5 - 12 = -7. The word 'less than' reverses the order compared to how we read the English sentence.","triggerPatterns":["translate left to right","six less than is 6 minus","word order matches symbol order"],"diagnosticQuestion":"Write an expression for 'seven less than a number n.' Is it 7 - n or n - 7?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Practice translating phrases with concrete numbers first ('5 less than 20' = 15), then replace numbers with variables. Build a reference chart for tricky phrases.","modes":["wordproblemengine","equationsolver"]},{"id":"math-meas-start-at-one","tier":"public","domain":"math","subdomain":"measurement","gradeBands":["K-2","3-5"],"name":"Start Measuring at 1","studentBelief":"When using a ruler, start counting at 1, not at 0.","scientificReality":"Measurement starts at 0. The first unit extends from 0 to 1. Starting at 1 gives measurements that are 1 unit too large.","counterexample":"A pencil from the 0-mark to the 5-mark is 5 inches. Measuring from 1 to 5 would incorrectly give 4 inches. Starting at 1 is always off by one unit.","triggerPatterns":["start at 1","counting from 1","first mark is 1"],"diagnosticQuestion":"Using a ruler, you place a pencil from the 0-mark to the 7-mark. Is the pencil 7 or 6 inches long?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use broken rulers (starting at 3 or 5) to force students to find length by subtraction. Emphasize that measurement is about the distance between marks, not the marks themselves.","modes":["proportionlab","geoproof"]},{"id":"math-meas-unit-confusion","tier":"public","domain":"math","subdomain":"measurement","gradeBands":["3-5","6-8"],"name":"Mixing Up Square and Linear Units","studentBelief":"If 1 foot = 12 inches, then 1 square foot = 12 square inches.","scientificReality":"1 square foot = 144 square inches (12 x 12). Area units are squared: converting length units requires squaring the conversion factor. Volume units are cubed.","counterexample":"A 1-foot x 1-foot tile is 12 inches x 12 inches = 144 square inches, not 12 square inches. Draw the grid to see 144 small squares.","triggerPatterns":["same conversion factor","multiply by 12","linear conversion for area"],"diagnosticQuestion":"How many square centimeters are in 1 square meter? Is it 100 or 10,000?","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Draw unit squares divided into smaller unit squares. Count the squares to see why the conversion factor is squared for area and cubed for volume.","modes":["geoproof","proportionlab"]},{"id":"math-meas-precision-accuracy","tier":"public","domain":"math","subdomain":"measurement","gradeBands":["6-8","9-12"],"name":"Precision Equals Accuracy","studentBelief":"More decimal places means a more accurate measurement.","scientificReality":"Precision (reproducibility, number of significant figures) and accuracy (closeness to true value) are independent. A measurement can be very precise but inaccurate, or imprecise but accurate.","counterexample":"A miscalibrated scale might consistently read 3.4721 kg for a 3.0000 kg object. It is very precise (many digits) but inaccurate (wrong by 0.4721 kg).","triggerPatterns":["more decimals more accurate","precise means correct","significant figures equal accuracy"],"diagnosticQuestion":"A student measures a 10 cm object as 13.247 cm. Is this measurement precise, accurate, both, or neither?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use target/bullseye analogies: precise = tight cluster (even if off-center), accurate = centered (even if spread). Discuss significant figures as indicating precision, not accuracy.","modes":["statsphere","proportionlab"]},{"id":"math-meas-perimeter-count-squares","tier":"public","domain":"math","subdomain":"measurement","gradeBands":["3-5"],"name":"Count Squares for Perimeter","studentBelief":"To find the perimeter, count the squares around the edge of a shape.","scientificReality":"Perimeter is the total length of the boundary, measured in linear units, not the number of squares. Counting squares gives the area.","counterexample":"A 3x4 rectangle has area 12 square units (count the squares) but perimeter 14 units (add the side lengths). The two methods measure different things.","triggerPatterns":["count the squares for perimeter","perimeter is the edge squares","squares around the outside"],"diagnosticQuestion":"For a 3x5 rectangle on grid paper, is the perimeter 15 or 16?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Walk around the perimeter of shapes, counting unit lengths. Contrast with covering the inside with square tiles (area). Make the distinction physical.","modes":["geoproof"]},{"id":"math-meas-time-decimal","tier":"public","domain":"math","subdomain":"measurement","gradeBands":["3-5","6-8"],"name":"Time Is Decimal","studentBelief":"Time works like decimal numbers: 1.5 hours = 1 hour 5 minutes.","scientificReality":"Time uses base 60 for minutes and seconds. 1.5 hours = 1 hour 30 minutes (0.5 x 60 = 30), not 1 hour 5 minutes.","counterexample":"1.75 hours = 1 hour 45 minutes (0.75 x 60 = 45), not 1 hour 75 minutes. Students confusing decimal and time notation make significant conversion errors.","triggerPatterns":["1.5 hours is 1 hour 5 minutes","decimal time","point five is five minutes"],"diagnosticQuestion":"How many minutes is 2.25 hours? Is it 2 hours 25 minutes or 2 hours 15 minutes?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Explicitly teach that 0.5 hours = 30 minutes, not 5 minutes. Use fraction-to-minutes conversion: 1/4 hour = 15 min, 1/2 hour = 30 min, 3/4 hour = 45 min.","modes":["proportionlab","wordproblemengine"]},{"id":"math-decimal-longer-larger","tier":"public","domain":"math","subdomain":"decimals","gradeBands":["3-5","6-8"],"name":"Longer Decimal Means Larger Number","studentBelief":"A decimal with more digits after the decimal point is always a larger number.","scientificReality":"The value of a decimal depends on the digits, not their count. 0.9 > 0.123456 because 9 tenths is more than 1 tenth, regardless of trailing digits.","counterexample":"0.5 > 0.499 even though 0.499 has more decimal places. Students applying whole-number logic to decimals are misled by digit count.","triggerPatterns":["more digits after decimal means bigger","longer decimal is larger","more decimal places"],"diagnosticQuestion":"Which is greater: 0.8 or 0.123? How did you decide?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ashlock 2010","teacherIntervention":"Use hundredths grids to shade 0.8 and 0.12 side by side. The visual comparison makes it clear. Annex zeros (0.8 = 0.800) to align and compare digit by digit.","modes":["placevaluelab","fractionforge"]},{"id":"math-decimal-multiplication-point","tier":"public","domain":"math","subdomain":"decimals","gradeBands":["3-5","6-8"],"name":"Decimal Multiplication: Just Count and Place the Point","studentBelief":"When multiplying decimals, just multiply the digits and count decimal places — no need to understand why.","scientificReality":"The 'count the decimal places' rule works because multiplying by 0.1 is the same as dividing by 10. Understanding this prevents errors and supports estimation.","counterexample":"Students who lack understanding cannot estimate: 0.3 x 0.2 should be about 0.06 (less than either factor). Without estimation, they might misplace the decimal point and write 0.6.","triggerPatterns":["just count the places","move the decimal","no need to understand"],"diagnosticQuestion":"Without calculating exactly, is 0.4 x 0.3 closer to 0.12, 1.2, or 0.012? How do you know?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use area models on hundredths grids. Show that 0.3 x 0.2 shades a 3x2 block of hundredths (6 squares out of 100 = 0.06). Connect the visual to the procedure.","modes":["placevaluelab","fractionforge"]},{"id":"math-decimal-trailing-zeros","tier":"public","domain":"math","subdomain":"decimals","gradeBands":["3-5"],"name":"Trailing Zeros Change Value","studentBelief":"0.50 is larger than 0.5 because it has more digits.","scientificReality":"Trailing zeros after the last non-zero digit in a decimal do not change the value. 0.50 = 0.5 = 0.500. They indicate precision, not magnitude.","counterexample":"0.5 and 0.50 both represent five tenths. Shading a tenths strip shows the same amount. The extra zero does not add any value.","triggerPatterns":["0.50 is bigger than 0.5","more zeros more value","trailing zeros add"],"diagnosticQuestion":"Is 0.300 greater than, less than, or equal to 0.3?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use the number line to show that 0.5 and 0.50 occupy the same point. In science, discuss significant figures where trailing zeros indicate measurement precision.","modes":["placevaluelab"]},{"id":"math-decimal-division-by-decimal","tier":"public","domain":"math","subdomain":"decimals","gradeBands":["6-8"],"name":"Cannot Divide by a Decimal","studentBelief":"You can't divide by a decimal. Only whole numbers can be divisors.","scientificReality":"You can divide by any non-zero number, including decimals. Dividing by 0.5 is equivalent to multiplying by 2. The technique of 'moving the decimal' in the divisor is multiplying both by a power of 10.","counterexample":"10 / 0.5 = 20 (how many half-dollars in $10 = 20). Division by decimals is meaningful and often produces larger results than the dividend.","triggerPatterns":["can't divide by decimal","only divide by whole numbers","decimal divisor impossible"],"diagnosticQuestion":"What is 6 / 0.2? Is it possible? What does it mean?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Use measurement division: 'How many 0.25s fit in 3?' Count: 0.25, 0.50, 0.75, 1.00, ... up to 3.00 = 12 groups. Connect to multiplying both dividend and divisor by the same power of 10.","modes":["placevaluelab","fractionforge"]},{"id":"math-decimal-between-integers","tier":"public","domain":"math","subdomain":"decimals","gradeBands":["3-5"],"name":"No Decimals Between Integers","studentBelief":"There are no numbers between 2 and 3 (or any two consecutive whole numbers).","scientificReality":"There are infinitely many decimals between any two whole numbers: 2.1, 2.01, 2.001, 2.5, 2.999, and so on.","counterexample":"Between 2 and 3, you can find 2.5. Between 2 and 2.5, you can find 2.25. This zooming-in process never ends.","triggerPatterns":["nothing between 2 and 3","next number after 2 is 3","integers are all there is"],"diagnosticQuestion":"Are there any numbers between 4 and 5? How many?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ashlock 2010","teacherIntervention":"Zoom into a number line between two integers. Show tenths, then hundredths, then thousandths. Emphasize that you can always zoom in further.","modes":["placevaluelab"]},{"id":"math-int-subtract-smaller-from-larger","tier":"public","domain":"math","subdomain":"integers","gradeBands":["6-8"],"name":"Always Subtract Smaller From Larger","studentBelief":"When subtracting integers, always subtract the smaller absolute value from the larger: 3 - 8 = 5.","scientificReality":"3 - 8 = -5. The sign of the result depends on which number is larger. On the number line, moving left past zero gives negative results.","counterexample":"If you have $3 and owe $8, you are $5 in debt (-5), not $5 ahead. The real-world context demands a negative result.","triggerPatterns":["always positive result","subtract smaller from larger","can't get negative from subtraction"],"diagnosticQuestion":"What is 4 - 9? Is it -5 or 5?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use number lines with negative numbers. Walk through integer subtraction as 'directed distance.' Use financial contexts (debt) where negative results are natural.","modes":["algebralab","equationsolver"]},{"id":"math-int-negative-zero-same","tier":"public","domain":"math","subdomain":"integers","gradeBands":["6-8"],"name":"Negative Numbers Are Below Zero (Literal)","studentBelief":"Negative numbers are 'less than nothing' or don't represent real quantities.","scientificReality":"Negative numbers are real numbers representing quantities in the opposite direction: debt, below sea level, below zero temperature, backward motion. They are as real as positive numbers.","counterexample":"Death Valley sits at -86 meters elevation (86 meters below sea level). This is a real, measurable quantity, not 'less than nothing.'","triggerPatterns":["less than nothing","negative isn't real","below zero means nothing"],"diagnosticQuestion":"Does -$50 in a bank account mean you have 'nothing,' or does it mean something specific?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use real-world contexts where negatives are natural: temperature, elevation, bank balance, football yardage. Show negatives on a vertical and horizontal number line.","modes":["algebralab","graphverse"]},{"id":"math-int-negative-add-subtract","tier":"public","domain":"math","subdomain":"integers","gradeBands":["6-8"],"name":"Adding a Negative Is Not Subtraction","studentBelief":"Adding a negative number and subtracting are different operations.","scientificReality":"Adding a negative number is equivalent to subtracting: 5 + (-3) = 5 - 3 = 2. Subtracting a negative is equivalent to adding: 5 - (-3) = 5 + 3 = 8.","counterexample":"On a number line, 5 + (-3) means start at 5 and move 3 to the left, arriving at 2. This is the same as 5 - 3.","triggerPatterns":["adding negative is different from subtracting","plus negative not the same","different operations"],"diagnosticQuestion":"Is 7 + (-4) the same as 7 - 4? Why?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use number line movement: adding positive = move right, adding negative = move left (same as subtracting). Subtracting negative = move right (same as adding).","modes":["algebralab","equationsolver"]},{"id":"math-int-ordering","tier":"public","domain":"math","subdomain":"integers","gradeBands":["6-8"],"name":"Ordering Negatives Like Positives","studentBelief":"-8 is greater than -3 because 8 is greater than 3.","scientificReality":"On the number line, numbers to the right are greater. -3 is to the right of -8, so -3 > -8. For negatives, a larger absolute value means a smaller number.","counterexample":"-1 degree is warmer than -10 degrees. Having -$3 in debt is better than having -$8 in debt. The 'larger' negative is actually the smaller value.","triggerPatterns":["-8 is bigger than -3","larger negative is greater","ignore the sign when comparing"],"diagnosticQuestion":"Which is greater: -5 or -2? Which temperature is warmer: -5 degrees or -2 degrees?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Ryan & Williams 2007","teacherIntervention":"Use vertical number lines (thermometers) to show that -2 is above -5, hence warmer/greater. Practice ordering sets of positive and negative numbers on the number line.","modes":["algebralab","graphverse"]},{"id":"cs-prog-computer-understands","tier":"evaluation","domain":"cs","subdomain":"programming","gradeBands":["6-8","9-12"],"name":"Computer Understands Intent","studentBelief":"The computer understands what I mean, even if my code has errors.","scientificReality":"Computers execute instructions literally. They have no understanding of programmer intent and cannot infer what was meant from ambiguous or incorrect code.","counterexample":"Writing `print(Hello)` without quotes causes a NameError — the computer looks for a variable named Hello rather than printing the word.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Sorva 2013","teacherIntervention":"Have students give precise verbal instructions for a simple task (e.g., making a sandwich) to illustrate how literal execution differs from human interpretation.","modes":["codecraft","codelab"]},{"id":"cs-prog-variable-is-box","tier":"public","domain":"cs","subdomain":"programming","gradeBands":["6-8","9-12"],"name":"Variable as Physical Box","studentBelief":"A variable is a box that holds a value, and assigning a new value puts a second item in the box.","scientificReality":"A variable is a named reference to a memory location. Assignment replaces the previous value entirely; the old value is discarded (or garbage-collected).","counterexample":"After `x = 5` then `x = 10`, printing x shows 10 — the 5 is gone, not sitting alongside it.","triggerPatterns":["the old value is still in there","variables store multiple values","the box has both"],"diagnosticQuestion":"After executing `x = 3` followed by `x = 7`, what does x contain and what happened to 3?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Sorva 2013","teacherIntervention":"Use a whiteboard name-tag analogy: the tag (variable) points at a value on the board, and re-assignment moves the tag to a new value.","modes":["codecraft","codelab"]},{"id":"cs-prog-assignment-is-equality","tier":"evaluation","domain":"cs","subdomain":"programming","gradeBands":["6-8","9-12"],"name":"Assignment Equals Equality","studentBelief":"The `=` sign in code means the same thing as `=` in math — an assertion of equality.","scientificReality":"In most languages, `=` is the assignment operator: it stores the right-hand value into the left-hand variable. Equality comparison uses `==` or `===`.","counterexample":"`x = x + 1` is nonsensical in math but perfectly valid in code — it increments x by 1.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Sorva 2013","teacherIntervention":"Explicitly contrast math notation with code notation. Show `==` vs `=` side by side and trace execution step by step.","modes":["codecraft","codelab"]},{"id":"cs-prog-loop-simultaneous","tier":"public","domain":"cs","subdomain":"programming","gradeBands":["6-8","9-12"],"name":"Loop Iterations Are Simultaneous","studentBelief":"All iterations of a loop happen at the same time rather than one after another.","scientificReality":"In standard sequential execution, each loop iteration completes before the next begins. The loop body runs once per iteration in order.","counterexample":"Adding `print(i)` inside a for-loop over 1..5 outputs 1, 2, 3, 4, 5 sequentially, not all at once.","triggerPatterns":["the loop does everything at once","all iterations run together","it processes them simultaneously"],"diagnosticQuestion":"When a for-loop runs 5 times, does iteration 3 start before iteration 2 finishes?","frequency":"high","persistence":"moderate","severity":"critical","researchSource":"Sorva 2013","teacherIntervention":"Step through a loop manually on paper, crossing off each iteration and writing intermediate values to make sequential execution visible.","modes":["codecraft","codelab"]},{"id":"cs-prog-recursion-is-looping","tier":"evaluation","domain":"cs","subdomain":"programming","gradeBands":["9-12"],"name":"Recursion Is Just Looping","studentBelief":"Recursion and loops are the same thing — recursion is just another way to repeat code.","scientificReality":"Recursion involves a function calling itself, creating a new stack frame each time. It naturally handles problems with self-similar substructure (trees, fractals) that loops handle awkwardly.","counterexample":"Traversing a binary tree is natural with recursion (visit left subtree, visit right subtree) but requires an explicit stack with iteration.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Qian & Lehman 2017","teacherIntervention":"Visualize the call stack for factorial(4) and show how each call waits for the inner call to return before completing.","modes":["codecraft","codelab"]},{"id":"cs-prog-array-starts-at-1","tier":"public","domain":"cs","subdomain":"programming","gradeBands":["6-8","9-12"],"name":"Arrays Start at Index 1","studentBelief":"The first element of an array is at index 1, just like counting in everyday life.","scientificReality":"In most languages (Python, JavaScript, C, Java), array indexing starts at 0. The first element is at index 0, the second at index 1, and so on.","counterexample":"`fruits = ['apple', 'banana']; print(fruits[0])` outputs 'apple', not an error or 'banana'.","triggerPatterns":["the first item is at position 1","off-by-one","index starts at 1"],"diagnosticQuestion":"In Python, if `names = ['Alice', 'Bob', 'Carol']`, what does `names[0]` return?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Sorva 2013","teacherIntervention":"Draw a number line starting at 0 next to an array diagram. Emphasize that the index measures offset from the start.","modes":["codecraft","codelab"]},{"id":"cs-prog-pass-by-reference-always","tier":"evaluation","domain":"cs","subdomain":"programming","gradeBands":["9-12"],"name":"Everything Is Pass-by-Reference","studentBelief":"When you pass a variable to a function, the function always modifies the original variable.","scientificReality":"Many languages use pass-by-value for primitives (numbers, booleans) and pass-by-reference for objects. Modifying a primitive parameter inside a function does not affect the caller's variable.","counterexample":"In Python, `def add_one(n): n += 1` does not change the caller's variable because integers are immutable and passed by value.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Qian & Lehman 2017","teacherIntervention":"Trace execution of a function that modifies a number parameter vs a list parameter, showing which original values change and why.","modes":["codecraft","codelab"]},{"id":"cs-prog-types-dont-matter","tier":"public","domain":"cs","subdomain":"programming","gradeBands":["9-12"],"name":"Types Don't Matter","studentBelief":"Data types are just labels and don't affect what operations you can perform on data.","scientificReality":"Types determine what operations are valid. Adding two numbers yields arithmetic; adding two strings yields concatenation. Type mismatches cause bugs: `'5' + 3` may produce '53' (string) instead of 8 (number).","counterexample":"In JavaScript, `'5' + 3` produces the string '53', not the number 8, because string concatenation takes precedence.","triggerPatterns":["types don't matter","it's all just data","why do I need to specify the type"],"diagnosticQuestion":"What is the result of `'10' + 5` in JavaScript? Why might this be surprising?","frequency":"high","persistence":"moderate","severity":"critical","researchSource":"Sorva 2013","teacherIntervention":"Demonstrate type coercion surprises in a live REPL and have students predict outputs before running each expression.","modes":["codecraft","codelab"]},{"id":"cs-algo-bigger-O-always-slower","tier":"evaluation","domain":"cs","subdomain":"algorithms","gradeBands":["9-12"],"name":"Bigger Big-O Is Always Slower","studentBelief":"An algorithm with O(n log n) is always slower than one with O(n) for any input.","scientificReality":"Big-O describes asymptotic growth as n approaches infinity. For small inputs, an O(n^2) algorithm with low constant factors can outperform an O(n log n) algorithm with high overhead.","counterexample":"Insertion sort (O(n^2)) often outperforms merge sort (O(n log n)) on arrays with fewer than ~20 elements due to lower overhead.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Danielsiek et al 2012","teacherIntervention":"Time insertion sort vs merge sort on arrays of size 5, 50, and 5000, then graph the results to show where crossover occurs.","modes":["codecraft","codelab","graphverse"]},{"id":"cs-algo-recursion-always-slow","tier":"public","domain":"cs","subdomain":"algorithms","gradeBands":["9-12"],"name":"Recursion Is Always Slow","studentBelief":"Recursive algorithms are inherently slower than iterative ones and should always be avoided.","scientificReality":"Recursion can be equally efficient, especially with tail-call optimization or memoization. Many divide-and-conquer algorithms (merge sort, quicksort) are most naturally and efficiently expressed recursively.","counterexample":"Merge sort is recursive and runs in O(n log n), which is optimal for comparison-based sorting — no iterative algorithm does better asymptotically.","triggerPatterns":["recursion is slow","never use recursion","iteration is always better"],"diagnosticQuestion":"Is recursive merge sort slower than iterative bubble sort for large arrays? Why or why not?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Danielsiek et al 2012","teacherIntervention":"Compare recursive fibonacci (exponential) with memoized fibonacci (linear) to show that the problem is redundant computation, not recursion itself.","modes":["codecraft","codelab"]},{"id":"cs-algo-sorting-is-simple","tier":"public","domain":"cs","subdomain":"algorithms","gradeBands":["9-12"],"name":"Sorting Is a Simple Problem","studentBelief":"Sorting is trivial — you just compare elements and swap them until they're in order.","scientificReality":"Sorting has deep algorithmic complexity. The lower bound for comparison-based sorting is O(n log n). Different algorithms offer different trade-offs in stability, memory usage, cache performance, and best/worst-case behavior.","counterexample":"Bubble sort's O(n^2) vs quicksort's O(n log n) average shows that naive approaches become impractical at scale — sorting 1 million elements takes seconds vs hours.","triggerPatterns":["sorting is easy","just swap until sorted","any sort algorithm works"],"diagnosticQuestion":"Why do computer scientists study many different sorting algorithms if sorting is simple?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Danielsiek et al 2012","teacherIntervention":"Have students sort a deck of cards using bubble sort, then merge sort, counting comparisons each time to experience the difference.","modes":["codecraft","codelab"]},{"id":"cs-algo-binary-search-sorted-only","tier":"public","domain":"cs","subdomain":"algorithms","gradeBands":["9-12"],"name":"Binary Search Only Needs a Sorted List","studentBelief":"Binary search works on any sorted collection and always returns the correct answer.","scientificReality":"Binary search requires random access (indexing by position) in addition to sorted order. It works on arrays but not efficiently on linked lists. It also requires correct handling of integer overflow in midpoint calculation.","counterexample":"Running binary search on a sorted linked list requires O(n) to reach the midpoint, negating the O(log n) advantage. Use a balanced BST instead.","triggerPatterns":["binary search works on any sorted data","just sort it and binary search","linked list binary search"],"diagnosticQuestion":"Can you efficiently binary search a sorted linked list? What data structure property does binary search depend on?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Danielsiek et al 2012","teacherIntervention":"Compare the steps to find the middle element of an array (one operation) vs a linked list (n/2 operations) to illustrate the random-access requirement.","modes":["codecraft","codelab"]},{"id":"cs-algo-hash-is-encryption","tier":"public","domain":"cs","subdomain":"algorithms","gradeBands":["9-12"],"name":"Hashing Is Encryption","studentBelief":"Hashing and encryption are the same thing — both scramble data for security.","scientificReality":"Hashing is a one-way function that produces a fixed-size digest; it cannot be reversed. Encryption is two-way — ciphertext can be decrypted back to plaintext with the correct key. They serve different purposes.","counterexample":"You can decrypt an encrypted message with the right key, but you cannot recover the original input from a SHA-256 hash — it is mathematically one-way.","triggerPatterns":["hashing encrypts data","you can decrypt a hash","hash and encrypt are the same"],"diagnosticQuestion":"Can you recover a password from its SHA-256 hash? Can you recover a message from its AES ciphertext?","frequency":"high","persistence":"moderate","severity":"critical","researchSource":"Danielsiek et al 2012","teacherIntervention":"Demonstrate hashing the same input twice (same output) vs encrypting with different keys (different output), and try to reverse each.","modes":["cybersim","codecraft"]},{"id":"cs-algo-greedy-always-optimal","tier":"evaluation","domain":"cs","subdomain":"algorithms","gradeBands":["9-12"],"name":"Greedy Algorithms Always Find the Best Solution","studentBelief":"Making the locally optimal choice at each step always leads to the globally optimal solution.","scientificReality":"Greedy algorithms only guarantee optimality for specific problem structures (e.g., matroids, problems with the greedy-choice property). For many problems, greedy produces suboptimal results.","counterexample":"In the coin-change problem with denominations [1, 3, 4], a greedy algorithm makes change for 6 as 4+1+1 (3 coins), but the optimal is 3+3 (2 coins).","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Danielsiek et al 2012","teacherIntervention":"Present the coin-change counterexample, then show how dynamic programming finds the true optimum.","modes":["codecraft","codelab","graphverse"]},{"id":"cs-algo-brute-force-always-works","tier":"public","domain":"cs","subdomain":"algorithms","gradeBands":["9-12"],"name":"Brute Force Always Works","studentBelief":"You can always solve a problem by trying every possible solution if you have enough time.","scientificReality":"Many problems have exponential or factorial solution spaces, making brute force computationally infeasible. Trying all subsets of 100 items requires 2^100 checks — more than the number of atoms in the universe.","counterexample":"Brute-force solving a 20-city traveling salesman problem requires checking 20! (2.4 quintillion) routes, which would take thousands of years on a modern computer.","triggerPatterns":["just try everything","brute force always works","check all possibilities"],"diagnosticQuestion":"How many routes must you check to brute-force a 15-city traveling salesman problem? Is this practical?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Danielsiek et al 2012","teacherIntervention":"Calculate 2^n and n! for increasing values of n and plot the growth to show when brute force becomes infeasible.","modes":["codecraft","codelab"]},{"id":"cs-ai-thinks-like-humans","tier":"evaluation","domain":"cs","subdomain":"ai-ml","gradeBands":["6-8","9-12"],"name":"AI Thinks Like Humans","studentBelief":"Artificial intelligence thinks, understands, and reasons the way humans do.","scientificReality":"Current AI systems perform statistical pattern matching on data. They lack consciousness, understanding, or intentionality. A language model predicts probable next tokens; it does not comprehend meaning.","counterexample":"A language model can generate a recipe for a dish it has never tasted. It patterns-matches ingredients and steps without understanding flavor or texture.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Long & Magerko 2020","teacherIntervention":"Have students test an AI chatbot with nonsensical-but-grammatical prompts to reveal that it responds to patterns, not meaning.","modes":["neuralpath","codecraft"]},{"id":"cs-ai-bigger-model-better","tier":"public","domain":"cs","subdomain":"ai-ml","gradeBands":["9-12"],"name":"Bigger Model Is Always Better","studentBelief":"A larger AI model with more parameters will always outperform a smaller one.","scientificReality":"Larger models can overfit, require vastly more compute, and may not outperform well-tuned smaller models on specific tasks. Model architecture, training data quality, and fine-tuning matter more than raw size for many applications.","counterexample":"A small logistic regression model trained on clean, relevant medical data often outperforms a billion-parameter language model for specific diagnostic classification tasks.","triggerPatterns":["more parameters is better","bigger model always wins","just scale up the model"],"diagnosticQuestion":"Will a 100-billion-parameter model always outperform a 1-million-parameter model? What other factors matter?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Long & Magerko 2020","teacherIntervention":"Compare a fine-tuned small model vs a general large model on a specific task, measuring both accuracy and cost to illustrate trade-offs.","modes":["neuralpath"]},{"id":"cs-ai-training-equals-programming","tier":"evaluation","domain":"cs","subdomain":"ai-ml","gradeBands":["6-8","9-12"],"name":"Training Is Programming","studentBelief":"Training an AI model is the same as writing a traditional program with rules and if-statements.","scientificReality":"Training uses data to adjust model parameters through optimization (gradient descent). The model learns patterns from examples, not from explicit human-written rules. This is fundamentally different from rule-based programming.","counterexample":"No one programs a face recognition system with rules like 'if pixel 42,73 is dark then it's an eye.' Instead, the model learns to detect faces from thousands of labeled photos.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Long & Magerko 2020","teacherIntervention":"Walk through a simple teachable machine demo where students train a model by showing examples, not writing code.","modes":["neuralpath","codecraft"]},{"id":"cs-ai-is-objective","tier":"evaluation","domain":"cs","subdomain":"ai-ml","gradeBands":["6-8","9-12"],"name":"AI Is Objective and Unbiased","studentBelief":"AI systems are objective because they are mathematical and don't have human biases.","scientificReality":"AI systems inherit biases from their training data, labeling processes, and design choices. A model trained on biased hiring data will reproduce those biases. AI is a mirror of its training data, not an objective oracle.","counterexample":"Amazon's recruiting AI was found to penalize resumes containing the word 'women's' because it was trained on historically biased hiring decisions.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Long & Magerko 2020","teacherIntervention":"Show real-world examples of algorithmic bias (facial recognition accuracy across demographics) and discuss where the bias enters the pipeline.","modes":["neuralpath","cybersim"]},{"id":"cs-ai-neural-networks-model-brain","tier":"public","domain":"cs","subdomain":"ai-ml","gradeBands":["9-12"],"name":"Neural Networks Accurately Model the Brain","studentBelief":"Artificial neural networks work the same way biological brains do.","scientificReality":"Artificial neurons are loosely inspired by biological neurons but differ profoundly. They use simplified mathematical functions (weighted sums + activation), lack the biochemical complexity, temporal dynamics, and plasticity mechanisms of real neurons.","counterexample":"A biological neuron uses hundreds of neurotransmitters, has thousands of synapses with varying plasticity, and operates with precise timing — an artificial neuron multiplies inputs by weights and applies a simple function.","triggerPatterns":["neural networks are like brains","AI uses artificial brains","neural networks model how we think"],"diagnosticQuestion":"In what specific ways do artificial neurons differ from biological neurons?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Long & Magerko 2020","teacherIntervention":"Compare a diagram of a biological neuron (dendrites, axon, neurotransmitters) with an artificial neuron (weights, sum, activation function) side by side.","modes":["neuralpath"]},{"id":"cs-ai-replaces-all-jobs","tier":"public","domain":"cs","subdomain":"ai-ml","gradeBands":["6-8","9-12"],"name":"AI Will Replace All Jobs","studentBelief":"AI will eventually replace all human jobs, making human workers obsolete.","scientificReality":"AI excels at narrow, well-defined tasks with clear data. Jobs requiring creativity, empathy, physical dexterity, ethical judgment, or novel problem-solving remain difficult to automate. Historically, automation creates new job categories while transforming existing ones.","counterexample":"ATMs were predicted to eliminate bank teller jobs, but the number of tellers actually increased as branches became cheaper to operate and banks expanded services.","triggerPatterns":["AI will take all jobs","robots will replace everyone","no human jobs left"],"diagnosticQuestion":"Can you name three types of work that would be very difficult for current AI to perform? Why?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Long & Magerko 2020","teacherIntervention":"Research historical examples of automation (weaving, farming, computing) and track what new jobs emerged as old ones were automated.","modes":["neuralpath","cybersim"]},{"id":"cs-ai-ML-needs-big-data-only","tier":"public","domain":"cs","subdomain":"ai-ml","gradeBands":["9-12"],"name":"ML Only Works with Big Data","studentBelief":"Machine learning requires millions of data points to work at all.","scientificReality":"Many ML techniques work well with small datasets. Transfer learning, few-shot learning, data augmentation, and Bayesian methods are specifically designed for limited data. The amount of data needed depends on problem complexity and model type.","counterexample":"Few-shot learning models can classify new categories from as few as 1-5 examples by leveraging patterns learned from other tasks.","triggerPatterns":["ML needs millions of examples","not enough data for ML","you need big data"],"diagnosticQuestion":"Can machine learning be useful with only 100 labeled examples? What techniques make this possible?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Long & Magerko 2020","teacherIntervention":"Demonstrate transfer learning by fine-tuning a pretrained image model on 20 student-provided photos and achieving high accuracy.","modes":["neuralpath"]},{"id":"cs-logic-and-or-natural-language","tier":"public","domain":"cs","subdomain":"logic","gradeBands":["6-8","9-12"],"name":"AND/OR Match Natural Language","studentBelief":"Boolean AND and OR work the same way as 'and' and 'or' in everyday English.","scientificReality":"In English, 'or' is often exclusive (one or the other, not both). In Boolean logic, OR is inclusive — true if either or both operands are true. AND requires both to be true, which sometimes differs from conversational usage.","counterexample":"A menu saying 'soup or salad' implies exclusive or. But `true OR true` in code evaluates to true — both can be selected.","triggerPatterns":["or means one or the other","and/or work like English","or is exclusive"],"diagnosticQuestion":"In code, if both conditions A and B are true, what does `A OR B` evaluate to? Is this the same as 'A or B' on a restaurant menu?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Sorva 2013","teacherIntervention":"Create a truth table with students, comparing Boolean OR results with their everyday intuition about 'or.'","modes":["codecraft","codelab","circuitmind"]},{"id":"cs-logic-negation-distribution","tier":"evaluation","domain":"cs","subdomain":"logic","gradeBands":["9-12"],"name":"NOT Distributes over AND/OR","studentBelief":"NOT(A AND B) is the same as (NOT A) AND (NOT B).","scientificReality":"De Morgan's Laws state that NOT(A AND B) = (NOT A) OR (NOT B), and NOT(A OR B) = (NOT A) AND (NOT B). Negation flips both the operands and the operator.","counterexample":"NOT(raining AND cold) means it's not raining OR it's not cold — not that it's both not raining and not cold.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Sorva 2013","teacherIntervention":"Verify De Morgan's Laws by building complete truth tables for both sides and comparing row by row.","modes":["codecraft","codelab","circuitmind"]},{"id":"cs-logic-boolean-returns-boolean","tier":"public","domain":"cs","subdomain":"logic","gradeBands":["9-12"],"name":"Comparisons Always Return True/False","studentBelief":"Boolean expressions and comparisons always evaluate to exactly true or false.","scientificReality":"In many languages, values have 'truthiness' — 0, empty string, null, and undefined are falsy; non-zero numbers and non-empty strings are truthy. Some operators return actual values rather than booleans (e.g., Python's `and`/`or`).","counterexample":"In Python, `0 or 'default'` returns the string 'default', not the boolean True. The `or` operator returns the first truthy value.","triggerPatterns":["it returns true or false","booleans are only true/false","comparisons give boolean"],"diagnosticQuestion":"In Python, what does `'' or 'hello'` return? Is it a boolean?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Qian & Lehman 2017","teacherIntervention":"Test various truthy/falsy values in a REPL, predicting the output of `and`/`or` chains before running them.","modes":["codecraft","codelab"]},{"id":"cs-logic-if-else-exhaustive","tier":"public","domain":"cs","subdomain":"logic","gradeBands":["6-8","9-12"],"name":"If-Else Covers All Cases","studentBelief":"An if-else chain automatically covers every possible case without gaps.","scientificReality":"If-else chains only cover explicitly listed conditions. Without a final else/default branch, some inputs may fall through unhandled. This is a common source of bugs in state machines and input validation.","counterexample":"An if-else checking for grades A, B, C, D misses the case where grade is F or an invalid value, potentially causing undefined behavior.","triggerPatterns":["if-else handles everything","all cases are covered","I don't need a default"],"diagnosticQuestion":"If your code checks for 'red', 'green', and 'blue', what happens when the input is 'yellow'?","frequency":"high","persistence":"moderate","severity":"critical","researchSource":"Sorva 2013","teacherIntervention":"Have students list all possible inputs for a function, then check which ones their if-else chain handles. Discuss the importance of default/else branches.","modes":["codecraft","codelab"]},{"id":"cs-logic-true-is-1","tier":"public","domain":"cs","subdomain":"logic","gradeBands":["6-8","9-12"],"name":"True Is Always 1 and False Is Always 0","studentBelief":"Boolean true is exactly the number 1 and false is exactly the number 0 in every language and context.","scientificReality":"While many languages define true as 1 and false as 0 for arithmetic purposes, this is a convention, not a universal rule. In some contexts, any non-zero value is truthy. Relying on true === 1 can cause subtle bugs.","counterexample":"In C, any non-zero integer is truthy: `if (42)` evaluates as true, but `42 == true` may be false depending on the compiler.","triggerPatterns":["true equals 1","false equals 0","booleans are just numbers"],"diagnosticQuestion":"In C, is the expression `2 == true` guaranteed to be true? Why or why not?","frequency":"medium","persistence":"surface","severity":"minor","researchSource":"Qian & Lehman 2017","teacherIntervention":"Test `if(2)`, `2 == true`, and `2 == 1` in C and JavaScript to show how truthiness and strict equality differ.","modes":["codecraft","codelab"]},{"id":"cs-data-files-are-text","tier":"public","domain":"cs","subdomain":"data","gradeBands":["6-8","9-12"],"name":"All Files Are Text","studentBelief":"All computer files store human-readable text, just in different formats.","scientificReality":"Files can store binary data (images, executables, compressed archives) that is not human-readable. Binary files encode information as raw bytes with format-specific structure, not as characters.","counterexample":"Opening a JPEG image in a text editor shows gibberish because the file contains binary pixel data, not text characters.","triggerPatterns":["all files are text","you can read any file","files contain words"],"diagnosticQuestion":"Why does a .jpg file look like random characters when opened in Notepad? Is it actually text?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Sorva 2013","teacherIntervention":"Open the same image as hex, as text, and in an image viewer to show how the same bytes are interpreted differently by different programs.","modes":["codecraft","codelab"]},{"id":"cs-data-deleting-is-erasing","tier":"public","domain":"cs","subdomain":"data","gradeBands":["6-8","9-12"],"name":"Deleting a File Erases Data","studentBelief":"When you delete a file, its data is immediately and permanently removed from the disk.","scientificReality":"Deleting typically removes the directory entry (pointer) to the file. The actual data remains on disk until overwritten by new data. This is why recovery tools can restore deleted files.","counterexample":"Forensic analysts routinely recover 'deleted' files from hard drives because the data blocks were never overwritten.","triggerPatterns":["deleted means gone forever","file is erased","data is removed when deleted"],"diagnosticQuestion":"If you delete a photo and then immediately use a recovery tool, why might you be able to get it back?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Sorva 2013","teacherIntervention":"Demonstrate file recovery with a tool to show that deletion removes the pointer, not the data, and discuss secure-erase methods.","modes":["cybersim","codecraft"]},{"id":"cs-data-database-is-spreadsheet","tier":"public","domain":"cs","subdomain":"data","gradeBands":["6-8","9-12"],"name":"A Database Is Just a Spreadsheet","studentBelief":"A database is essentially a big spreadsheet with rows and columns.","scientificReality":"Databases enforce schemas, support concurrent access with ACID transactions, provide indexing for fast queries, enforce referential integrity, and handle complex relationships. Spreadsheets lack these guarantees and break down at scale.","counterexample":"Two users editing the same spreadsheet row simultaneously can overwrite each other's changes. A database uses transactions and locking to prevent this.","triggerPatterns":["database is like Excel","just use a spreadsheet","tables are spreadsheets"],"diagnosticQuestion":"What happens if 100 users try to update the same record at the same time in a spreadsheet vs a database?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Qian & Lehman 2017","teacherIntervention":"Set up a shared spreadsheet and a simple database, have multiple students update the same record simultaneously, and compare the results.","modes":["codecraft","codelab"]},{"id":"cs-data-cloud-is-air","tier":"public","domain":"cs","subdomain":"data","gradeBands":["6-8","9-12"],"name":"The Cloud Is Immaterial","studentBelief":"Cloud storage floats in the air or exists in a virtual space separate from physical hardware.","scientificReality":"The cloud consists of physical servers in data centers — real buildings with hardware, power supplies, cooling systems, and network connections. 'Cloud' is a metaphor for accessing someone else's computer over the internet.","counterexample":"When an AWS data center in Virginia experiences a power outage, thousands of 'cloud' services go offline — because the cloud is just other people's physical servers.","triggerPatterns":["the cloud is virtual","data floats in the cloud","cloud isn't physical"],"diagnosticQuestion":"Where does your data physically exist when it's 'in the cloud'? What happens if that location loses power?","frequency":"very-high","persistence":"moderate","severity":"minor","researchSource":"Long & Magerko 2020","teacherIntervention":"Show photos and videos of real data centers, including their physical scale, power consumption, and cooling requirements.","modes":["cybersim","codecraft"]},{"id":"cs-data-more-data-more-accurate","tier":"public","domain":"cs","subdomain":"data","gradeBands":["9-12"],"name":"More Data Is Always More Accurate","studentBelief":"Collecting more data always leads to more accurate analyses and predictions.","scientificReality":"Data quality matters more than quantity. More data with systematic bias amplifies the bias. Noisy, mislabeled, or irrelevant data can degrade model performance. Careful curation and cleaning often outperform raw volume.","counterexample":"A survey with 1 million responses from a single demographic may be less accurate than a carefully stratified sample of 1000 people.","triggerPatterns":["more data is always better","just collect more data","bigger dataset means more accurate"],"diagnosticQuestion":"If you double your training data but the new data is mislabeled, will your model improve?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Long & Magerko 2020","teacherIntervention":"Train the same model on a small clean dataset vs a large noisy dataset and compare accuracy to illustrate the quality-vs-quantity trade-off.","modes":["neuralpath","statsphere"]},{"id":"cs-net-internet-is-cloud","tier":"public","domain":"cs","subdomain":"networks","gradeBands":["6-8","9-12"],"name":"Internet and Cloud Are the Same","studentBelief":"The internet and the cloud are the same thing.","scientificReality":"The internet is a global network of interconnected networks using standardized protocols (TCP/IP). The cloud refers to on-demand computing services (storage, compute, applications) delivered over the internet. The internet is the infrastructure; the cloud is a service model built on top of it.","counterexample":"You can use the internet to send an email (not a cloud service in itself), and you can access cloud storage — these are different uses of the same network.","triggerPatterns":["internet is the cloud","cloud and internet are the same","everything online is cloud"],"diagnosticQuestion":"Is visiting a static website the same as using a cloud service? What's the distinction?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Long & Magerko 2020","teacherIntervention":"Draw a layered diagram: physical cables at the bottom, internet protocols in the middle, and cloud services at the top, showing how each layer builds on the one below.","modes":["cybersim"]},{"id":"cs-net-https-is-totally-safe","tier":"public","domain":"cs","subdomain":"networks","gradeBands":["9-12"],"name":"HTTPS Means the Site Is Safe","studentBelief":"A website with HTTPS (the padlock icon) is safe, trustworthy, and free of malware.","scientificReality":"HTTPS encrypts the connection between your browser and the server, preventing eavesdropping. It does not verify that the site itself is legitimate, free of malware, or trustworthy. Phishing sites frequently use HTTPS.","counterexample":"A phishing site at `https://g00gle-login.com` has HTTPS encryption but is designed to steal your credentials. The padlock only means the connection is encrypted, not that the destination is safe.","triggerPatterns":["HTTPS means safe","padlock means trustworthy","secure connection means safe site"],"diagnosticQuestion":"If a website has the padlock icon, does that guarantee it won't steal your password? Why or why not?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Long & Magerko 2020","teacherIntervention":"Show students how to obtain a free HTTPS certificate for any domain in minutes, demonstrating that the padlock reflects encryption, not trust.","modes":["cybersim"]},{"id":"cs-net-wifi-is-internet","tier":"public","domain":"cs","subdomain":"networks","gradeBands":["6-8"],"name":"Wi-Fi Is the Internet","studentBelief":"Wi-Fi and the internet are the same thing — having Wi-Fi means having internet.","scientificReality":"Wi-Fi is a wireless protocol for connecting devices to a local network. The internet is a global network of networks. You can have Wi-Fi without internet (a local network with no ISP connection) or internet without Wi-Fi (Ethernet cable, cellular data).","counterexample":"A router with no ISP connection still broadcasts a Wi-Fi network that devices can join, but those devices cannot access websites or online services.","triggerPatterns":["Wi-Fi is internet","no Wi-Fi means no internet","Wi-Fi gives you internet"],"diagnosticQuestion":"Can you connect to Wi-Fi but still not have internet access? How is this possible?","frequency":"very-high","persistence":"moderate","severity":"minor","researchSource":"Long & Magerko 2020","teacherIntervention":"Disconnect the router from the modem but keep Wi-Fi on. Have students connect to Wi-Fi and observe that they can ping local devices but not access the web.","modes":["cybersim"]},{"id":"es-climate-weather-is-climate","tier":"evaluation","domain":"earth_science","subdomain":"climate","gradeBands":["3-5","6-8","9-12"],"name":"Weather and Climate Are the Same","studentBelief":"Weather and climate mean the same thing — a cold winter disproves global warming.","scientificReality":"Weather describes short-term atmospheric conditions (hours to days). Climate describes long-term statistical patterns (decades). A single cold week does not contradict a 50-year warming trend.","counterexample":"February 2021 was extremely cold in Texas, but 2021 was still one of the seven warmest years on record globally.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Shepardson et al 2009","teacherIntervention":"Graph daily temperatures for a year alongside a 30-year moving average to visually separate short-term variability from long-term trends.","modes":["climateengine","terramap"]},{"id":"es-climate-ozone-causes-warming","tier":"public","domain":"earth_science","subdomain":"climate","gradeBands":["6-8","9-12"],"name":"Ozone Hole Causes Global Warming","studentBelief":"The ozone hole is the main cause of global warming — more sunlight gets through the hole.","scientificReality":"The ozone hole and global warming are different problems. The ozone layer blocks UV radiation, not infrared. Global warming is caused by greenhouse gases (CO2, methane) trapping infrared heat. Ozone depletion primarily increases UV exposure.","counterexample":"CFCs that deplete ozone are also greenhouse gases, but the ozone hole itself is over Antarctica — not where warming is strongest.","triggerPatterns":["ozone hole causes warming","hole lets in more heat","ozone and greenhouse are the same"],"diagnosticQuestion":"Does the ozone layer block heat from the sun or ultraviolet radiation? How is this different from the greenhouse effect?","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Shepardson et al 2009","teacherIntervention":"Diagram two separate mechanisms: ozone absorbing UV (upper atmosphere) vs greenhouse gases trapping infrared (lower atmosphere).","modes":["climateengine"]},{"id":"es-climate-co2-only-from-cars","tier":"public","domain":"earth_science","subdomain":"climate","gradeBands":["6-8","9-12"],"name":"CO2 Only Comes from Cars","studentBelief":"Carbon dioxide emissions come only from cars and transportation.","scientificReality":"Transportation accounts for about 16% of global CO2 emissions. Other major sources include electricity generation (~25%), industry (~21%), agriculture (~10%), and buildings (~6%). Natural sources include volcanic activity and oceanic release.","counterexample":"Cement production alone accounts for about 8% of global CO2 emissions — more than the aviation industry.","triggerPatterns":["CO2 is from cars","just stop driving to fix climate","transportation causes all emissions"],"diagnosticQuestion":"If all cars were electric tomorrow, would climate change be solved? What other sources of CO2 exist?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Shepardson et al 2009","teacherIntervention":"Build a pie chart of global emissions by sector and have students identify the largest contributors before revealing the actual data.","modes":["climateengine"]},{"id":"es-climate-greenhouse-bad","tier":"evaluation","domain":"earth_science","subdomain":"climate","gradeBands":["3-5","6-8"],"name":"All Greenhouse Effect Is Bad","studentBelief":"The greenhouse effect is entirely bad and only exists because of human pollution.","scientificReality":"The natural greenhouse effect is essential for life — without it, Earth's average temperature would be about -18 degrees C instead of +15 degrees C. The problem is the enhanced greenhouse effect from human-added gases that traps additional heat.","counterexample":"Mars has almost no greenhouse effect and is -60 degrees C on average. Venus has a runaway greenhouse effect and is 460 degrees C. Earth's natural greenhouse keeps us in the habitable range.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Shepardson et al 2009","teacherIntervention":"Compare temperatures on Earth, Mars, and Venus to show how the greenhouse effect regulates planetary temperature.","modes":["climateengine","stellarlab"]},{"id":"es-geo-continents-dont-move","tier":"evaluation","domain":"earth_science","subdomain":"geology","gradeBands":["3-5","6-8"],"name":"Continents Don't Move","studentBelief":"Continents have always been in their current positions and do not move.","scientificReality":"Tectonic plates move 1-10 cm per year. Over millions of years, continents have assembled into supercontinents (Pangaea, approximately 335 million years ago) and broken apart. GPS measurements confirm ongoing plate motion today.","counterexample":"The Atlantic Ocean is widening by about 2.5 cm per year, measurable by satellite — Europe and North America are slowly moving apart.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Cheek 2010","teacherIntervention":"Use GPS velocity maps showing real-time plate movement and have students calculate how far continents will move in their lifetime.","modes":["geoforge","terramap"]},{"id":"es-geo-earthquakes-ground-opens","tier":"public","domain":"earth_science","subdomain":"geology","gradeBands":["3-5","6-8"],"name":"Earthquakes Open Chasms in the Ground","studentBelief":"During an earthquake, the ground opens up into a deep chasm that swallows people and buildings.","scientificReality":"Earthquakes result from rock masses sliding past each other along faults. While surface ruptures and cracks can occur, Hollywood-style chasms that swallow people are fictional. Damage comes from shaking, not from the earth opening up.","counterexample":"The 2011 Tohoku earthquake (M9.1) caused devastating shaking and a tsunami but did not create ground chasms — damage was from seismic waves and water.","triggerPatterns":["the ground opens up","fall into a crack","earth swallows people"],"diagnosticQuestion":"What actually happens to the ground during an earthquake — does it open up or shake? Where does the damage come from?","frequency":"very-high","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Show actual earthquake footage vs movie scenes and discuss the real mechanisms of seismic damage (shaking, liquefaction, tsunamis).","modes":["geoforge"]},{"id":"es-geo-fossils-are-bones","tier":"evaluation","domain":"earth_science","subdomain":"geology","gradeBands":["3-5","6-8"],"name":"Fossils Are Actual Bones","studentBelief":"Fossils are the actual original bones and shells of ancient organisms.","scientificReality":"Most fossils are mineralized replacements. During fossilization, original organic material is gradually replaced by minerals (permineralization) or the organism leaves an impression in rock (molds and casts). The original material is rarely preserved.","counterexample":"A petrified wood fossil is made of silica (quartz) — the original wood cells were replaced molecule by molecule over millions of years.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Compare the weight and mineral composition of a fossil with a modern bone to show the difference between original material and mineral replacement.","modes":["geoforge"]},{"id":"es-geo-rocks-dont-change","tier":"public","domain":"earth_science","subdomain":"geology","gradeBands":["3-5","6-8"],"name":"Rocks Don't Change","studentBelief":"Rocks are permanent and unchanging — they have always been the way they are now.","scientificReality":"Rocks continuously change through the rock cycle. Igneous rocks form from cooling magma, sedimentary from compressed sediments, and metamorphic from heat and pressure on existing rock. These processes take thousands to millions of years.","counterexample":"Limestone (sedimentary) buried deep in Earth can become marble (metamorphic) due to heat and pressure — the same material fundamentally transformed.","triggerPatterns":["rocks don't change","rocks are permanent","a rock is always a rock"],"diagnosticQuestion":"Can a sedimentary rock become a metamorphic rock? What would need to happen?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Cheek 2010","teacherIntervention":"Build a rock cycle diagram with real samples of each type, showing the transformations and the conditions required for each.","modes":["geoforge"]},{"id":"es-geo-volcanoes-random","tier":"public","domain":"earth_science","subdomain":"geology","gradeBands":["6-8","9-12"],"name":"Volcanoes Occur Randomly","studentBelief":"Volcanoes can form anywhere on Earth — their location is random.","scientificReality":"Most volcanoes occur at tectonic plate boundaries (convergent and divergent) or over mantle hotspots. The Pacific Ring of Fire contains about 75% of the world's volcanoes. Their distribution is predictable from plate tectonics.","counterexample":"Plotting the world's active volcanoes on a map reveals they cluster along plate boundaries, especially around the Pacific — the pattern is anything but random.","triggerPatterns":["volcanoes are random","volcanoes can happen anywhere","no pattern to volcanic activity"],"diagnosticQuestion":"Why are there many volcanoes around the Pacific Ocean but almost none in the middle of Africa?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Plot volcano locations on a world map, then overlay tectonic plate boundaries and have students identify the correlation.","modes":["geoforge","terramap"]},{"id":"es-astro-seasons-from-distance","tier":"evaluation","domain":"earth_science","subdomain":"astronomy","gradeBands":["3-5","6-8","9-12"],"name":"Seasons Are Caused by Distance from Sun","studentBelief":"Summer happens when Earth is closest to the sun, and winter when it is farthest away.","scientificReality":"Seasons are caused by Earth's 23.5-degree axial tilt. When the Northern Hemisphere tilts toward the sun, it receives more direct sunlight (summer). Earth is actually closest to the sun in January (Northern Hemisphere winter).","counterexample":"When it is summer in the Northern Hemisphere, it is winter in the Southern Hemisphere — but both are the same distance from the sun.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Cheek 2010","teacherIntervention":"Use a globe and flashlight to demonstrate how axial tilt changes the angle of sunlight, creating seasons independently of distance.","modes":["stellarlab","climateengine"]},{"id":"es-astro-moon-phases-shadow","tier":"evaluation","domain":"earth_science","subdomain":"astronomy","gradeBands":["3-5","6-8"],"name":"Moon Phases from Earth's Shadow","studentBelief":"Moon phases are caused by Earth's shadow falling on the moon.","scientificReality":"Moon phases result from the changing angle between the sun, moon, and Earth as the moon orbits. We see different portions of the moon's illuminated half depending on its orbital position. Earth's shadow causes lunar eclipses, which are rare events.","counterexample":"A crescent moon is often visible during the day alongside the sun — if Earth's shadow caused the crescent, the sun would need to be behind Earth.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Cheek 2010","teacherIntervention":"Use a lamp (sun), a ball (moon), and the student's head (Earth) to recreate moon phases by changing the ball's orbital position.","modes":["stellarlab"]},{"id":"es-astro-sun-is-on-fire","tier":"public","domain":"earth_science","subdomain":"astronomy","gradeBands":["3-5","6-8"],"name":"The Sun Is a Ball of Fire","studentBelief":"The sun burns like a campfire — it is made of burning gas or wood.","scientificReality":"The sun produces energy through nuclear fusion, not combustion. Hydrogen nuclei fuse into helium at temperatures of 15 million degrees Celsius in the core, releasing energy via E=mc squared. Combustion requires oxygen and fuel; fusion requires extreme heat and pressure.","counterexample":"A campfire burns out in hours. The sun has been shining for 4.6 billion years — combustion could only fuel it for about 5000 years.","triggerPatterns":["sun is on fire","sun is burning","sun burns gas"],"diagnosticQuestion":"If the sun were burning like a fire, how long would it last? What process actually powers it?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Cheek 2010","teacherIntervention":"Compare the energy output per kilogram of wood combustion vs nuclear fusion to show why only fusion can power a star for billions of years.","modes":["stellarlab"]},{"id":"es-astro-stars-are-different-from-sun","tier":"public","domain":"earth_science","subdomain":"astronomy","gradeBands":["3-5","6-8"],"name":"Stars Are Different from the Sun","studentBelief":"Stars and the sun are fundamentally different things — the sun is not a star.","scientificReality":"The sun is a star — a G-type main-sequence star of average size. It appears different from other stars only because it is enormously closer (150 million km vs light-years). Other stars are also balls of plasma powered by nuclear fusion.","counterexample":"Alpha Centauri A is nearly identical to the sun in size, temperature, and composition — it just appears as a faint point of light because it is 4.37 light-years away.","triggerPatterns":["sun isn't a star","stars are different","sun is special"],"diagnosticQuestion":"If you moved the sun to where other stars are, what would it look like from Earth?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Show the sun's position on an HR diagram alongside other stars to demonstrate it is one of many similar objects.","modes":["stellarlab"]},{"id":"es-water-clouds-are-gas","tier":"evaluation","domain":"earth_science","subdomain":"water-cycle","gradeBands":["3-5","6-8"],"name":"Clouds Are Water Vapor (Gas)","studentBelief":"Clouds are made of water vapor — invisible gas that has turned white.","scientificReality":"Clouds are made of tiny liquid water droplets or ice crystals, not water vapor. Water vapor is invisible. When water vapor cools and condenses around tiny particles (condensation nuclei), it forms the visible droplets we see as clouds.","counterexample":"You cannot see the water vapor rising from a hot shower, but you can see the fog (tiny water droplets) that forms when it hits cooler air.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Shepardson et al 2009","teacherIntervention":"Demonstrate the invisible-to-visible transition by holding a cold metal tray over a steaming kettle to show condensation forming visible droplets.","modes":["climateengine"]},{"id":"es-water-rain-from-cloud-holes","tier":"public","domain":"earth_science","subdomain":"water-cycle","gradeBands":["3-5","6-8"],"name":"Rain Falls Through Holes in Clouds","studentBelief":"Rain falls when clouds develop holes or when clouds are 'full' and overflow.","scientificReality":"Rain forms when water droplets in clouds merge through collision-coalescence (warm clouds) or the Bergeron process (cold clouds with ice crystals). When droplets grow heavy enough that updrafts cannot support them, they fall as precipitation.","counterexample":"Drizzle produces tiny drops from thin clouds that are far from 'full,' while towering cumulonimbus clouds can hold enormous amounts of water before producing rain.","triggerPatterns":["cloud gets full","holes in clouds","cloud overflows","cloud is like a sponge"],"diagnosticQuestion":"Do clouds work like sponges that drip when full? What actually determines when rain falls?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Shepardson et al 2009","teacherIntervention":"Demonstrate the collision-coalescence process by having students combine tiny drops of water on wax paper until the merged drop rolls off — mimicking how rain forms.","modes":["climateengine"]},{"id":"es-water-rivers-flow-south","tier":"public","domain":"earth_science","subdomain":"water-cycle","gradeBands":["3-5","6-8"],"name":"Rivers Always Flow South","studentBelief":"Rivers always flow south because that is 'downhill' on a map.","scientificReality":"Rivers flow downhill — from higher elevation to lower elevation — regardless of compass direction. Direction on a map has no relationship to elevation. Many major rivers flow north.","counterexample":"The Nile River flows north for over 6,600 km, from the highlands of East Africa to the Mediterranean Sea.","triggerPatterns":["rivers flow south","water goes down on the map","north is uphill"],"diagnosticQuestion":"The Nile River flows from south to north. How is this possible if rivers 'always flow south'?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Show a topographic map alongside a compass map of the same region and trace rivers downhill to show direction follows elevation, not compass.","modes":["terramap","geoforge"]},{"id":"es-water-groundwater-underground-river","tier":"evaluation","domain":"earth_science","subdomain":"water-cycle","gradeBands":["6-8","9-12"],"name":"Groundwater Is an Underground River","studentBelief":"Groundwater flows in underground rivers and lakes, like caves with flowing streams.","scientificReality":"Most groundwater fills the tiny pore spaces between rock and soil particles (like water in a sponge). It moves very slowly (meters per year) through permeable rock and sediment. Underground rivers exist only in karst (limestone) terrain, which is a special case.","counterexample":"A well drilled into sandstone doesn't tap into a river — it reaches the water table where pore spaces in the rock are saturated.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Cheek 2010","teacherIntervention":"Saturate a jar of sand with water and have students observe that the water fills pore spaces rather than forming a visible pool or stream.","modes":["geoforge","terramap"]},{"id":"es-geo-soil-is-dead","tier":"public","domain":"earth_science","subdomain":"geology","gradeBands":["3-5","6-8"],"name":"Soil Is Dead Material","studentBelief":"Soil is just crushed rock — it is not alive and contains no living things.","scientificReality":"Soil is a complex ecosystem containing billions of organisms per gram: bacteria, fungi, archaea, protists, nematodes, earthworms, and arthropods. These organisms decompose organic matter, cycle nutrients, and create soil structure essential for plant growth.","counterexample":"A single teaspoon of healthy garden soil contains more bacteria (1 billion) than there are people on Earth.","triggerPatterns":["soil is just dirt","soil is dead","soil is crushed rock"],"diagnosticQuestion":"Is soil alive? How many organisms might be in a teaspoon of healthy soil?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Cheek 2010","teacherIntervention":"Examine soil under a microscope to reveal the organisms living within it, then discuss their roles in the ecosystem.","modes":["geoforge","climateengine"]},{"id":"es-geo-mountains-grow-fast","tier":"public","domain":"earth_science","subdomain":"geology","gradeBands":["6-8","9-12"],"name":"Mountains Form Quickly","studentBelief":"Mountains form quickly through sudden geological events like earthquakes or volcanic eruptions.","scientificReality":"Mountain building (orogeny) occurs over millions of years through tectonic plate collision. The Himalayas have been rising for about 50 million years as the Indian plate collides with the Eurasian plate. Individual earthquakes cause movement of centimeters, not mountains.","counterexample":"The Himalayas rise about 5 mm per year — at that rate, it takes 200 years to grow by just 1 meter.","triggerPatterns":["mountains form fast","earthquake makes mountains","mountains pop up suddenly"],"diagnosticQuestion":"How long did it take for the Himalayan mountains to reach their current height? How much do they grow per year?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Stack layers of modeling clay and slowly compress them from the sides to simulate fold mountain formation, emphasizing the timescale.","modes":["geoforge"]},{"id":"es-astro-dark-side-of-moon","tier":"public","domain":"earth_science","subdomain":"astronomy","gradeBands":["6-8","9-12"],"name":"The Moon Has a Permanently Dark Side","studentBelief":"The far side of the moon is always dark and never receives sunlight.","scientificReality":"The far side of the moon receives just as much sunlight as the near side. 'Dark side' is a misnomer — it refers to the side we cannot see from Earth (due to tidal locking), not to a side that is dark. During a new moon, the far side is fully illuminated.","counterexample":"Photos from lunar orbit show the far side brightly lit by the sun. During a new moon, the entire far side faces the sun.","triggerPatterns":["dark side of the moon","far side is dark","no sunlight on the back"],"diagnosticQuestion":"Does the far side of the moon ever receive sunlight? When would it be fully lit?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Use the lamp-ball model to show that as the 'new moon' phase occurs, the far side of the ball is fully illuminated.","modes":["stellarlab"]},{"id":"es-climate-ice-age-impossible","tier":"public","domain":"earth_science","subdomain":"climate","gradeBands":["6-8","9-12"],"name":"Ice Ages Cannot Happen During Global Warming","studentBelief":"If the planet is warming, an ice age is impossible. Global warming and ice ages are mutually exclusive forever.","scientificReality":"Ice ages are driven by Milankovitch cycles (orbital variations) over tens of thousands of years. Current warming is rapid and human-caused, operating on a different timescale. Future ice ages may be delayed by elevated CO2 but are not permanently eliminated.","counterexample":"Earth has cycled between glacial and interglacial periods roughly every 100,000 years for the past 2.6 million years, regardless of shorter-term temperature fluctuations.","triggerPatterns":["no more ice ages","warming prevents ice age","ice age and warming can't coexist"],"diagnosticQuestion":"What causes ice ages, and do those causes stop operating when the planet is warming from greenhouse gases?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Shepardson et al 2009","teacherIntervention":"Plot Milankovitch cycles alongside recent temperature data to show the different timescales of natural vs human-caused climate change.","modes":["climateengine","stellarlab"]},{"id":"hist-think-single-cause","tier":"evaluation","domain":"history","subdomain":"historical-thinking","gradeBands":["6-8","9-12"],"name":"Events Have a Single Cause","studentBelief":"Major historical events have one clear cause that explains everything.","scientificReality":"Historical events emerge from complex webs of political, economic, social, technological, and cultural factors. Monocausal explanations oversimplify and distort understanding. Professional historians analyze multiple contributing factors and their interactions.","counterexample":"World War I was not caused solely by the assassination of Archduke Franz Ferdinand — it involved alliance systems, imperial rivalries, arms races, and nationalism building over decades.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Wineburg 2001","teacherIntervention":"Create a causal web diagram for a major event, placing multiple factors as interconnected nodes rather than a single chain.","modes":["historysim"]},{"id":"hist-think-presentism","tier":"evaluation","domain":"history","subdomain":"historical-thinking","gradeBands":["6-8","9-12"],"name":"Judging the Past by Present Standards","studentBelief":"People in the past should have known better and had the same values and knowledge we have today.","scientificReality":"Historical actors operated within different knowledge frameworks, cultural norms, and material conditions. Understanding their decisions requires contextualizing them within their time period, not imposing modern standards retrospectively. This is distinct from excusing harmful actions.","counterexample":"Criticizing medieval doctors for not using antibiotics ignores that germ theory was not established until the 1860s — they used the best knowledge available to them.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Wineburg 2001","teacherIntervention":"Have students write a decision from the perspective of a historical figure using only information available at that time.","modes":["historysim"]},{"id":"hist-think-great-man-theory","tier":"evaluation","domain":"history","subdomain":"historical-thinking","gradeBands":["6-8","9-12"],"name":"History Is Made by Great Individuals","studentBelief":"History is shaped entirely by a few great leaders and geniuses — ordinary people don't matter.","scientificReality":"While influential individuals exist, historical change results from mass movements, structural forces, economic conditions, and collective action. Leaders emerge from and are constrained by their contexts. Social history reveals the roles of everyday people.","counterexample":"The Civil Rights Movement was not solely Martin Luther King Jr. — it required thousands of local organizers, students, and community members who risked their lives in sit-ins, boycotts, and marches.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Study a movement from the bottom up: identify local organizers, ordinary participants, and structural conditions alongside prominent leaders.","modes":["historysim"]},{"id":"hist-think-sources-are-truth","tier":"evaluation","domain":"history","subdomain":"historical-thinking","gradeBands":["6-8","9-12"],"name":"Primary Sources Tell the Whole Truth","studentBelief":"Primary sources are objective accounts of what really happened — they tell the truth.","scientificReality":"Primary sources are created by people with perspectives, biases, purposes, and limited viewpoints. A diary reflects one person's experience; a government report may omit inconvenient facts. Historians corroborate, contextualize, and critically analyze multiple sources.","counterexample":"A plantation owner's diary and an enslaved person's narrative describe the same plantation very differently — both are primary sources, neither is the complete truth.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Wineburg 2001","teacherIntervention":"Present two primary sources from opposing perspectives on the same event and have students identify bias, purpose, and missing context in each.","modes":["historysim"]},{"id":"hist-think-textbook-is-neutral","tier":"public","domain":"history","subdomain":"historical-thinking","gradeBands":["6-8","9-12"],"name":"Textbooks Are Neutral and Complete","studentBelief":"History textbooks present objective, neutral, and complete accounts of the past.","scientificReality":"Textbooks are authored, edited, and selected through processes that involve choices about what to include, emphasize, and omit. Different countries' textbooks tell different versions of the same events. Textbook content is influenced by political, cultural, and commercial pressures.","counterexample":"Japanese and Chinese textbooks describe the events of WWII in the Pacific very differently, emphasizing different facts, perspectives, and interpretations.","triggerPatterns":["the textbook says","textbooks are neutral","it's in the textbook so it's true"],"diagnosticQuestion":"Why might textbooks in different countries describe the same war differently? Are textbooks ever wrong or incomplete?","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Compare how the same event is covered in textbooks from two different countries and discuss what each includes and omits.","modes":["historysim"]},{"id":"hist-think-people-were-dumb","tier":"public","domain":"history","subdomain":"historical-thinking","gradeBands":["6-8","9-12"],"name":"Ancient People Were Less Intelligent","studentBelief":"People in ancient civilizations were less intelligent than modern people.","scientificReality":"Human cognitive capacity has not changed meaningfully in 200,000 years. Ancient peoples built the pyramids, developed sophisticated mathematics, navigated oceans, and created complex legal and philosophical systems. They lacked our accumulated knowledge, not intelligence.","counterexample":"The ancient Greeks developed formal logic, democracy, and calculated Earth's circumference within 2% accuracy — demonstrating extraordinary intelligence with limited technology.","triggerPatterns":["people back then were dumb","they didn't know anything","ancient people were primitive"],"diagnosticQuestion":"Were the architects of the Great Pyramid less intelligent than modern engineers? What did they have and what did they lack?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Present an engineering challenge from antiquity (pyramid construction, Roman aqueducts) and have students attempt to solve it with ancient tools and knowledge.","modes":["historysim"]},{"id":"hist-econ-zero-sum-trade","tier":"evaluation","domain":"history","subdomain":"economics","gradeBands":["6-8","9-12"],"name":"Trade Is Zero-Sum","studentBelief":"In trade, one side always wins and the other always loses — trade is a zero-sum game.","scientificReality":"Voluntary trade creates mutual benefit through comparative advantage. Each party trades goods or services they produce relatively cheaply for ones that would cost them more to produce themselves. Both sides can be better off after trade.","counterexample":"When a farmer trades grain to a blacksmith for tools, both benefit: the farmer gets tools cheaper than making them, and the blacksmith gets food cheaper than growing it.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Simulate a classroom trading exercise where students with different resource endowments trade and both end up with more utility than before.","modes":["historysim","bizcase"]},{"id":"hist-econ-unemployment-laziness","tier":"public","domain":"history","subdomain":"economics","gradeBands":["9-12"],"name":"Unemployment Means Laziness","studentBelief":"People who are unemployed are simply lazy and not trying hard enough to find work.","scientificReality":"Unemployment has structural causes: technological displacement, economic recessions, geographic mismatches, skills gaps, discrimination, and cyclical downturns. Economists distinguish frictional, structural, and cyclical unemployment — none of which reduce to individual laziness.","counterexample":"During the Great Depression, unemployment reached 25% — one in four workers. It is implausible that a quarter of the population simultaneously became lazy.","triggerPatterns":["unemployed because lazy","just get a job","anyone can find work if they try"],"diagnosticQuestion":"During a recession when unemployment doubles, did millions of people suddenly become lazy, or did something structural change?","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Analyze unemployment data during recessions alongside job posting data to show the structural mismatch between seekers and openings.","modes":["historysim","bizcase"]},{"id":"hist-civic-democracy-is-majority","tier":"evaluation","domain":"history","subdomain":"civics","gradeBands":["6-8","9-12"],"name":"Democracy Is Pure Majority Rule","studentBelief":"Democracy means the majority always gets its way — whatever most people want happens.","scientificReality":"Constitutional democracies balance majority rule with minority rights protections, rule of law, separation of powers, and individual rights. Pure majority rule without constraints can lead to tyranny of the majority, which is why constitutions and bills of rights exist.","counterexample":"A majority cannot vote to outlaw a minority's religion — constitutional protections of free exercise exist specifically to prevent majority tyranny.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"Wineburg 2001","teacherIntervention":"Present historical cases where courts struck down popular laws that violated individual rights and discuss why these protections exist.","modes":["historysim"]},{"id":"hist-civic-president-makes-law","tier":"public","domain":"history","subdomain":"civics","gradeBands":["6-8","9-12"],"name":"The President Makes Laws","studentBelief":"The president (or head of state) creates and passes laws independently.","scientificReality":"In most democracies, the legislature (Congress, Parliament) creates laws. The executive (President, Prime Minister) signs or vetoes legislation and enforces existing laws. The judiciary interprets laws. This separation of powers is a deliberate check against concentrated authority.","counterexample":"Executive orders have limited scope and can be overturned by courts or reversed by future presidents. Major policy changes require legislation from Congress.","triggerPatterns":["the president made a law","president decides everything","the leader just passes laws"],"diagnosticQuestion":"Can the president create a new tax or criminal law without Congress? Why or why not?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Trace a bill from introduction through committee, floor vote, conference, and presidential signature to show the actual lawmaking process.","modes":["historysim"]},{"id":"hist-geo-maps-are-accurate","tier":"evaluation","domain":"history","subdomain":"geography","gradeBands":["6-8","9-12"],"name":"Maps Are Perfectly Accurate","studentBelief":"Maps show the world exactly as it is — the sizes and shapes of countries are accurate.","scientificReality":"All flat maps distort the 3D globe. The common Mercator projection preserves angles for navigation but dramatically inflates areas near the poles. Africa is 14 times larger than Greenland, but they appear similar in size on Mercator projections.","counterexample":"On a Mercator map, Greenland appears as large as Africa. In reality, Africa (30.4 million sq km) is 14 times larger than Greenland (2.2 million sq km).","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Compare Mercator, Peters, and Robinson projections of the same region, then verify with a globe to show how each projection distorts differently.","modes":["historysim","terramap"]},{"id":"hist-geo-borders-are-natural","tier":"public","domain":"history","subdomain":"geography","gradeBands":["6-8","9-12"],"name":"Country Borders Are Natural Features","studentBelief":"Country borders follow natural features like rivers and mountains and have always existed as they are.","scientificReality":"Most borders are politically constructed and historically contingent. Many straight-line borders (Africa, Middle East) were drawn by colonial powers with little regard for ethnic, linguistic, or geographic realities. Borders change through war, negotiation, and dissolution of states.","counterexample":"The straight-line border between the US and Canada west of the Great Lakes (49th parallel) follows no natural feature — it was negotiated in the 1846 Oregon Treaty.","triggerPatterns":["borders are natural","borders were always there","borders follow geography"],"diagnosticQuestion":"Why are many borders in Africa perfectly straight lines? Do these borders follow rivers or mountains?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Overlay ethnic/linguistic maps with political borders in Africa to show how colonial boundaries divided communities and grouped rivals.","modes":["historysim","terramap"]},{"id":"hist-think-history-repeats-exactly","tier":"public","domain":"history","subdomain":"historical-thinking","gradeBands":["6-8","9-12"],"name":"History Repeats Itself Exactly","studentBelief":"History repeats itself in identical cycles — the same events happen over and over.","scientificReality":"While historical patterns and analogies exist, no two situations are identical. Different technologies, demographics, institutions, and cultural contexts mean that superficially similar events unfold differently. Historical reasoning involves identifying both parallels and crucial differences.","counterexample":"The 2008 financial crisis shared features with 1929 (speculation, leverage) but differed profoundly in regulatory response — governments had learned from the Great Depression and acted faster, resulting in different outcomes.","triggerPatterns":["history repeats itself","this is just like before","the same thing happened in"],"diagnosticQuestion":"In what ways was the 2008 financial crisis similar to and different from the 1929 crash? Did history 'repeat'?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Compare two 'similar' historical events in a T-chart showing parallels and differences, discussing why context prevents exact repetition.","modes":["historysim"]},{"id":"hist-econ-inflation-simple","tier":"public","domain":"history","subdomain":"economics","gradeBands":["9-12"],"name":"Inflation Is Simply Prices Rising","studentBelief":"Inflation means prices go up, and it is always caused by greedy businesses raising prices.","scientificReality":"Inflation is a sustained increase in the general price level, measured across many goods. It can be caused by excess money supply (monetary inflation), increased demand exceeding supply (demand-pull), rising production costs (cost-push), or supply chain disruptions. Corporate pricing decisions are one factor among many.","counterexample":"Hyperinflation in Weimar Germany and Zimbabwe was caused by governments printing excessive money to cover debts, not by businesses suddenly becoming greedy.","triggerPatterns":["inflation is greed","companies raise prices","inflation is simple"],"diagnosticQuestion":"If inflation were only caused by greedy businesses, why would it be worse in some decades than others? What other factors drive inflation?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Simulate demand-pull inflation by auctioning a limited number of items with varying amounts of classroom currency.","modes":["historysim","bizcase"]},{"id":"hist-think-technology-determines-society","tier":"public","domain":"history","subdomain":"historical-thinking","gradeBands":["9-12"],"name":"Technology Determines Society","studentBelief":"New technology automatically transforms society in a predictable way — technology drives history.","scientificReality":"Technology enables possibilities but does not determine outcomes. Social, political, economic, and cultural factors shape how technologies are adopted, regulated, and used. The same technology can have different effects in different societies.","counterexample":"The printing press enabled both the spread of scientific knowledge and the spread of propaganda. The technology was the same; the outcomes depended on who used it and how.","triggerPatterns":["technology changes everything","the internet caused","technology determines society"],"diagnosticQuestion":"Does the existence of social media automatically create political polarization, or do other factors shape how social media affects politics?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Compare the adoption and impact of the same technology (e.g., the internet) in different countries with different political systems.","modes":["historysim"]},{"id":"hist-civic-constitution-unchangeable","tier":"public","domain":"history","subdomain":"civics","gradeBands":["6-8","9-12"],"name":"The Constitution Is Unchangeable","studentBelief":"The Constitution was written perfectly once and has never been changed.","scientificReality":"The US Constitution has been amended 27 times. The Bill of Rights (first 10 amendments) was added just four years after ratification. The amendment process was intentionally included to allow adaptation to changing circumstances. Other constitutions are similarly amended.","counterexample":"The 13th Amendment (abolishing slavery), 19th Amendment (women's suffrage), and 26th Amendment (18-year-old voting) fundamentally changed who is protected and who can vote.","triggerPatterns":["constitution never changes","founding fathers got it perfect","constitution is permanent"],"diagnosticQuestion":"Has the US Constitution ever been changed? What are some examples of amendments, and why were they needed?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Create a timeline of constitutional amendments, noting the historical context that prompted each change.","modes":["historysim"]},{"id":"hist-geo-developing-countries-backwards","tier":"public","domain":"history","subdomain":"geography","gradeBands":["9-12"],"name":"Developing Countries Are Simply Behind","studentBelief":"Developing countries are on the same path as developed countries, just earlier in the timeline.","scientificReality":"Development is not a single path that all countries follow in sequence. Historical colonialism, unequal trade relationships, debt structures, resource extraction, and geopolitical factors actively shape development trajectories. Different countries face different constraints and opportunities.","counterexample":"Many African nations were economically disrupted by colonialism, which extracted resources and imposed borders that created lasting instability — their situation is not simply 'earlier' on a universal timeline.","triggerPatterns":["they'll catch up eventually","just earlier in development","all countries follow the same path"],"diagnosticQuestion":"Is a developing country today in the same situation as Britain was in 1800? What factors make their contexts fundamentally different?","frequency":"medium","persistence":"deep","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Map the flow of resources and capital between colonized and colonizing nations historically, showing how development was actively shaped rather than naturally sequential.","modes":["historysim","terramap"]},{"id":"ela-write-good-writers-first-draft","tier":"public","domain":"ela","subdomain":"writing","gradeBands":["6-8","9-12"],"name":"Good Writers Get It Right the First Time","studentBelief":"Skilled writers produce polished work in a single draft without revision.","scientificReality":"Professional writers extensively revise their work. First drafts are for generating ideas. Revision involves restructuring arguments, improving clarity, cutting unnecessary material, and refining language. Most published writing goes through multiple revisions.","counterexample":"Ernest Hemingway rewrote the ending of A Farewell to Arms 47 times. He said the first draft of anything is not the final product.","triggerPatterns":["I should get it right first try","revision means I'm bad at writing","good writers don't need to edit"],"diagnosticQuestion":"Do professional authors publish their first drafts, or do they revise? What does the revision process involve?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Elbow 1998","teacherIntervention":"Show actual manuscript pages with revisions from famous authors (Hemingway, Austen, Toni Morrison) to normalize the messiness of the writing process.","modes":["writecraft"]},{"id":"ela-write-five-paragraph-universal","tier":"evaluation","domain":"ela","subdomain":"writing","gradeBands":["6-8","9-12"],"name":"Five-Paragraph Essay Is the Only Structure","studentBelief":"All good essays follow the five-paragraph structure: introduction, three body paragraphs, conclusion.","scientificReality":"The five-paragraph essay is a training scaffold, not a universal form. Professional writing uses structure dictated by content, audience, and purpose. Arguments may require more or fewer points. Effective essays can have 2 paragraphs or 20, organized by logic rather than a fixed template.","counterexample":"Op-eds, research papers, personal essays, and investigative journalism all use different structures suited to their purposes — none follow a rigid five-paragraph format.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Elbow 1998","teacherIntervention":"Analyze the structure of three published essays of varying lengths and show how each is organized around its argument rather than a paragraph count.","modes":["writecraft"]},{"id":"ela-write-bigger-words-better","tier":"public","domain":"ela","subdomain":"writing","gradeBands":["6-8","9-12"],"name":"Bigger Words Make Better Writing","studentBelief":"Using long, complex vocabulary makes writing more impressive and sophisticated.","scientificReality":"Clarity is the hallmark of good writing. Research shows that unnecessarily complex language reduces comprehension and can make the writer appear less credible. The best word is the most precise word, which is often a simple one.","counterexample":"George Orwell advocated never using a long word where a short one will do. His precise, simple language is considered among the finest in English literature.","triggerPatterns":["I need bigger words","fancy words sound smarter","simple words are bad"],"diagnosticQuestion":"Is 'utilize' always better than 'use'? When is simpler language more effective?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Elbow 1998","teacherIntervention":"Rewrite a passage using unnecessarily complex vocabulary, then compare it to the original clear version and discuss which communicates better.","modes":["writecraft"]},{"id":"ela-write-thesis-first","tier":"public","domain":"ela","subdomain":"writing","gradeBands":["9-12"],"name":"You Must Know Your Thesis Before Writing","studentBelief":"You should have a fully formed thesis statement before you begin writing.","scientificReality":"Writing is a thinking process. Many writers discover and refine their thesis through the act of writing. Exploratory drafting, freewriting, and note-making help clarify ideas. A working thesis often evolves significantly during the drafting process.","counterexample":"Research papers frequently start with a hypothesis that changes as evidence is gathered and analyzed. The final thesis may differ substantially from the initial one.","triggerPatterns":["I need my thesis first","I can't start without a thesis","thesis comes before writing"],"diagnosticQuestion":"Has a scientist ever changed their hypothesis during research? Can the same thing happen with a writing thesis?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Elbow 1998","teacherIntervention":"Assign a discovery draft where students write without a thesis, then extract their main argument from what they wrote.","modes":["writecraft"]},{"id":"ela-write-grammar-first-priority","tier":"public","domain":"ela","subdomain":"writing","gradeBands":["6-8","9-12"],"name":"Grammar Is the Most Important Part of Writing","studentBelief":"Good writing is primarily about having correct grammar and spelling.","scientificReality":"While grammar matters, it is a surface-level concern. Ideas, argument structure, evidence, voice, audience awareness, and logical coherence are more fundamental. Professional editors fix grammar; they cannot fix weak thinking. Grammar-focused revision should come last, after content revision.","counterexample":"A grammatically perfect essay that says nothing interesting is worse than a rough draft with compelling arguments and original insights.","triggerPatterns":["grammar is most important","fix grammar first","good writing means no errors"],"diagnosticQuestion":"Which is more important: a grammatically perfect paragraph with no interesting ideas, or a rough paragraph with a compelling argument? Why?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Elbow 1998","teacherIntervention":"Separate revision into two phases: content revision (ideas, structure, evidence) first, then surface revision (grammar, spelling, formatting) second.","modes":["writecraft"]},{"id":"ela-read-one-correct-interpretation","tier":"evaluation","domain":"ela","subdomain":"reading","gradeBands":["6-8","9-12"],"name":"There Is One Correct Interpretation","studentBelief":"Every text has one correct interpretation that the teacher or expert knows.","scientificReality":"Texts support multiple valid interpretations, each supported by textual evidence. Literary criticism has many schools of thought (feminist, postcolonial, psychoanalytic, formalist) that yield different but defensible readings. The quality of an interpretation depends on its evidence and reasoning, not on matching an answer key.","counterexample":"Hamlet has been interpreted as a play about revenge, about inaction, about political corruption, and about grief — all supported by textual evidence, with no single 'correct' reading.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"Elbow 1998","teacherIntervention":"Present two published scholarly interpretations of the same short text and have students evaluate each based on evidence quality rather than seeking the 'right' one.","modes":["writecraft"]},{"id":"ela-read-fiction-is-pointless","tier":"public","domain":"ela","subdomain":"reading","gradeBands":["6-8","9-12"],"name":"Fiction Has No Real-World Value","studentBelief":"Reading fiction is just entertainment — it doesn't teach you anything useful about the real world.","scientificReality":"Research shows fiction develops empathy (theory of mind), improves vocabulary and comprehension, provides models for navigating complex social situations, and offers thought experiments about ethical dilemmas. Fiction readers score higher on tests of social cognition.","counterexample":"Medical schools use literature (Tolstoy's The Death of Ivan Ilyich) to teach empathy and patient perspective — fiction develops skills that non-fiction alone cannot.","triggerPatterns":["fiction is just made up","why read something not real","non-fiction is more useful"],"diagnosticQuestion":"Can reading a novel about someone very different from you change how you understand other people? How?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Elbow 1998","teacherIntervention":"Have students read a short story from an unfamiliar perspective, then reflect on what they learned about that experience that non-fiction couldn't convey as effectively.","modes":["writecraft"]},{"id":"ela-read-speed-equals-skill","tier":"public","domain":"ela","subdomain":"reading","gradeBands":["6-8","9-12"],"name":"Faster Reading Means Better Reading","studentBelief":"Good readers read fast — reading slowly means you are a poor reader.","scientificReality":"Skilled readers adjust their reading speed to match the material and purpose. Dense philosophical text, poetry, and technical writing require slow, careful reading. Skimming is appropriate for some purposes. Speed reading techniques sacrifice comprehension for pace.","counterexample":"A philosophy professor reading Kant reads very slowly and re-reads passages multiple times — this is expert reading behavior, not a deficit.","triggerPatterns":["I read too slowly","fast readers are better","speed reading is the goal"],"diagnosticQuestion":"Should you read a poem at the same speed as a news article? What determines the right reading speed?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Elbow 1998","teacherIntervention":"Time students reading a simple article vs a complex poem and discuss why adjusting speed is a sign of reading maturity.","modes":["writecraft"]},{"id":"ela-gram-never-start-with-and","tier":"evaluation","domain":"ela","subdomain":"grammar","gradeBands":["6-8","9-12"],"name":"Never Start a Sentence with And/But","studentBelief":"It is always grammatically incorrect to begin a sentence with 'and,' 'but,' or 'because.'","scientificReality":"Starting sentences with conjunctions is grammatically correct and has been used by respected writers throughout English literary history. It can improve flow, add emphasis, and create stylistic effects. This 'rule' is a pedagogical simplification, not a grammar rule.","counterexample":"The King James Bible begins many sentences with 'And.' For example: 'And God said, Let there be light: and there was light.' (Genesis 1:3)","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"minor","researchSource":"Elbow 1998","teacherIntervention":"Collect examples from published literature, journalism, and academic writing that begin sentences with conjunctions, establishing that it is standard usage.","modes":["writecraft"]},{"id":"ela-gram-never-end-preposition","tier":"public","domain":"ela","subdomain":"grammar","gradeBands":["6-8","9-12"],"name":"Never End a Sentence with a Preposition","studentBelief":"Ending a sentence with a preposition is always grammatically incorrect.","scientificReality":"This 'rule' was imported from Latin grammar (where it is impossible) and does not apply to English. Rearranging sentences to avoid terminal prepositions often produces awkward, unnatural prose. Modern style guides reject this as a genuine rule.","counterexample":"Winston Churchill reportedly mocked this rule with an exaggerated rewrite that demonstrated how awkward preposition avoidance becomes. The natural version is always clearer.","triggerPatterns":["can't end with a preposition","preposition at end is wrong","rearrange to move the preposition"],"diagnosticQuestion":"Which sounds more natural: 'What are you looking for?' or 'For what are you looking?' Is the first version grammatically wrong?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Elbow 1998","teacherIntervention":"Present sentence pairs with natural vs forced preposition placement and have students evaluate which communicates more clearly.","modes":["writecraft"]},{"id":"ela-gram-passive-always-wrong","tier":"evaluation","domain":"ela","subdomain":"grammar","gradeBands":["9-12"],"name":"Passive Voice Is Always Wrong","studentBelief":"The passive voice should never be used — it is always bad writing.","scientificReality":"Passive voice is appropriate when the actor is unknown, unimportant, or deliberately de-emphasized, or when the object of the action is the focus. Scientific writing often uses passive voice legitimately. The issue is overuse, not any use.","counterexample":"'The vaccine was administered to 10,000 participants' is appropriate in a scientific paper — the focus is on the participants, not on who administered the shots.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Elbow 1998","teacherIntervention":"Present examples where passive voice is more effective than active (scientific reports, crime reports where the perpetrator is unknown) and discuss when each is appropriate.","modes":["writecraft"]},{"id":"ela-gram-i-before-e","tier":"public","domain":"ela","subdomain":"grammar","gradeBands":["3-5","6-8"],"name":"I Before E Except After C Always Works","studentBelief":"The spelling rule 'i before e except after c' is reliable and covers all cases.","scientificReality":"This rule has more exceptions than words that follow it. Common exceptions include: weird, seize, their, foreign, science, sufficient, species, and many more. Linguists have shown the rule is statistically unreliable.","counterexample":"The words 'weird,' 'seize,' 'their,' 'height,' 'protein,' and 'caffeine' all violate the rule. 'Science' itself has 'ie' after 'c.'","triggerPatterns":["i before e except after c","the ie rule","spelling rule for ie"],"diagnosticQuestion":"Does the word 'weird' follow the 'i before e except after c' rule? Can you list five other exceptions?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Elbow 1998","teacherIntervention":"Have students collect words with 'ie' and 'ei' and tally how many follow the rule vs break it, discovering its unreliability through data.","modes":["writecraft"]},{"id":"ela-write-longer-is-better","tier":"public","domain":"ela","subdomain":"writing","gradeBands":["6-8","9-12"],"name":"Longer Writing Is Better Writing","studentBelief":"A longer essay is automatically a better essay — adding more words improves quality.","scientificReality":"Conciseness is a virtue in writing. Unnecessary words dilute arguments and bore readers. Effective writing communicates ideas in as few words as necessary while maintaining clarity and completeness. Padding an essay with filler weakens it.","counterexample":"Lincoln's Gettysburg Address (272 words) is considered one of the greatest speeches in English, while the preceding two-hour oration by Edward Everett (13,607 words) is largely forgotten.","triggerPatterns":["longer is better","I need more pages","adding words improves it"],"diagnosticQuestion":"Is a 10-page essay always better than a 3-page essay on the same topic? What makes writing effective?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Elbow 1998","teacherIntervention":"Have students cut a 500-word paragraph to 250 words while preserving all key ideas, then compare which version is more effective.","modes":["writecraft"]},{"id":"ela-read-classics-always-superior","tier":"public","domain":"ela","subdomain":"reading","gradeBands":["6-8","9-12"],"name":"Classic Literature Is Always Superior","studentBelief":"Classic (old) literature is always better and more valuable than contemporary writing.","scientificReality":"Literary quality is not determined by age. The canon is historically constructed and influenced by which voices had access to publication and academic power. Contemporary literature addresses current issues and perspectives often absent from classics. Both have value for different reasons.","counterexample":"Many works now considered classics (Moby-Dick, Emily Dickinson's poetry) were ignored or poorly received in their time. What counts as a 'classic' changes with each generation.","triggerPatterns":["old books are better","classics are superior","modern writing is worse"],"diagnosticQuestion":"Is a novel from 1850 automatically better than one from 2020? Who decides what becomes a 'classic' and why?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Elbow 1998","teacherIntervention":"Research the initial reception of now-classic works to show that literary reputation is constructed over time, not intrinsic.","modes":["writecraft"]},{"id":"health-vitals-normal-bp-same","tier":"evaluation","domain":"health","subdomain":"vitals","gradeBands":["9-12"],"name":"Normal Blood Pressure Is 120/80 for Everyone","studentBelief":"120/80 mmHg is the exact normal blood pressure for every person at all times.","scientificReality":"Blood pressure varies by age, sex, fitness level, time of day, stress, hydration, and posture. Normal ranges exist, not a single number. A BP of 110/70 can be perfectly healthy. What matters is the trend and context, not matching an exact number.","counterexample":"An athletic 25-year-old may have a resting BP of 100/65, which is healthy for them. A 70-year-old with the same BP might be dangerously hypotensive.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"WHO 2020","teacherIntervention":"Show BP distribution data by age group and discuss why ranges and trends matter more than single-point targets.","modes":["clinicalsim","bodyatlas"]},{"id":"health-vitals-fever-always-bad","tier":"public","domain":"health","subdomain":"vitals","gradeBands":["6-8","9-12"],"name":"Fever Is Always Dangerous","studentBelief":"Any fever is dangerous and must be immediately treated to bring the temperature down.","scientificReality":"Fever is a beneficial immune response that helps fight infection. Moderate fevers (up to approximately 39 degrees C / 102 degrees F) enhance immune cell function and inhibit pathogen growth. Treatment focuses on comfort, not on eliminating the fever itself. Only very high fevers (above 40.5 degrees C / 105 degrees F) or fevers in infants require urgent attention.","counterexample":"Studies show that moderate fevers can shorten the duration of infections. Suppressing all fevers with medication may actually slow recovery in some cases.","triggerPatterns":["fever is dangerous","any fever needs medicine","fever must be eliminated"],"diagnosticQuestion":"Does your body raise its temperature during an infection by accident, or is there a purpose? When does a fever become truly dangerous?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"WHO 2020","teacherIntervention":"Explain the immune cascade triggered by fever (enhanced phagocytosis, reduced pathogen replication) and define the thresholds for concern.","modes":["clinicalsim","bodyatlas"]},{"id":"health-vitals-heart-rate-constant","tier":"public","domain":"health","subdomain":"vitals","gradeBands":["6-8","9-12"],"name":"Heart Rate Should Be Constant","studentBelief":"A healthy heart beats at a constant rate — any variation means something is wrong.","scientificReality":"Heart rate variability (HRV) — beat-to-beat variation — is actually a sign of cardiovascular health. High HRV indicates good autonomic nervous system function. A rigidly constant heart rate can actually indicate autonomic dysfunction or cardiac pathology.","counterexample":"Athletes typically have high heart rate variability, meaning their heartbeats vary in timing — this is a marker of cardiac fitness, not disease.","triggerPatterns":["heart should beat regularly","constant heart rate is healthy","variation means arrhythmia"],"diagnosticQuestion":"Is it healthier to have a heart that beats at exactly the same interval every time, or one with slight natural variation? Why?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"WHO 2020","teacherIntervention":"Measure students' HRV using a simple app and compare with published data on athletic vs sedentary populations.","modes":["clinicalsim","bodyatlas"]},{"id":"health-treat-antibiotics-for-viruses","tier":"evaluation","domain":"health","subdomain":"treatment","gradeBands":["6-8","9-12"],"name":"Antibiotics Treat Viral Infections","studentBelief":"Antibiotics can cure colds, flu, and other viral infections.","scientificReality":"Antibiotics only work against bacteria. Viruses lack the cellular structures (cell wall, ribosomes) that antibiotics target. Taking antibiotics for viral infections provides no benefit and contributes to antibiotic resistance, a major public health threat.","counterexample":"No antibiotic has ever cured the common cold or influenza — these are viral infections. Antivirals (like Tamiflu) are a different class of medication designed for specific viruses.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"WHO 2020","teacherIntervention":"Diagram how antibiotics work (targeting cell walls, ribosomes) and show that viruses lack these structures entirely.","modes":["clinicalsim","bodyatlas"]},{"id":"health-treat-stop-antibiotics-early","tier":"public","domain":"health","subdomain":"treatment","gradeBands":["6-8","9-12"],"name":"Stop Antibiotics When You Feel Better","studentBelief":"You should stop taking antibiotics as soon as you feel better to avoid taking unnecessary medicine.","scientificReality":"Stopping antibiotics early leaves surviving bacteria that are more likely to be resistant. Completing the full prescribed course ensures all bacteria are eliminated. Partial treatment is a major driver of antibiotic resistance.","counterexample":"A patient who stops antibiotics after 3 of 10 days may feel better because the weakest bacteria died first, but the remaining resistant bacteria can multiply and cause a harder-to-treat relapse.","triggerPatterns":["feel better so stop antibiotics","don't need to finish the course","extra antibiotics are unnecessary"],"diagnosticQuestion":"If you feel better after 3 days of a 10-day antibiotic course, why might stopping be dangerous?","frequency":"very-high","persistence":"moderate","severity":"critical","researchSource":"WHO 2020","teacherIntervention":"Simulate natural selection with colored beads representing bacteria of varying resistance, removing easy ones first to show how resistant strains survive partial treatment.","modes":["clinicalsim","bodyatlas"]},{"id":"health-treat-natural-always-safe","tier":"evaluation","domain":"health","subdomain":"treatment","gradeBands":["6-8","9-12"],"name":"Natural Remedies Are Always Safe","studentBelief":"Natural or herbal remedies are inherently safe because they come from nature.","scientificReality":"Many natural substances are toxic, carcinogenic, or interact dangerously with medications. Arsenic, hemlock, and ricin are all natural. Herbal supplements are often unregulated and may contain contaminants or inconsistent dosages. Natural does not mean safe.","counterexample":"St. John's Wort is a natural supplement that dangerously reduces the effectiveness of birth control pills, HIV medications, and transplant anti-rejection drugs.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"WHO 2020","teacherIntervention":"List toxic natural substances (arsenic, cyanide in apple seeds, belladonna) alongside beneficial ones and discuss what 'natural' actually means.","modes":["clinicalsim"]},{"id":"health-treat-vaccines-cause-disease","tier":"public","domain":"health","subdomain":"treatment","gradeBands":["6-8","9-12"],"name":"Vaccines Cause the Disease They Prevent","studentBelief":"Vaccines give you the disease they are supposed to prevent.","scientificReality":"Most modern vaccines use inactivated viruses, viral proteins, or mRNA — none of which can cause the disease. Mild side effects (soreness, low fever) are immune responses, not the disease itself. The immune system is learning to recognize the pathogen without the risk of actual infection.","counterexample":"mRNA COVID-19 vaccines contain no virus at all — just instructions for making a single spike protein. It is physically impossible for them to cause COVID-19.","triggerPatterns":["vaccine gave me the disease","flu shot gives you flu","vaccines make you sick"],"diagnosticQuestion":"If a vaccine contains no live virus, how could it possibly cause the disease? What are side effects actually showing?","frequency":"very-high","persistence":"deep","severity":"critical","researchSource":"WHO 2020","teacherIntervention":"Show the actual contents of different vaccine types (inactivated, subunit, mRNA) and explain why none can cause the target disease.","modes":["clinicalsim","bodyatlas"]},{"id":"health-treat-more-medicine-faster-cure","tier":"public","domain":"health","subdomain":"treatment","gradeBands":["6-8","9-12"],"name":"More Medicine Means Faster Recovery","studentBelief":"Taking more than the prescribed dose of medication will help you recover faster.","scientificReality":"Medications are dosed to achieve therapeutic blood levels. Exceeding the prescribed dose can cause toxicity, organ damage, or dangerous side effects. The therapeutic window is the range between effective and toxic doses, and it is often narrow.","counterexample":"Acetaminophen (Tylenol) is safe at recommended doses but is the leading cause of acute liver failure in the US when taken in excess — just 2-3 times the recommended dose can be dangerous.","triggerPatterns":["take extra for faster cure","double the dose","more medicine works faster"],"diagnosticQuestion":"If the recommended dose of a painkiller is 2 tablets, would taking 6 tablets make it work 3 times faster? What would actually happen?","frequency":"high","persistence":"moderate","severity":"critical","researchSource":"WHO 2020","teacherIntervention":"Graph a dose-response curve showing the therapeutic window between effective and toxic doses, then discuss real overdose cases.","modes":["clinicalsim"]},{"id":"health-treat-pain-means-damage","tier":"public","domain":"health","subdomain":"treatment","gradeBands":["6-8","9-12"],"name":"Pain Always Indicates Tissue Damage","studentBelief":"If something hurts, tissue is being damaged. No pain means no damage.","scientificReality":"Pain is the brain's interpretation of danger signals, not a direct measure of tissue damage. Chronic pain can persist without ongoing damage (central sensitization). Conversely, serious conditions like early-stage cancer, hypertension, and heart disease can be painless.","counterexample":"A heart attack can present with no chest pain at all (silent MI), especially in women and diabetics. Meanwhile, fibromyalgia causes severe pain without tissue damage.","triggerPatterns":["pain means damage","no pain no problem","it hurts so something is broken"],"diagnosticQuestion":"Can you have a serious medical condition without any pain? Can you have severe pain without any tissue damage?","frequency":"high","persistence":"deep","severity":"critical","researchSource":"WHO 2020","teacherIntervention":"Present case studies of painless serious conditions and painful benign conditions to decouple the pain-damage assumption.","modes":["clinicalsim","bodyatlas"]},{"id":"health-anat-heart-on-left","tier":"public","domain":"health","subdomain":"anatomy","gradeBands":["3-5","6-8"],"name":"The Heart Is on the Left Side","studentBelief":"The heart is located entirely on the left side of the chest.","scientificReality":"The heart is centrally located in the mediastinum, slightly left of center. About two-thirds of the heart mass is left of the midline and one-third is right. The left ventricle's stronger beat creates the sensation of the heart being on the left.","counterexample":"Chest X-rays show the heart spanning from the right side of the sternum to the left mid-clavicular line — it is not exclusively on the left.","triggerPatterns":["heart is on the left","heart is in the left chest","put your hand on your left side for heart"],"diagnosticQuestion":"Is the entire heart located on the left side of your chest? What does a chest X-ray actually show?","frequency":"very-high","persistence":"moderate","severity":"minor","researchSource":"WHO 2020","teacherIntervention":"Show a chest X-ray or anatomical diagram and trace the actual boundaries of the heart relative to the sternum.","modes":["bodyatlas","clinicalsim"]},{"id":"health-anat-blood-is-blue","tier":"evaluation","domain":"health","subdomain":"anatomy","gradeBands":["3-5","6-8"],"name":"Deoxygenated Blood Is Blue","studentBelief":"Blood is blue in veins and turns red only when exposed to oxygen/air.","scientificReality":"Blood is always red. Oxygenated blood is bright red (arteries), and deoxygenated blood is dark red (veins). Veins appear blue through the skin due to how light penetrates skin and is absorbed at different wavelengths — this is an optical effect, not the actual color of blood.","counterexample":"When blood is drawn from a vein (deoxygenated), it is dark red, not blue. If blood were blue in veins, blood draws would produce blue liquid.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"moderate","severity":"minor","researchSource":"WHO 2020","teacherIntervention":"Show video of a venous blood draw to demonstrate that venous blood is dark red, and explain the light absorption physics that makes veins appear blue through skin.","modes":["bodyatlas","clinicalsim"]},{"id":"health-anat-brain-10-percent","tier":"evaluation","domain":"health","subdomain":"anatomy","gradeBands":["6-8","9-12"],"name":"We Only Use 10% of Our Brains","studentBelief":"Humans only use 10% of their brain — the other 90% is untapped potential.","scientificReality":"Brain imaging (fMRI, PET) shows that virtually all brain regions are active over the course of a day. Even during sleep, most areas are active. Different tasks activate different regions, but no large area is permanently dormant. Brain damage to any area causes functional deficits, proving all areas are used.","counterexample":"If 90% of the brain were unused, damage to those areas would have no effect. In reality, strokes or injuries to any brain region cause specific, measurable impairments.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"WHO 2020","teacherIntervention":"Show fMRI scans during different activities (speaking, reading, walking) to demonstrate that different but extensive brain regions activate for each task.","modes":["bodyatlas","neuralpath"]},{"id":"health-anat-muscles-turn-to-fat","tier":"public","domain":"health","subdomain":"anatomy","gradeBands":["6-8","9-12"],"name":"Muscle Turns into Fat","studentBelief":"When you stop exercising, your muscles turn into fat.","scientificReality":"Muscle and fat are completely different tissue types and cannot convert into each other. When you stop exercising, muscle atrophies (shrinks) from disuse, and fat may accumulate independently if caloric intake exceeds expenditure. The two processes are separate.","counterexample":"A person who stops exercising and maintains the same diet loses muscle mass (atrophy) and may gain fat (positive energy balance) — but no tissue transformation occurs.","triggerPatterns":["muscle turns to fat","muscle becomes fat","fat used to be muscle"],"diagnosticQuestion":"Can you transform a chicken breast (muscle) into butter (fat) by leaving it in the fridge? Why is the muscle-to-fat idea similarly impossible?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"WHO 2020","teacherIntervention":"Show microscope images of muscle tissue and fat tissue side by side to demonstrate they are completely different cell types.","modes":["bodyatlas"]},{"id":"health-treat-cold-causes-cold","tier":"evaluation","domain":"health","subdomain":"treatment","gradeBands":["3-5","6-8"],"name":"Cold Weather Causes Colds","studentBelief":"Being out in cold weather or getting cold causes you to catch a cold.","scientificReality":"Colds are caused by viruses (rhinoviruses, coronaviruses), not by cold temperatures. Colds are more common in winter because people spend more time indoors in close contact, facilitating viral transmission. Cold exposure alone does not cause infection.","counterexample":"Antarctic researchers are isolated for months in extreme cold but rarely catch colds — until new personnel arrive bringing viruses.","triggerPatterns":["[evaluation tier — trigger patterns withheld]"],"diagnosticQuestion":"[evaluation tier — withheld for benchmark integrity]","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"WHO 2020","teacherIntervention":"Present the classic experiment: volunteers exposed to rhinovirus caught colds regardless of whether they were chilled. Cold exposure alone produced no illness.","modes":["clinicalsim","bodyatlas"]},{"id":"health-anat-lungs-are-hollow","tier":"public","domain":"health","subdomain":"anatomy","gradeBands":["3-5","6-8"],"name":"Lungs Are Hollow Bags","studentBelief":"Lungs are hollow like balloons that fill up with air.","scientificReality":"Lungs are spongy organs containing approximately 300 million tiny air sacs (alveoli) that provide a surface area of about 70 square meters for gas exchange. They are dense, structured tissue with a branching tree of airways, blood vessels, and connective tissue — not hollow bags.","counterexample":"If lungs were hollow bags, they would have very little surface area for oxygen exchange. The massive alveolar surface area (size of a tennis court) is what enables efficient breathing.","triggerPatterns":["lungs are hollow","lungs are like balloons","air fills empty lungs"],"diagnosticQuestion":"If lungs were hollow like a balloon, how much surface area would they have? How does the actual lung structure achieve 70 square meters?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"WHO 2020","teacherIntervention":"Compare the surface area of a balloon with the branching alveolar structure using a broccoli floret as an analogy for how branching increases surface area.","modes":["bodyatlas"]},{"id":"health-treat-detox-necessary","tier":"public","domain":"health","subdomain":"treatment","gradeBands":["9-12"],"name":"The Body Needs Detox Cleanses","studentBelief":"The body accumulates toxins that must be removed through special detox diets, supplements, or cleanses.","scientificReality":"The liver and kidneys continuously filter and excrete waste products — this is their primary function. Healthy organs do not allow 'toxin buildup' that requires external intervention. No commercial detox product has been shown to remove any specific toxin that the body does not already handle.","counterexample":"No detox product manufacturer can name the specific toxins their product removes or demonstrate measurable toxin reduction. The liver processes hundreds of compounds daily without assistance.","triggerPatterns":["detox your body","flush out toxins","cleanse to remove toxins"],"diagnosticQuestion":"What specific toxin does a juice cleanse remove that your liver and kidneys cannot? Can any detox company answer this question?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"WHO 2020","teacherIntervention":"Diagram the liver's detoxification pathways (cytochrome P450, conjugation) and kidney filtration to show the body's built-in detox system.","modes":["clinicalsim","bodyatlas"]},{"id":"health-vitals-normal-temp-98-6","tier":"public","domain":"health","subdomain":"vitals","gradeBands":["6-8","9-12"],"name":"Normal Body Temperature Is Exactly 98.6 F","studentBelief":"Normal body temperature is always exactly 98.6 degrees F (37 degrees C), and any deviation is abnormal.","scientificReality":"The 98.6 degrees F average comes from an 1851 study and is likely too high. Modern studies find average body temperature closer to 97.9 degrees F (36.6 degrees C). Normal temperature varies by person, time of day (lower in morning, higher in evening), age, activity level, and measurement site.","counterexample":"Body temperature in healthy adults ranges from 97.0 to 99.0 degrees F throughout the day. A reading of 97.5 degrees F in the morning is perfectly normal.","triggerPatterns":["normal temp is 98.6","exact body temperature","anything other than 98.6 is a fever"],"diagnosticQuestion":"Is a body temperature of 97.8 degrees F abnormal? Does body temperature change throughout the day?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"WHO 2020","teacherIntervention":"Have students measure their temperature at multiple times during the day and plot the variation to show normal fluctuations.","modes":["clinicalsim","bodyatlas"]},{"id":"es-water-evaporation-boiling-only","tier":"public","domain":"earth_science","subdomain":"water-cycle","gradeBands":["3-5","6-8"],"name":"Evaporation Only Happens at Boiling","studentBelief":"Water can only evaporate when it reaches 100 degrees C (boiling point).","scientificReality":"Evaporation occurs at any temperature when molecules at the liquid surface gain enough kinetic energy to escape into the gas phase. Puddles dry on cool days, wet clothes dry on a clothesline, and sweat evaporates from skin — all well below boiling temperature.","counterexample":"A puddle on a sidewalk disappears on a 20 degrees C day. The water evaporated without ever reaching 100 degrees C.","triggerPatterns":["water only evaporates when boiling","needs to be 100 degrees","evaporation requires boiling"],"diagnosticQuestion":"How does a puddle disappear on a cool day if evaporation only happens at 100 degrees C?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Shepardson et al 2009","teacherIntervention":"Place wet paper towels at different temperatures and measure evaporation rates over an hour to show evaporation occurs across a range of temperatures.","modes":["climateengine"]},{"id":"es-astro-north-star-brightest","tier":"public","domain":"earth_science","subdomain":"astronomy","gradeBands":["3-5","6-8"],"name":"The North Star Is the Brightest Star","studentBelief":"Polaris (the North Star) is the brightest star in the night sky.","scientificReality":"Polaris ranks approximately 48th in brightness among visible stars. Sirius is the brightest star in the night sky, about 20 times brighter than Polaris. Polaris is notable for its position near the celestial north pole, not its brightness.","counterexample":"Sirius in Canis Major is easily the brightest star visible from most of the Northern Hemisphere, far outshining Polaris.","triggerPatterns":["North Star is brightest","Polaris is the brightest","brightest star points north"],"diagnosticQuestion":"Is Polaris the brightest star you can see at night? What makes it important if not its brightness?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Go outside on a clear night (or use planetarium software) and have students find both Sirius and Polaris, comparing their brightness directly.","modes":["stellarlab"]},{"id":"es-climate-deforestation-oxygen","tier":"public","domain":"earth_science","subdomain":"climate","gradeBands":["6-8","9-12"],"name":"Deforestation Will Use Up All Oxygen","studentBelief":"If we cut down all the trees, we will run out of oxygen to breathe.","scientificReality":"While forests produce oxygen, the atmosphere contains an enormous oxygen reservoir (21% of atmosphere, approximately 1.2 quadrillion tonnes). Even complete deforestation would reduce atmospheric oxygen by less than 1% over centuries. The primary danger of deforestation is CO2 release, biodiversity loss, and ecosystem disruption — not oxygen depletion.","counterexample":"Marine phytoplankton produce approximately 50-80% of Earth's oxygen. Even without forests, the oceanic contribution would maintain breathable oxygen levels for thousands of years.","triggerPatterns":["no trees no oxygen","deforestation means no air","trees are our only oxygen"],"diagnosticQuestion":"If all forests disappeared, would we run out of oxygen? What other source produces most of Earth's oxygen?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Shepardson et al 2009","teacherIntervention":"Calculate the total atmospheric oxygen mass and compare it to annual consumption to show the reservoir is vast. Then discuss why deforestation is still dangerous for other reasons.","modes":["climateengine"]},{"id":"es-geo-diamonds-from-coal","tier":"public","domain":"earth_science","subdomain":"geology","gradeBands":["6-8","9-12"],"name":"Diamonds Are Made from Coal","studentBelief":"Diamonds form when coal is compressed under extreme pressure deep in the Earth.","scientificReality":"Most natural diamonds formed 1-3 billion years ago at depths of 150-200 km in the mantle, long before land plants existed to create coal. Diamonds crystallize from carbon dissolved in mantle rock under extreme heat and pressure. Coal forms from plant material near the surface — a completely different process and era.","counterexample":"The oldest diamonds are 3.3 billion years old, but land plants (the source of coal) did not appear until about 470 million years ago. Diamonds predate coal by billions of years.","triggerPatterns":["diamonds come from coal","coal turns into diamonds","pressure makes coal into diamonds"],"diagnosticQuestion":"If diamonds formed from coal, how could diamonds be billions of years older than the first land plants that create coal?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Create a timeline showing when diamonds formed (1-3 billion years ago) vs when coal deposits formed (300-400 million years ago) to make the impossibility clear.","modes":["geoforge"]},{"id":"es-geo-deserts-always-hot","tier":"public","domain":"earth_science","subdomain":"geology","gradeBands":["3-5","6-8"],"name":"Deserts Are Always Hot and Sandy","studentBelief":"All deserts are hot, sandy wastelands with dunes and camels.","scientificReality":"A desert is defined by low precipitation (less than 250 mm per year), not by temperature. Antarctica is technically the largest desert on Earth. Many deserts are rocky, not sandy. Desert temperatures can plunge below freezing at night due to lack of cloud cover and humidity.","counterexample":"Antarctica receives less than 200 mm of precipitation per year and is classified as a polar desert — the largest desert on Earth, with no sand dunes.","triggerPatterns":["deserts are hot","deserts are sandy","all deserts have sand dunes"],"diagnosticQuestion":"Is Antarctica a desert? What actually defines a desert — temperature or precipitation?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Show images of diverse deserts (Gobi, Antarctic, Atacama, Mojave) and discuss what they share (low precipitation) vs how they differ (temperature, terrain).","modes":["terramap","geoforge"]},{"id":"hist-think-dark-ages-dark","tier":"public","domain":"history","subdomain":"historical-thinking","gradeBands":["6-8","9-12"],"name":"The Dark Ages Were Entirely Dark","studentBelief":"The medieval period (roughly 500-1500 CE) was a time of complete ignorance, superstition, and cultural stagnation across the world.","scientificReality":"While Western Europe experienced disruption after Rome's fall, the Islamic Golden Age (8th-14th centuries) produced major advances in mathematics, astronomy, medicine, and philosophy. Byzantium preserved classical knowledge, China innovated in printing and gunpowder, and African kingdoms like Mali thrived.","counterexample":"During the European 'Dark Ages,' Islamic scholars developed algebra, Arabic numerals reached Europe, and Chinese inventors created movable type printing — all major intellectual achievements.","triggerPatterns":["Dark Ages were dark","medieval people were ignorant","nothing happened in the Middle Ages"],"diagnosticQuestion":"Were the 'Dark Ages' dark everywhere on Earth? What was happening in the Islamic world, China, and Africa during this period?","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Create a parallel timeline showing developments in Europe, the Islamic world, China, and West Africa during the same centuries.","modes":["historysim"]},{"id":"hist-think-columbus-flat-earth","tier":"public","domain":"history","subdomain":"historical-thinking","gradeBands":["6-8","9-12"],"name":"Columbus Proved the Earth Was Round","studentBelief":"Before Columbus, everyone believed the Earth was flat, and his voyage proved it was round.","scientificReality":"Educated Europeans had known the Earth was spherical since ancient Greece. Eratosthenes calculated its circumference around 240 BCE. Columbus's contemporaries disputed his voyage because they correctly believed the ocean was too wide, not because they thought it was flat. The flat-earth myth was popularized by Washington Irving's 1828 fictionalized biography.","counterexample":"Medieval university textbooks taught a spherical Earth. The dispute with Columbus was about the distance to Asia — his critics were actually more correct than he was.","triggerPatterns":["Columbus proved earth is round","people thought earth was flat","flat earth before Columbus"],"diagnosticQuestion":"Did educated people in 1492 believe the Earth was flat? What was the actual disagreement about Columbus's voyage?","frequency":"very-high","persistence":"deep","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Read excerpts from pre-Columbian European texts that discuss Earth's spherical shape and compare with the popularized myth.","modes":["historysim"]},{"id":"hist-econ-tax-always-bad","tier":"public","domain":"history","subdomain":"economics","gradeBands":["9-12"],"name":"Taxes Are Always Economically Harmful","studentBelief":"All taxes reduce economic output and are purely harmful to the economy.","scientificReality":"Taxes fund public goods (infrastructure, education, courts, defense) that private markets underprovide. Well-designed tax systems can correct market failures, reduce inequality, and fund investments that increase long-term productivity. The question is not whether to tax, but how to tax efficiently.","counterexample":"Countries with high tax rates (Denmark, Sweden, Norway) consistently rank among the most competitive, innovative, and prosperous economies in the world.","triggerPatterns":["taxes are always bad","taxation is theft","lower taxes always better"],"diagnosticQuestion":"If taxes were purely harmful, how would roads, courts, and schools be funded? Why do some high-tax countries have strong economies?","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"List public goods students use daily (roads, schools, emergency services) and discuss how they would function without collective funding.","modes":["historysim","bizcase"]},{"id":"hist-civic-voting-is-all","tier":"public","domain":"history","subdomain":"civics","gradeBands":["6-8","9-12"],"name":"Voting Is the Only Form of Civic Participation","studentBelief":"The only meaningful way to participate in democracy is by voting in elections.","scientificReality":"Civic participation includes jury duty, attending town halls, contacting representatives, serving on school boards, community organizing, peaceful protest, volunteering, running for office, and participating in public comment periods. Many consequential decisions happen between elections.","counterexample":"The Montgomery Bus Boycott, community organizing around environmental justice, and public testimony at city council meetings have all produced major policy changes outside of elections.","triggerPatterns":["voting is all you can do","my only civic duty is voting","nothing else matters besides elections"],"diagnosticQuestion":"Besides voting, what are five other ways citizens can influence government decisions and community outcomes?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Have students attend or watch a local town hall meeting and identify how citizen testimony influenced the discussion.","modes":["historysim"]},{"id":"hist-geo-africa-one-country","tier":"public","domain":"history","subdomain":"geography","gradeBands":["3-5","6-8","9-12"],"name":"Africa Is a Single Country","studentBelief":"Africa is a single country with one culture, language, and climate.","scientificReality":"Africa is a continent of 54 countries with over 2,000 languages, vastly different climates (from Saharan desert to equatorial rainforest to Mediterranean coast), and extraordinarily diverse cultures, economies, and political systems. It is the second-largest and second-most-populous continent.","counterexample":"Nigeria (tropical, 220 million people, oil economy) and Morocco (Mediterranean, 37 million people, tourism economy) are both in Africa but share almost nothing in common besides the continent.","triggerPatterns":["in Africa they","Africa is a country","African culture","all of Africa is"],"diagnosticQuestion":"How many countries are in Africa? Can you name differences between North Africa and sub-Saharan Africa in climate, language, and culture?","frequency":"very-high","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Present a blank map of Africa and have students fill in all 54 countries, then research the climate, language, and economy of three contrasting nations.","modes":["historysim","terramap"]},{"id":"hist-think-slavery-us-only","tier":"public","domain":"history","subdomain":"historical-thinking","gradeBands":["6-8","9-12"],"name":"Slavery Was Only in the United States","studentBelief":"Slavery was a uniquely American institution that existed only in the US South.","scientificReality":"Slavery has existed across virtually all civilizations throughout history: ancient Rome, Greece, Egypt, West Africa, the Ottoman Empire, the Caribbean, Brazil, and many others. Brazil imported roughly 10 times more enslaved Africans than the United States. The transatlantic slave trade was one system among many.","counterexample":"Brazil received approximately 5.5 million enslaved Africans (vs 388,000 to the US) and did not abolish slavery until 1888 — 23 years after the US.","triggerPatterns":["slavery was American","only the US had slaves","slavery is a US problem"],"diagnosticQuestion":"Did slavery exist outside the United States? Which country received the most enslaved Africans during the transatlantic slave trade?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Map the transatlantic slave trade routes showing distribution across the Americas, with data on numbers transported to each destination.","modes":["historysim"]},{"id":"hist-econ-trade-deficit-losing","tier":"public","domain":"history","subdomain":"economics","gradeBands":["9-12"],"name":"Trade Deficits Mean a Country Is Losing","studentBelief":"A trade deficit means a country is losing money to other countries and getting poorer.","scientificReality":"A trade deficit means a country imports more goods than it exports, but this is offset by capital inflows (foreign investment). The US has run trade deficits for decades while growing wealthier. A deficit can reflect strong domestic demand and an attractive investment environment.","counterexample":"The United States has had a trade deficit since 1975 while simultaneously becoming the world's largest economy. Germany and China have trade surpluses but also face different economic challenges.","triggerPatterns":["trade deficit is bad","deficit means losing","we're losing money to other countries"],"diagnosticQuestion":"Has the US gotten poorer while running trade deficits for 50 years? What comes into the country to offset the goods deficit?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Explain the balance of payments: trade deficit in goods is offset by capital account surplus (foreign investment flowing in). Use a household analogy — a family that borrows to buy a house has a 'deficit' but gains an asset.","modes":["historysim","bizcase"]},{"id":"hist-think-winners-write-history","tier":"public","domain":"history","subdomain":"historical-thinking","gradeBands":["9-12"],"name":"Winners Write All of History","studentBelief":"History is written entirely by the winners — we only know the victors' version of events.","scientificReality":"While victors often have more power to shape narratives, defeated peoples, marginalized groups, and dissidents have left extensive records: oral histories, archaeological evidence, correspondence, court records, art, and literature. Professional historians actively seek out suppressed and alternative perspectives.","counterexample":"Much of what we know about the fall of the Aztec Empire comes from Nahua (indigenous) accounts written shortly after the conquest, not just from Spanish chronicles.","triggerPatterns":["winners write history","we only know the victor's version","history is written by the powerful"],"diagnosticQuestion":"If only winners wrote history, how do we know about the experiences of enslaved people, defeated nations, and marginalized groups?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Examine a historical event from both victor and defeated perspectives using primary sources from each side.","modes":["historysim"]},{"id":"hist-think-revolution-spontaneous","tier":"public","domain":"history","subdomain":"historical-thinking","gradeBands":["9-12"],"name":"Revolutions Happen Spontaneously","studentBelief":"Revolutions erupt suddenly and spontaneously when people become angry enough.","scientificReality":"Revolutions typically have long buildup periods involving structural grievances, organizational networks, ideological frameworks, and trigger events. They require leadership, communication infrastructure, and often splits within ruling elites. Spontaneous uprisings without organization rarely produce lasting change.","counterexample":"The American Revolution was preceded by decades of political organizing, pamphlet campaigns (Common Sense, 1776), Committees of Correspondence, and prior confrontations (Boston Massacre, 1770).","triggerPatterns":["revolution just happened","people snapped and revolted","spontaneous uprising"],"diagnosticQuestion":"Did the American Revolution happen overnight, or was there a long period of organization and escalation before it?","frequency":"medium","persistence":"moderate","severity":"moderate","researchSource":"Wineburg 2001","teacherIntervention":"Create a timeline of pre-revolutionary events, pamphlets, organizations, and incidents spanning 15+ years before the revolution to show the long buildup.","modes":["historysim"]},{"id":"hist-geo-north-is-up","tier":"public","domain":"history","subdomain":"geography","gradeBands":["3-5","6-8"],"name":"North Is Up in Space","studentBelief":"North is literally 'up' and south is 'down' — the North Pole is at the top of Earth in space.","scientificReality":"There is no up or down in space. Earth's orientation on maps with north at the top is a convention, not a physical reality. Many historical maps placed east or south at the top. The convention of north-up maps became dominant in European cartography but has no physical basis.","counterexample":"Astronauts photograph Earth from any orientation. NASA photos often show the Southern Hemisphere 'on top.' Medieval Islamic maps placed south at the top; some Australian maps place south up today.","triggerPatterns":["north is up","south is down","top of the world is north"],"diagnosticQuestion":"If an astronaut looks at Earth from space, which way is 'up'? Why do we put north at the top of maps?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Cheek 2010","teacherIntervention":"Show maps from different historical periods and cultures that orient differently, then show Earth photos from space to demonstrate the convention is arbitrary.","modes":["terramap","stellarlab"]},{"id":"ela-write-personal-voice-unprofessional","tier":"public","domain":"ela","subdomain":"writing","gradeBands":["9-12"],"name":"Personal Voice Is Unprofessional","studentBelief":"Academic and professional writing must be completely impersonal — never use 'I' or express a perspective.","scientificReality":"Many academic fields accept and encourage first-person writing. Research papers in the humanities, social sciences, and even some sciences use 'I' and 'we.' What matters is that claims are supported by evidence, not that the writer's presence is erased.","counterexample":"Major journals like Nature, The Lancet, and Harvard Business Review regularly publish papers using first-person pronouns. The APA style guide explicitly permits 'I' and 'we.'","triggerPatterns":["never use I in essays","academic writing is impersonal","first person is unprofessional"],"diagnosticQuestion":"Do published scientists use 'I' and 'we' in their research papers? Is avoiding first person a universal rule or a convention of some genres?","frequency":"high","persistence":"moderate","severity":"moderate","researchSource":"Elbow 1998","teacherIntervention":"Collect examples of first-person usage from published academic papers across disciplines and discuss when it is and isn't appropriate.","modes":["writecraft"]},{"id":"ela-write-outline-before-draft","tier":"public","domain":"ela","subdomain":"writing","gradeBands":["6-8","9-12"],"name":"You Must Outline Before Drafting","studentBelief":"You must create a complete outline before writing any prose, or the writing will be disorganized.","scientificReality":"Different writers use different processes. Some outline extensively; others discover structure through drafting. Research on composing processes shows that skilled writers use varied strategies. Outlining after a discovery draft can be more effective than outlining before any writing has occurred.","counterexample":"Many professional writers (Stephen King, Anne Lamott) describe themselves as 'discovery writers' who find their structure during drafting rather than before it.","triggerPatterns":["I need an outline first","outline is required","can't write without an outline"],"diagnosticQuestion":"Do all professional writers create detailed outlines before writing? What alternative approaches exist?","frequency":"high","persistence":"moderate","severity":"minor","researchSource":"Elbow 1998","teacherIntervention":"Have students try both approaches — outlining first vs drafting first then outlining — and reflect on which helped them produce better writing.","modes":["writecraft"]},{"id":"ela-read-difficulty-equals-quality","tier":"public","domain":"ela","subdomain":"reading","gradeBands":["6-8","9-12"],"name":"Difficult Text Is Better Text","studentBelief":"If a text is hard to understand, it must be more profound and valuable than an accessible text.","scientificReality":"Difficulty can come from genuine complexity of ideas or from poor writing. Some of the most profound texts (George Orwell, James Baldwin, Marie Curie) are remarkably clear. Obscurity is not a marker of depth — it is often a failure of communication.","counterexample":"Einstein's popular explanations of relativity are clear and accessible yet describe profoundly complex physics. Clarity and depth are not opposites.","triggerPatterns":["hard to read means good","if I can understand it it's too simple","difficult means profound"],"diagnosticQuestion":"Is a text that nobody can understand more valuable than one that communicates complex ideas clearly? What makes writing truly profound?","frequency":"medium","persistence":"moderate","severity":"minor","researchSource":"Elbow 1998","teacherIntervention":"Compare a deliberately obscure academic passage with a clear explanation of the same concept and evaluate which communicates the idea more effectively.","modes":["writecraft"]},{"id":"ela-gram-dialect-is-wrong","tier":"public","domain":"ela","subdomain":"grammar","gradeBands":["6-8","9-12"],"name":"Non-Standard Dialects Are Incorrect English","studentBelief":"Non-standard dialects (AAVE, Appalachian English, Scots English) are just incorrect versions of 'proper' English.","scientificReality":"Linguists recognize all dialects as complete, rule-governed language systems with their own consistent grammar, phonology, and vocabulary. No dialect is linguistically superior. Standard English is a social convention, not a linguistic fact. Code-switching — using different dialects in different contexts — is a sophisticated skill.","counterexample":"African American Vernacular English has a grammatical feature (habitual 'be') that Standard English lacks: 'He be working' means he works regularly, distinct from 'He is working' (right now). This is a systematic rule, not an error.","triggerPatterns":["that's not proper English","they speak wrong","dialect is bad grammar"],"diagnosticQuestion":"Is AAVE 'broken English,' or does it have its own grammatical rules? What is the difference between a dialect and 'incorrect' speech?","frequency":"high","persistence":"deep","severity":"moderate","researchSource":"Elbow 1998","teacherIntervention":"Present the systematic grammatical rules of a non-standard dialect and have students identify the patterns, demonstrating that it follows rules just as Standard English does.","modes":["writecraft"]},{"id":"health-anat-five-senses-only","tier":"public","domain":"health","subdomain":"anatomy","gradeBands":["3-5","6-8","9-12"],"name":"Humans Have Only Five Senses","studentBelief":"Humans have exactly five senses: sight, hearing, smell, taste, and touch.","scientificReality":"Humans have many more than five senses. Additional senses include proprioception (body position), vestibular sense (balance), thermoception (temperature), nociception (pain), interoception (internal organ state), and chronoception (time). Neuroscientists count at least 9-21 distinct senses depending on classification.","counterexample":"Close your eyes and touch your nose — you can do this because of proprioception, your sense of body position, which is not any of the classical five senses.","triggerPatterns":["five senses","only five senses","sight hearing smell taste touch"],"diagnosticQuestion":"How can you touch your nose with your eyes closed? Which of the five traditional senses allows this?","frequency":"very-high","persistence":"moderate","severity":"minor","researchSource":"WHO 2020","teacherIntervention":"Have students perform the eyes-closed nose-touch test, stand on one foot (vestibular), and hold ice (thermoception) to experience senses beyond the classical five.","modes":["bodyatlas"]},{"id":"NURS-01","tier":"public","domain":"health","subdomain":"clinical-nursing","gradeBands":["postsecondary"],"name":"Point vitals within normal = patient stable","studentBelief":"Point vitals within normal = patient stable (ignoring trend + context)","scientificReality":"Trend window shows compensation pattern while point values remain in range; trajectory call reveals decline","counterexample":"Trend window shows compensation pattern while point values remain in range; trajectory call reveals decline","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in clinical-nurse residency world","modes":["clinical-nurse"]},{"id":"NURS-02","tier":"public","domain":"health","subdomain":"clinical-nursing","gradeBands":["postsecondary"],"name":"Single abnormal vital = immediate escalation","studentBelief":"Single abnormal vital = immediate escalation (ignoring clinical context)","scientificReality":"Isolated vital abnormality with stable trend and benign context; escalation is premature","counterexample":"Isolated vital abnormality with stable trend and benign context; escalation is premature","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in clinical-nurse residency world","modes":["clinical-nurse"]},{"id":"NURS-03","tier":"public","domain":"health","subdomain":"clinical-nursing","gradeBands":["postsecondary"],"name":"Medication dose verified by memory alone","studentBelief":"Medication dose verified by memory alone (skipping MAR cross-check)","scientificReality":"Double-check flow reveals discrepancy between recalled and charted dose","counterexample":"Double-check flow reveals discrepancy between recalled and charted dose","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in clinical-nurse residency world","modes":["clinical-nurse"]},{"id":"NURS-04","tier":"public","domain":"health","subdomain":"clinical-nursing","gradeBands":["postsecondary"],"name":"SBAR = reciting vitals","studentBelief":"SBAR = reciting vitals (omitting assessment and recommendation)","scientificReality":"Receiving nurse probe exposes missing assessment; structural completeness check fails","counterexample":"Receiving nurse probe exposes missing assessment; structural completeness check fails","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in clinical-nurse residency world","modes":["clinical-nurse"]},{"id":"NURS-05","tier":"public","domain":"health","subdomain":"clinical-nursing","gradeBands":["postsecondary"],"name":"Reassessment optional after intervention","studentBelief":"Reassessment optional after intervention (assuming one-shot effect)","scientificReality":"Post-intervention vital trajectory continues to decline; reassessment window missed","counterexample":"Post-intervention vital trajectory continues to decline; reassessment window missed","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in clinical-nurse residency world","modes":["clinical-nurse"]},{"id":"NURS-06","tier":"public","domain":"health","subdomain":"clinical-nursing","gradeBands":["postsecondary"],"name":"All patients with same diagnosis follow same trajectory","studentBelief":"All patients with same diagnosis follow same trajectory","scientificReality":"Two patients with same dx diverge; comorbidities drive different courses","counterexample":"Two patients with same dx diverge; comorbidities drive different courses","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in clinical-nurse residency world","modes":["clinical-nurse"]},{"id":"NURS-07","tier":"public","domain":"health","subdomain":"clinical-nursing","gradeBands":["postsecondary"],"name":"Escalation = calling the doctor","studentBelief":"Escalation = calling the doctor (ignoring chain of command and urgency grading)","scientificReality":"Charge nurse probe reveals appropriate intermediate escalation was skipped","counterexample":"Charge nurse probe reveals appropriate intermediate escalation was skipped","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in clinical-nurse residency world","modes":["clinical-nurse"]},{"id":"NURS-08","tier":"public","domain":"health","subdomain":"clinical-nursing","gradeBands":["postsecondary"],"name":"Documentation is retrospective summary","studentBelief":"Documentation is retrospective summary (not real-time located record)","scientificReality":"Snapshot-stored commit reveals actions taken without contemporaneous documentation","counterexample":"Snapshot-stored commit reveals actions taken without contemporaneous documentation","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in clinical-nurse residency world","modes":["clinical-nurse"]},{"id":"OPT-01","tier":"public","domain":"health","subdomain":"clinical-optometry","gradeBands":["postsecondary"],"name":"Crisp endpoint = correct Rx","studentBelief":"Crisp endpoint = correct Rx (over-minus trap: 20/20 reachable with wrong Rx in young accommodators)","scientificReality":"Patient achieves 20/20 with over-minus Rx; asthenopia complaint persists; fogging reveals true endpoint","counterexample":"Patient achieves 20/20 with over-minus Rx; asthenopia complaint persists; fogging reveals true endpoint","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in optometry-clinical residency world","modes":["optometry-clinical"]},{"id":"OPT-02","tier":"public","domain":"health","subdomain":"clinical-optometry","gradeBands":["postsecondary"],"name":"IOP within population normal = no glaucoma risk","studentBelief":"IOP within population normal = no glaucoma risk (ignoring CCT, diurnal variation, optic nerve)","scientificReality":"Normal-tension IOP with thin CCT and suspicious disc; corrected IOP exceeds threshold","counterexample":"Normal-tension IOP with thin CCT and suspicious disc; corrected IOP exceeds threshold","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in optometry-clinical residency world","modes":["optometry-clinical"]},{"id":"OPT-03","tier":"public","domain":"health","subdomain":"clinical-optometry","gradeBands":["postsecondary"],"name":"Visual field defect = pathology","studentBelief":"Visual field defect = pathology (ignoring lens-rim artifact and reliability indices)","scientificReality":"Apparent scotoma resolves when lens-rim artifact is identified; reliability indices flag fixation loss","counterexample":"Apparent scotoma resolves when lens-rim artifact is identified; reliability indices flag fixation loss","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in optometry-clinical residency world","modes":["optometry-clinical"]},{"id":"OPT-04","tier":"public","domain":"health","subdomain":"clinical-optometry","gradeBands":["postsecondary"],"name":"VF artifact vs real defect not systematically distinguishable","studentBelief":"VF artifact vs real defect not systematically distinguishable","scientificReality":"Side-by-side comparison: artifact scotoma respects lens geometry; real defect respects nerve fiber layer","counterexample":"Side-by-side comparison: artifact scotoma respects lens geometry; real defect respects nerve fiber layer","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in optometry-clinical residency world","modes":["optometry-clinical"]},{"id":"OPT-05","tier":"public","domain":"health","subdomain":"clinical-optometry","gradeBands":["postsecondary"],"name":"Retinoscopy neutral point = final Rx","studentBelief":"Retinoscopy neutral point = final Rx (ignoring working distance correction)","scientificReality":"Neutral at working distance yields over-plus; subtracting working distance lens corrects","counterexample":"Neutral at working distance yields over-plus; subtracting working distance lens corrects","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in optometry-clinical residency world","modes":["optometry-clinical"]},{"id":"OPT-06","tier":"public","domain":"health","subdomain":"clinical-optometry","gradeBands":["postsecondary"],"name":"Refraction and ocular health are independent assessments","studentBelief":"Refraction and ocular health are independent assessments","scientificReality":"Unexpected refractive shift reveals underlying pathology; cross-component lineage connects refraction finding to urgent care triage","counterexample":"Unexpected refractive shift reveals underlying pathology; cross-component lineage connects refraction finding to urgent care triage","triggerPatterns":[],"diagnosticQuestion":"[residency clinical — embedded in scenario]","frequency":"high","persistence":"deep","severity":"critical","researchSource":"QLM Credentials Clinical Misconception Registry v1","teacherIntervention":"Scenario-embedded in optometry-clinical residency world","modes":["optometry-clinical"]}],"misconceptionCount":437,"learningGraph":[{"fromModeId":"forcefield","toModeId":"aerospacelab","kind":"extension","priority":"high","concepts":["force","mass","acceleration","trajectory"],"misconceptions":[],"studentFacingReason":"You learned how force changes motion. 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Now use that idea to predict how water or air moves.","teacherFacingReason":"Great bridge from mechanics to fluid dynamics: students transfer force/motion reasoning into flow evidence."},{"fromModeId":"statsphere","toModeId":"evolvesim","kind":"transfer","priority":"high","concepts":["sampling","probability","variation","population","ds_sampling","ds_probability","Mean vs Median Sensitivity","Natural Selection Mechanism","data","all","are"],"misconceptions":[],"studentFacingReason":"Use data from many trials to explain how traits change over time.","teacherFacingReason":"Evolution needs statistical thinking; this bridge prevents story-only explanations."},{"fromModeId":"algebralab","toModeId":"graphverse","kind":"extension","priority":"high","concepts":["function","variable","linear relationship","rate of change"],"misconceptions":[],"studentFacingReason":"Use variables to control a graph and explain the pattern.","teacherFacingReason":"This is the main bridge from algebra fluency to function reasoning."},{"fromModeId":"ecosystem","toModeId":"climateengine","kind":"transfer","priority":"high","concepts":["feedback","resources","population","system change"],"misconceptions":[],"studentFacingReason":"Use ecosystem feedback to predict what changes when a system is stressed.","teacherFacingReason":"This is the bridge from life science ecology to Earth-system feedback loops."},{"fromModeId":"fractionforge","toModeId":"proportionlab","kind":"labpath-sequence","priority":"high","concepts":["equivalence","ratio","scale","unit rate","Equal Parts of a Whole","Comparing Quantities","two","using","words","more","compare","like","Proportional Scaling","equal","whole","describe","identify","Proportional vs Non-Proportional","any","are","Fraction Equivalence","Proportional reasoning","numbers","unit","only","comparing","number","simple","understanding"],"misconceptions":[],"studentFacingReason":"Use equal fractions to see why ratios must scale together.","teacherFacingReason":"This connection accelerates middle-school math because fractions and ratios are usually taught too separately."},{"fromModeId":"geoforge","toModeId":"terramap","kind":"transfer","priority":"high","concepts":["terrain","layers","scale","hazard"],"misconceptions":[],"studentFacingReason":"You read rock and land evidence. Now use layers to plan a route.","teacherFacingReason":"Earth science becomes more powerful when physical geology transfers into spatial decisions."},{"fromModeId":"graphverse","toModeId":"aerospacelab","kind":"reinforcement","priority":"high","concepts":["graphs","rate of change","telemetry","constraint"],"misconceptions":[],"studentFacingReason":"Use graph patterns to decide whether a flight is safe.","teacherFacingReason":"Graphverse should become the telemetry literacy bridge before aerospace."},{"fromModeId":"moleculeforge","toModeId":"synthlab","kind":"extension","priority":"high","concepts":["bond strain","selectivity","purity","synthesis"],"misconceptions":[],"studentFacingReason":"Use bond and geometry evidence to choose a cleaner synthesis.","teacherFacingReason":"Synth Lab should build directly on Molecule Forge for undergrad-level chemistry reasoning."},{"fromModeId":"multiplyforge","toModeId":"divisionlab","kind":"labpath-sequence","priority":"high","concepts":["multiplication","division","array","inverse","Multiplicative reasoning","Division models","reasoning","model","evidence","explain","prior","knowledge"],"misconceptions":[],"studentFacingReason":"You built arrays. 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Now use them to solve proportion problems.","teacherFacingReason":"Ratio fluency is the prerequisite for proportional reasoning."},{"fromModeId":"reactionlab","toModeId":"moleculeforge","kind":"reinforcement","priority":"high","concepts":["reaction","bond","energy","molecular geometry"],"misconceptions":[],"studentFacingReason":"You changed a reaction. Now inspect what atoms and bonds are doing.","teacherFacingReason":"Chemistry becomes deeper when reaction conditions and molecular bonding stay connected."},{"fromModeId":"simpleforces","toModeId":"forcefield","kind":"labpath-sequence","priority":"high","concepts":["force","push","pull","friction","Force, motion, and simple machines","Force, mass, and acceleration","cause","effect","confusing","ignoring","system","Cause and effect in motion","motion","first","Pushes and Pulls","vocabulary","Gravity and Air Resistance","evidence","Newton's Third Law Force Pairs"],"misconceptions":[],"studentFacingReason":"You pushed and pulled. Now diagram and calculate those forces.","teacherFacingReason":"Simple forces provide the intuition that Newton's laws formalize."},{"fromModeId":"artlab","toModeId":"writecraft","kind":"transfer","priority":"high","concepts":["composition","revision","evidence","audience","Illustration & Story Meaning","Perspective in Accounts","details","describe","events","how","text","between","Propaganda and Narrative","use","relationship","understanding","always","Counterfactual Causation","just","everything","Figurative Language & Imagery","distinguishing","identifying","Revolutionary Causation","are","using","true","removed","same","Symbolism and Motif","different","one","analyze","claims","media","context","versus","Motif and Thematic Architecture","two","more","author","about","narrative","course","analysis"],"misconceptions":[],"studentFacingReason":"Explain why a design choice changes what the audience understands.","teacherFacingReason":"Art should reinforce evidence, revision, and communication rather than sit outside the learning graph."},{"fromModeId":"pelab","toModeId":"bodyatlas","kind":"transfer","priority":"high","concepts":["movement","heart rate","recovery","feedback"],"misconceptions":[],"studentFacingReason":"Use your movement data to explain what your body is doing.","teacherFacingReason":"PE becomes academically rigorous when movement evidence links to physiology."},{"fromModeId":"proportionlab","toModeId":"graphverse","kind":"labpath-sequence","priority":"high","concepts":["proportion","rate of change","graph","constant rate","Proportional reasoning","Slope as Rate of Change","unit","rate","two","only","Comparing Quantities","compare","between","use","same","instead","Quadratic Roots Graphically","quantities","has","are","using","Exponential vs Linear Growth","sets","than","always","Euler Paths and Circuits","determine","have","Proportional Scaling","understanding","reading","means","quantity","down","every","multiplicative","solve","problems","tables","multiplication","reasoning","real-world","simple","apply","Proportional vs Non-Proportional","graphs","constant","linear","distinguish","recognizing","patterns","must"],"misconceptions":[],"studentFacingReason":"Turn a ratio into a graph and explain the rate.","teacherFacingReason":"Graph learning becomes faster when proportional reasoning is explicit."},{"fromModeId":"roboticslab","toModeId":"buildlab","kind":"transfer","priority":"high","concepts":["constraints","precision","load","failure trace"],"misconceptions":[],"studentFacingReason":"You balanced robot settings. Now balance load, braces, and safety.","teacherFacingReason":"Engineering learners need repeated constraint optimization across different systems."},{"fromModeId":"worldlang","toModeId":"historysim","kind":"transfer","priority":"high","concepts":["language","context","source perspective","culture","Language structure, cognates, and cross-linguistic analysis","Map Evidence Over Time","compare","identify","are","before","Source Bias Analysis","analysis","Historiographical Debate","need"],"misconceptions":[],"studentFacingReason":"Use cultural and language clues to understand a historical source.","teacherFacingReason":"World language becomes more rigorous when tied to source interpretation and cultural context."},{"fromModeId":"adaptationlab","toModeId":"evolvesim","kind":"transfer","priority":"high","concepts":["adaptation","trait","environment","fitness"],"misconceptions":[],"studentFacingReason":"You saw how traits fit environments. 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Now see how they work together.","teacherFacingReason":"Body introduction provides the map that advanced anatomy fills in."},{"fromModeId":"cellworld","toModeId":"bodyatlas","kind":"transfer","priority":"high","concepts":["cell function","homeostasis","system feedback"],"misconceptions":[],"studentFacingReason":"Use what cells do to explain how the body keeps itself stable.","teacherFacingReason":"Cell-to-system transfer is essential for biology depth."},{"fromModeId":"clinical-nurse","toModeId":"clinicalsim","kind":"transfer","priority":"high","concepts":["vitals","assessment","triage","patient safety"],"misconceptions":[],"studentFacingReason":"You assessed patients as a nurse. 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Now see how organs work as systems.","teacherFacingReason":"Dissection provides the spatial and structural evidence that Body Atlas formalizes."},{"fromModeId":"earthhistory","toModeId":"terramap","kind":"transfer","priority":"high","concepts":["deep time","fossil","extinction","strata"],"misconceptions":[],"studentFacingReason":"You explored Earth's past. Now use that evidence to read the landscape.","teacherFacingReason":"Deep-time evidence grounds all geological reconstruction."},{"fromModeId":"ecosystem","toModeId":"cellworld","kind":"reinforcement","priority":"high","concepts":["system","resource flow","feedback","survival"],"misconceptions":[],"studentFacingReason":"Use the same system idea at tiny and large scales.","teacherFacingReason":"This creates scale transfer: cell systems and ecosystems become the same deep idea at different levels."},{"fromModeId":"energytransfer","toModeId":"forcefield","kind":"transfer","priority":"high","concepts":["energy","transfer","conservation","transformation"],"misconceptions":[],"studentFacingReason":"You tracked energy. Now see how forces transfer it.","teacherFacingReason":"Energy conservation is the bridge from thermal to mechanical reasoning."},{"fromModeId":"expressionlab","toModeId":"algebralab","kind":"labpath-sequence","priority":"high","concepts":["expression","variable","term","evaluate"],"misconceptions":[],"studentFacingReason":"You built expressions. Now transform them to solve equations.","teacherFacingReason":"Expression fluency makes algebraic manipulation conceptual rather than procedural."},{"fromModeId":"foodweb","toModeId":"ecosystem","kind":"transfer","priority":"high","concepts":["food web","trophic level","energy flow","species"],"misconceptions":[],"studentFacingReason":"You mapped who eats whom. 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Now see them as graphs.","teacherFacingReason":"Function concepts must precede graphical function analysis."},{"fromModeId":"geoforge","toModeId":"climateengine","kind":"extension","priority":"high","concepts":["earth systems","timescale","feedback","evidence"],"misconceptions":[],"studentFacingReason":"Use land evidence to reason about system changes over time.","teacherFacingReason":"This bridge turns geology into Earth systems reasoning instead of isolated facts."},{"fromModeId":"graphverse","toModeId":"proportionlab","kind":"reinforcement","priority":"high","concepts":["rp_graph","rp_constant","al_linear","rp_proportional"],"misconceptions":[],"studentFacingReason":"This mode uses an idea you have already seen: rp_graph, rp_constant.","teacherFacingReason":"Graphverse and Proportion Lab share curriculum skills, so transfer can be tested instead of retaught."},{"fromModeId":"graphverse","toModeId":"statsphere","kind":"reinforcement","priority":"high","concepts":["ds_read","ds_create","ds_correlation"],"misconceptions":[],"studentFacingReason":"This mode uses an idea you have already seen: ds_read, ds_create.","teacherFacingReason":"Graphverse and Statsphere share curriculum skills, so transfer can be tested instead of retaught."},{"fromModeId":"greenworks","toModeId":"ecosystem","kind":"transfer","priority":"high","concepts":["sustainability","resource","impact","system","Environmental systems","Living Thing Needs","model","evidence","basic"],"misconceptions":[],"studentFacingReason":"You built green solutions. Now see how ecosystems respond to human choices.","teacherFacingReason":"Sustainability becomes rigorous when grounded in ecosystem dynamics."},{"fromModeId":"heredityintro","toModeId":"genelab","kind":"labpath-sequence","priority":"high","concepts":["heredity","trait","parent","offspring","Inheritance and variation","Gene Expression Regulation","model","explain","concept"],"misconceptions":[],"studentFacingReason":"You saw traits pass between generations. Now see the DNA that carries them.","teacherFacingReason":"Heredity concepts must precede molecular genetics."},{"fromModeId":"lightlab","toModeId":"opticsbench","kind":"transfer","priority":"high","concepts":["light","reflection","shadow","color"],"misconceptions":[],"studentFacingReason":"You played with light. Now control it with lenses and mirrors.","teacherFacingReason":"Light phenomena are the concrete foundation for optics reasoning."},{"fromModeId":"linearlab","toModeId":"graphverse","kind":"labpath-sequence","priority":"high","concepts":["rate of change","intercept","linear","rate","Linear functions","Slope as Rate of Change","functions","explain","points","confusing","Euler Paths and Circuits","model","reasoning","basic","concept"],"misconceptions":[],"studentFacingReason":"You analyzed lines. Now extend that to curves and other functions.","teacherFacingReason":"Linear functions are the gateway to all function reasoning."},{"fromModeId":"measurelab","toModeId":"placevaluelab","kind":"labpath-sequence","priority":"high","concepts":["measurement","unit","magnitude","comparison"],"misconceptions":[],"studentFacingReason":"You measured real things. Now see how digit position shows size.","teacherFacingReason":"Measurement provides the concrete referent that makes place value meaningful."},{"fromModeId":"mechanismlab","toModeId":"roboticslab","kind":"transfer","priority":"high","concepts":["gear","linkage","torque","motion"],"misconceptions":[],"studentFacingReason":"You designed gears and linkages. Now use them inside a robot.","teacherFacingReason":"Mechanism reasoning is the mechanical foundation for robotics."},{"fromModeId":"orbitlab","toModeId":"aerospacelab","kind":"transfer","priority":"high","concepts":["orbit","trajectory","gravity","altitude","Orbital mechanics and gravitational systems","Flight envelope, payload, thermal risk, and design review","systems","energy","always","means","Airfoil Lift-Drag Tradeoff","laws","forces","because","faster","Orbital Transfer Maneuvers","orbital","kepler"],"misconceptions":[],"studentFacingReason":"You planned orbits. Now use trajectory thinking in flight design.","teacherFacingReason":"Orbital reasoning grounds the altitude and trajectory tradeoffs in aerospace."},{"fromModeId":"placevaluelab","toModeId":"fractionforge","kind":"labpath-sequence","priority":"high","concepts":["quantity","unit","partition","magnitude","Early number sense and place value","Fraction Equivalence","number","comparing","always","Tens and Ones","Equal Parts of a Whole","ones","understand","two","compare","using","count","numbers","models","recognize"],"misconceptions":[],"studentFacingReason":"Use what numbers mean to understand parts of a whole.","teacherFacingReason":"This is the K-8 mathematical spine from number sense to rational magnitude."},{"fromModeId":"plantlab","toModeId":"ecosystem","kind":"transfer","priority":"high","concepts":["photosynthesis","producer","energy","carbon"],"misconceptions":[],"studentFacingReason":"You grew plants. Now see how they power an entire ecosystem.","teacherFacingReason":"Producer reasoning grounds all ecosystem energy-flow analysis."},{"fromModeId":"probabilitylab","toModeId":"statsphere","kind":"transfer","priority":"high","concepts":["probability","chance","sample","event"],"misconceptions":[],"studentFacingReason":"You predicted outcomes. Now use data to check those predictions.","teacherFacingReason":"Probability is the bridge from counting to inference."},{"fromModeId":"proofbuilder","toModeId":"geoproof","kind":"transfer","priority":"high","concepts":["proof","logic","axiom","deduction"],"misconceptions":[],"studentFacingReason":"You built logical proofs. Now prove geometric relationships.","teacherFacingReason":"General proof skills accelerate geometric proof fluency."},{"fromModeId":"proportionlab","toModeId":"graphverse","kind":"reinforcement","priority":"high","concepts":["rp_constant","rp_graph","rp_proportional","al_linear"],"misconceptions":[],"studentFacingReason":"This mode uses an idea you have already seen: rp_constant, rp_graph.","teacherFacingReason":"Proportion Lab and Graphverse share curriculum skills, so transfer can be tested instead of retaught."},{"fromModeId":"pythagoraslab","toModeId":"geoproof","kind":"transfer","priority":"high","concepts":["right triangle","hypotenuse","distance","proof"],"misconceptions":[],"studentFacingReason":"You used the theorem. Now prove why it works.","teacherFacingReason":"The Pythagorean theorem is the gateway to distance-based proof."},{"fromModeId":"quantumlab","toModeId":"waveworld","kind":"transfer","priority":"high","concepts":["wave","particle","superposition","interference"],"misconceptions":[],"studentFacingReason":"You explored quantum states. Now see wave patterns in the real world.","teacherFacingReason":"Quantum concepts become tangible when connected to wave phenomena."},{"fromModeId":"reactorcore","toModeId":"reactionlab","kind":"transfer","priority":"high","concepts":["energy","chain reaction","control","safety"],"misconceptions":[],"studentFacingReason":"You controlled a reactor. Now apply energy and control thinking to chemical reactions.","teacherFacingReason":"Reactor reasoning builds causal thinking about energy release and control."},{"fromModeId":"sellab","toModeId":"bizcase","kind":"extension","priority":"high","concepts":["team choices","stakeholders","decision","reflection"],"misconceptions":[],"studentFacingReason":"Use team-choice evidence to make a better group decision.","teacherFacingReason":"SEL should connect to decision quality, collaboration, and workforce readiness."},{"fromModeId":"sensecontrol","toModeId":"roboticslab","kind":"transfer","priority":"high","concepts":["sensor","actuator","feedback","control loop"],"misconceptions":[],"studentFacingReason":"You worked with sensors and controls. Now use them in a robot.","teacherFacingReason":"Sense and control reasoning is the foundation of robotic behavior."},{"fromModeId":"soundlab","toModeId":"waveworld","kind":"transfer","priority":"high","concepts":["sound","vibration","medium","frequency"],"misconceptions":[],"studentFacingReason":"You explored sound. Now see it as a type of wave.","teacherFacingReason":"Sound is the most accessible entry point to wave reasoning."},{"fromModeId":"statsphere","toModeId":"cybersim","kind":"transfer","priority":"high","concepts":["signal","noise","base rate","false positive","ds_bias","ds_inference","Mean vs Median Sensitivity","Network Attack Surface","all","removing","makes","Threat Hunting Lateral Movement","always","best","when","are","Hypothesis Testing Logic","Zero Trust Architecture","for","between","means","more"],"misconceptions":[],"studentFacingReason":"Use data reasoning to decide which alert actually matters.","teacherFacingReason":"SOC triage is a high-value applied statistics transfer problem."},{"fromModeId":"statsphere","toModeId":"graphverse","kind":"reinforcement","priority":"high","concepts":["ds_read","ds_create","ds_correlation"],"misconceptions":[],"studentFacingReason":"This mode uses an idea you have already seen: ds_read, ds_create.","teacherFacingReason":"Statsphere and Graphverse share curriculum skills, so transfer can be tested instead of retaught."},{"fromModeId":"waveworld","toModeId":"musiclab","kind":"transfer","priority":"high","concepts":["frequency","amplitude","interference","rhythm"],"misconceptions":[],"studentFacingReason":"Turn a wave into a sound pattern and explain the effect.","teacherFacingReason":"This gives physics an expressive application that can increase motivation and retention."},{"fromModeId":"wordproblemengine","toModeId":"equationsolver","kind":"transfer","priority":"high","concepts":["model","equation","context","unknown","wp_model"],"misconceptions":[],"studentFacingReason":"You turned a story into math. 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Now build structures that work for everyone.","teacherFacingReason":"Assistive design adds human-centered constraints to engineering."},{"fromModeId":"celldivision","toModeId":"cellworld","kind":"transfer","priority":"high","concepts":["mitosis","meiosis","cell cycle","growth"],"misconceptions":[],"studentFacingReason":"You watched cells divide. Now see how that powers the whole cell.","teacherFacingReason":"Cell division is essential context for understanding cellular systems."},{"fromModeId":"cellworld","toModeId":"genelab","kind":"reinforcement","priority":"high","concepts":["cell division","inheritance","DNA","function"],"misconceptions":[],"studentFacingReason":"Use cell behavior to explain how traits are passed on.","teacherFacingReason":"Genetics should not feel disconnected from cellular systems."},{"fromModeId":"cellworld","toModeId":"bioforge","kind":"prerequisite","priority":"high","concepts":["ds_read","ds_correlation","cell","organelle","wp_model","DNA","base_pair"],"misconceptions":[],"studentFacingReason":"You used Cell World. 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Now analyze bigger, messier data.","teacherFacingReason":"Elementary data literacy is the foundation for data science reasoning."},{"fromModeId":"equationsolver","toModeId":"algebralab","kind":"reinforcement","priority":"high","concepts":["equality","inverse operation","variable","expression"],"misconceptions":[],"studentFacingReason":"Use algebra tiles and transformations to prove why solving works.","teacherFacingReason":"Equation solving needs conceptual balance, not procedural tricks."},{"fromModeId":"forcefield","toModeId":"fluidlab","kind":"prerequisite","priority":"high","concepts":["wp_model","ds_correlation","al_linear","gravity","flow","obstacle"],"misconceptions":[],"studentFacingReason":"You used Force Field. Now apply that idea in Fluid Lab.","teacherFacingReason":"Mission graph already encodes forcefield:speed_distance as a prerequisite for fluidlab:venturi."},{"fromModeId":"forcefield","toModeId":"reactorcore","kind":"prerequisite","priority":"high","concepts":["wp_model","ds_correlation","al_linear","gravity","rp_ratio","ds_experimental","chain_reaction","neutron"],"misconceptions":[],"studentFacingReason":"You used Force Field. Now apply that idea in Reactor Core.","teacherFacingReason":"Mission graph already encodes forcefield:conservation_test as a prerequisite for reactorcore:mass_energy."},{"fromModeId":"graphverse","toModeId":"neuralpath","kind":"prerequisite","priority":"high","concepts":["al_linear","al_functions","rp_graph","rp_constant","ds_correlation","neuron","brain"],"misconceptions":[],"studentFacingReason":"You used Graphverse. Now apply that idea in Neural Path.","teacherFacingReason":"Mission graph already encodes graphverse:derivative_slope as a prerequisite for neuralpath:gradient_descent."},{"fromModeId":"greenworks","toModeId":"climateengine","kind":"reinforcement","priority":"high","concepts":["carbon","energy","feedback","system change"],"misconceptions":[],"studentFacingReason":"You designed green solutions. Now model their climate-scale effects.","teacherFacingReason":"Green Works provides the motivation; Climate Engine provides the system model."},{"fromModeId":"humanimpact","toModeId":"ecosystem","kind":"transfer","priority":"high","concepts":["impact","pollution","biodiversity","sustainability"],"misconceptions":[],"studentFacingReason":"You saw human effects. Now predict how ecosystems respond to stress.","teacherFacingReason":"Human impact evidence grounds ecosystem resilience reasoning."},{"fromModeId":"inequalitylab","toModeId":"algebralab","kind":"transfer","priority":"high","concepts":["inequality","solution set","constraint","boundary"],"misconceptions":[],"studentFacingReason":"You found solution sets. Now use that idea in equation solving.","teacherFacingReason":"Inequality reasoning strengthens understanding of algebraic constraints."},{"fromModeId":"madeworld","toModeId":"makeshop","kind":"transfer","priority":"high","concepts":["design","build","material","creation","Fork decisions in computing","Fabrication and materials","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"You created in Made World. Now build with real constraints.","teacherFacingReason":"Made World develops design intuition that Make Shop formalizes."},{"fromModeId":"makeshop","toModeId":"buildlab","kind":"transfer","priority":"high","concepts":["material","constraint","prototype","iteration"],"misconceptions":[],"studentFacingReason":"You built a prototype. Now engineer something that must hold a load.","teacherFacingReason":"Maker mindset becomes rigorous when structural constraints are added."},{"fromModeId":"microbelab","toModeId":"bodyatlas","kind":"transfer","priority":"high","concepts":["microbe","pathogen","immune","microbiome"],"misconceptions":[],"studentFacingReason":"You studied microbes. Now see how they interact with your body.","teacherFacingReason":"Microbiology grounds immune system and homeostasis reasoning."},{"fromModeId":"neuralpath","toModeId":"codecraft","kind":"transfer","priority":"high","concepts":["network","signal","logic","pattern"],"misconceptions":[],"studentFacingReason":"You explored neural signals. Now code the logic behind them.","teacherFacingReason":"Neural-path reasoning motivates algorithmic and conditional logic in code."},{"fromModeId":"optometry-clinical","toModeId":"opticsbench","kind":"transfer","priority":"high","concepts":["lens","refraction","focal point","correction","Optometry clinical reasoning","Refraction and Snell's Law","reasoning","model","explain"],"misconceptions":[],"studentFacingReason":"You corrected vision problems. Now explore the optics behind them.","teacherFacingReason":"Optometry grounds optics reasoning in real clinical application."},{"fromModeId":"patternlab","toModeId":"graphverse","kind":"transfer","priority":"high","concepts":["pattern","rule","function","growth","Pattern generalization","Trade Route Networks","explain","knowledge","basic"],"misconceptions":[],"studentFacingReason":"You found pattern rules. Now see them as graph shapes.","teacherFacingReason":"Pattern-to-function transfer is the bridge from arithmetic to algebra."},{"fromModeId":"reactorcore","toModeId":"energytransfer","kind":"reinforcement","priority":"high","concepts":["energy","transformation","conservation","output"],"misconceptions":[],"studentFacingReason":"You managed reactor energy. Now trace how energy transforms everywhere.","teacherFacingReason":"Reactor Core makes energy conservation consequential and concrete."},{"fromModeId":"rocklab","toModeId":"terramap","kind":"transfer","priority":"high","concepts":["rock","mineral","cycle","strata"],"misconceptions":[],"studentFacingReason":"You identified rocks. Now map where they are and why.","teacherFacingReason":"Rock identification grounds geological terrain analysis."},{"fromModeId":"scatterlab","toModeId":"statsphere","kind":"transfer","priority":"high","concepts":["scatter plot","correlation","trend","outlier"],"misconceptions":[],"studentFacingReason":"You found patterns in scatter plots. Now analyze them statistically.","teacherFacingReason":"Scatter plot literacy is essential for statistical reasoning."},{"fromModeId":"solarsystemlab","toModeId":"skywatch","kind":"transfer","priority":"high","concepts":["planet","orbit","scale","solar system"],"misconceptions":[],"studentFacingReason":"You explored the solar system. Now watch it from Earth.","teacherFacingReason":"Solar system knowledge grounds observational astronomy reasoning."},{"fromModeId":"statesofmatter","toModeId":"reactionlab","kind":"transfer","priority":"high","concepts":["phase","particle","energy","change"],"misconceptions":[],"studentFacingReason":"You changed states of matter. Now see what happens in chemical reactions.","teacherFacingReason":"Phase-change reasoning is foundational for understanding reaction conditions."},{"fromModeId":"statsphere","toModeId":"evolvesim","kind":"prerequisite","priority":"high","concepts":["ds_read","ds_create","ds_center","ds_spread","ds_probability","ds_sampling","variation","color"],"misconceptions":[],"studentFacingReason":"You used Statsphere. Now apply that idea in Evolve Sim.","teacherFacingReason":"Mission graph already encodes statsphere:normal_dist as a prerequisite for evolvesim:hardy_weinberg."},{"fromModeId":"waterlab","toModeId":"climateengine","kind":"transfer","priority":"high","concepts":["water cycle","evaporation","precipitation","groundwater"],"misconceptions":[],"studentFacingReason":"You tracked water. Now see how it drives climate patterns.","teacherFacingReason":"Water cycle reasoning grounds climate system feedback analysis."},{"fromModeId":"weatherlab","toModeId":"climateengine","kind":"transfer","priority":"high","concepts":["weather","front","pressure","forecast"],"misconceptions":[],"studentFacingReason":"You predicted weather. Now see how weather patterns become climate.","teacherFacingReason":"Weather observation is the concrete foundation for climate reasoning."},{"fromModeId":"wordproblemengine","toModeId":"proportionlab","kind":"transfer","priority":"high","concepts":["ratio","context","comparison","scaling"],"misconceptions":[],"studentFacingReason":"You solved real-world problems. Now use ratios to solve harder ones.","teacherFacingReason":"Word problems build the contextual reasoning proportional thinking requires."},{"fromModeId":"adaptationlab","toModeId":"measurelab","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Measurement and data","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"multiplyforge","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Multiplicative reasoning","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception 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sequencing."},{"fromModeId":"adaptationlab","toModeId":"coordinategrid","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Coordinate transformations","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"anglelab","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Angle reasoning","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"surfacevolumelab","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Solid measurement","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"probabilitylab","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Probability models","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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sequencing."},{"fromModeId":"celldivision","toModeId":"humanimpact","kind":"labpath-sequence","priority":"high","concepts":["Mitosis and meiosis","Biodiversity and human impact","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"celldivision","toModeId":"adaptationlab","kind":"labpath-sequence","priority":"high","concepts":["Mitosis and meiosis","Natural selection mechanisms","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"celldivision","toModeId":"foodweb","kind":"labpath-sequence","priority":"high","concepts":["Mitosis and meiosis","Trophic cascades","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"celldivision","toModeId":"microbelab","kind":"labpath-sequence","priority":"high","concepts":["Mitosis and meiosis","Microbial ecology","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"celldivision","toModeId":"statesofmatter","kind":"labpath-sequence","priority":"high","concepts":["Mitosis and meiosis","Phase changes and particles","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"celldivision","toModeId":"energytransfer","kind":"labpath-sequence","priority":"high","concepts":["Mitosis and meiosis","Energy conservation and transfer","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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Now see how electricity creates magnetism.","teacherFacingReason":"Magnetism-electricity connection is essential for circuit reasoning."},{"fromModeId":"magnetlab","toModeId":"measurelab","kind":"transfer","priority":"high","concepts":["Magnetic field interactions","Measurement and data","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"magnetlab","toModeId":"multiplyforge","kind":"transfer","priority":"high","concepts":["Magnetic field interactions","Multiplicative reasoning","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, 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sequencing."},{"fromModeId":"microbelab","toModeId":"scatterlab","kind":"transfer","priority":"high","concepts":["Microbial ecology","Scatter association","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"microbelab","toModeId":"exponentlab","kind":"transfer","priority":"high","concepts":["Microbial ecology","Exponential structure","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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sequencing."},{"fromModeId":"microbelab","toModeId":"heredityintro","kind":"labpath-sequence","priority":"high","concepts":["Microbial ecology","Inheritance and variation","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"microbelab","toModeId":"celldivision","kind":"labpath-sequence","priority":"high","concepts":["Microbial ecology","Mitosis and meiosis","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"microbelab","toModeId":"humanimpact","kind":"labpath-sequence","priority":"high","concepts":["Microbial ecology","Biodiversity and human impact","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"microbelab","toModeId":"adaptationlab","kind":"labpath-sequence","priority":"high","concepts":["Microbial ecology","Natural selection mechanisms","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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sequencing."},{"fromModeId":"microbelab","toModeId":"waterlab","kind":"labpath-sequence","priority":"high","concepts":["Microbial ecology","Water cycle and watersheds","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"microbelab","toModeId":"spaceexplorer","kind":"labpath-sequence","priority":"high","concepts":["Microbial ecology","Stellar and galactic scale","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"historysim","kind":"transfer","priority":"high","concepts":["Refraction and Snell's Law","Map Evidence Over Time","between","identify","use","rather","than","changes","Source Bias Analysis","two","multiple","its","Constitutional Compromise","whether","how","Historiographical Debate","because","always","more","Unreliable Narration","can","Counter-Narrative and Voice","different"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"bizcase","kind":"transfer","priority":"high","concepts":["Refraction and Snell's Law","Economic Crisis Patterns","identify","multiple","always","Market 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Now explore light itself.","teacherFacingReason":"Optometry provides a human-centered entry point to light physics."},{"fromModeId":"optometry-clinical","toModeId":"measurelab","kind":"transfer","priority":"high","concepts":["Optometry clinical reasoning","Measurement and data","reasoning","model","evidence","explain","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"optometry-clinical","toModeId":"multiplyforge","kind":"transfer","priority":"high","concepts":["Optometry clinical reasoning","Multiplicative reasoning","reasoning","model","evidence","explain","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, 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Now see them at solar-system scale.","teacherFacingReason":"Orbit Lab formalizes the intuition that Solar System Lab provides."},{"fromModeId":"orbitlab","toModeId":"forcefield","kind":"labpath-sequence","priority":"high","concepts":["Orbital mechanics and gravitational systems","Force, mass, and acceleration","mechanics","systems","faster","always","means","Cause and effect in motion","interactions","forces","Pushes and Pulls","because","Gravity and Air Resistance","energy","gravity","there","space","Newton's Third Law Force Pairs","Electromagnetic Induction","conservation"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"patternlab","toModeId":"measurelab","kind":"labpath-sequence","priority":"high","concepts":["Pattern generalization","Measurement and 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sequencing."},{"fromModeId":"solarsystemlab","toModeId":"spaceexplorer","kind":"labpath-sequence","priority":"high","concepts":["Planetary orbit and scale","Stellar and galactic scale","scale","model","evidence","explain","reasoning","prior"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"solarsystemlab","toModeId":"earthhistory","kind":"labpath-sequence","priority":"high","concepts":["Planetary orbit and scale","Geologic time and fossils","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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sequencing."},{"fromModeId":"solarsystemlab","toModeId":"mechanismlab","kind":"transfer","priority":"high","concepts":["Planetary orbit and scale","Mechanical advantage","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"solarsystemlab","toModeId":"assistivedesign","kind":"transfer","priority":"high","concepts":["Planetary orbit and scale","Human-centered design","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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sequencing."},{"fromModeId":"solarsystemlab","toModeId":"datalab","kind":"transfer","priority":"high","concepts":["Planetary orbit and scale","Data coverage and bias","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"solarsystemlab","toModeId":"madeworld","kind":"transfer","priority":"high","concepts":["Planetary orbit and scale","Fork decisions in computing","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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Now study the stars themselves.","teacherFacingReason":"Space exploration provides the motivation and scale for stellar reasoning."},{"fromModeId":"spaceexplorer","toModeId":"measurelab","kind":"transfer","priority":"high","concepts":["Stellar and galactic scale","Measurement and data","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"spaceexplorer","toModeId":"multiplyforge","kind":"transfer","priority":"high","concepts":["Stellar and galactic scale","Multiplicative reasoning","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, 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sequencing."},{"fromModeId":"statesofmatter","toModeId":"foodweb","kind":"labpath-sequence","priority":"high","concepts":["Phase changes and particles","Trophic cascades","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"statesofmatter","toModeId":"microbelab","kind":"labpath-sequence","priority":"high","concepts":["Phase changes and particles","Microbial ecology","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"statesofmatter","toModeId":"energytransfer","kind":"labpath-sequence","priority":"high","concepts":["Phase changes and particles","Energy conservation and transfer","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"statesofmatter","toModeId":"magnetlab","kind":"labpath-sequence","priority":"high","concepts":["Phase changes and particles","Magnetic field interactions","model","evidence","explain","reasoning","prior","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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sequencing."},{"fromModeId":"climateengine","toModeId":"placevaluelab","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Tens and Ones","change","one","things","models","are"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"equationsolver","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Two-Step Inequalities","thinking","one","always","Systems of Linear Equations","balance","systems","just"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"graphverse","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Exponential vs Linear Growth","data","change","always","models","just"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"geoforge","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Rock Cycle Processes","earth","energy","change","are","just"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"evolvesim","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Natural Selection Mechanism","data","change","has","one","are"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"bizcase","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Economic Crisis Patterns","data","always","worse","are","Market Research","interpretation","one","make"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"artlab","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Illustration & Story Meaning","always","make","just","Figurative Language & Imagery","are","Symbolism and Motif","has","one","Motif and Thematic Architecture"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"energytransfer","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Energy conservation and transfer","feedback","energy","transfer","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"forcefield","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Force, mass, and acceleration","cause","effect","confusing","ignoring","system","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"cellworld","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Cell structure and function","basic","without","ignoring","feedback","system","Plant Cell Structures","model"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"buildlab","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Simple Machines","evidence","basic","cause","effect","without"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"circuitmind","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Sensor Feedback Loops","explain","basic","effect","feedback","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"statsphere","kind":"transfer","priority":"high","concepts":["ds_read","Clinical Triage Decisions","Mean vs Median Sensitivity","reading","understanding","always","about","even","Hypothesis Testing Logic","basic","means","Diagnostic Uncertainty Management","sensitivity","when","probability","more","normal"],"misconceptions":[],"studentFacingReason":"This mode uses an idea you have already seen: ds_read.","teacherFacingReason":"Clinical Sim and Statsphere share curriculum skills, so transfer can be tested instead of retaught."},{"fromModeId":"clinicalsim","toModeId":"forcefield","kind":"transfer","priority":"high","concepts":["Clinical simulation, prioritization, and safe intervention","Force, mass, and acceleration","systems","reading","means","Clinical Triage Decisions","always","Cause and effect in motion","first","Pushes and Pulls","need","not","change","Gravity and Air Resistance","evidence","Electromagnetic 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situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"reactionlab","kind":"transfer","priority":"high","concepts":["Clinical Triage Decisions","Conservation of Mass in Reactions","evidence","basic","means","you","new","Chemical Equilibrium","apply","always","Diagnostic Uncertainty Management","rather","than","when"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"geoforge","kind":"transfer","priority":"high","concepts":["Clinical Triage Decisions","Rock Cycle Processes","evidence","pressure","basic","first","change","Diagnostic Uncertainty Management","using","history"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"neuralpath","kind":"transfer","priority":"high","concepts":["Clinical Triage Decisions","Training Data Bias","decision-making","reasoning","always","Adversarial ML Robustness","under","should","means","not","Diagnostic Uncertainty Management","more","generate","using","defensive"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"synthlab","kind":"transfer","priority":"high","concepts":["Clinical Triage Decisions","Stress-Strain Material Selection","based","under","reading","basic","always","Composite Fatigue & 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lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"cellworld","kind":"transfer","priority":"high","concepts":["Conditional Branching","Cell structure and function","without","loops","are","Plant Cell Structures","use","once","Cell Membrane Transport","rather","than","Array Iteration","structures","same","not","Sorting Algorithm Analysis","always","faster","matter","Concurrency Race Conditions","identify","models","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"bodyatlas","kind":"transfer","priority":"high","concepts":["Conditional Branching","Body Part 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situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"evolvesim","toModeId":"climateengine","kind":"labpath-sequence","priority":"high","concepts":["Natural Selection Mechanism","Climate feedback mechanisms and modeling","data","change","are","has","one"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"exponentlab","toModeId":"forcefield","kind":"transfer","priority":"high","concepts":["Exponential structure","Force, mass, and acceleration","cause","effect","confusing","ignoring","system","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"exponentlab","toModeId":"genelab","kind":"transfer","priority":"high","concepts":["Exponential structure","Gene Expression Regulation","structure","model","explain","base","concept"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"exponentlab","toModeId":"buildlab","kind":"transfer","priority":"high","concepts":["Exponential structure","Simple Machines","evidence","basic","cause","effect","without"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"exponentlab","toModeId":"circuitmind","kind":"transfer","priority":"high","concepts":["Exponential structure","Sensor Feedback Loops","explain","basic","effect","feedback","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"expressionlab","toModeId":"forcefield","kind":"transfer","priority":"high","concepts":["Expression simplification","Force, mass, and acceleration","cause","effect","confusing","ignoring","system","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"expressionlab","toModeId":"cellworld","kind":"transfer","priority":"high","concepts":["Expression simplification","Cell structure and function","basic","without","ignoring","feedback","system","Plant Cell Structures","model"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"expressionlab","toModeId":"buildlab","kind":"transfer","priority":"high","concepts":["Expression simplification","Simple Machines","evidence","basic","cause","effect","without"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"expressionlab","toModeId":"circuitmind","kind":"transfer","priority":"high","concepts":["Expression simplification","Sensor Feedback Loops","explain","basic","effect","feedback","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"fluidlab","toModeId":"proportionlab","kind":"transfer","priority":"high","concepts":["Fluid Pressure and Depth","Comparing Quantities","how","more","same","always","Proportional Scaling","apply","through","only","Proportional vs Non-Proportional","relationship","unit"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"fluidlab","toModeId":"moleculeforge","kind":"labpath-sequence","priority":"high","concepts":["Fluid Pressure and Depth","Molecular Orbital Theory","calculate","predict","for","because","always"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"fluidlab","toModeId":"codelab","kind":"transfer","priority":"high","concepts":["Fluid Pressure and Depth","Loop Patterns","predict","how","through","same","only","Recursive Problem Decomposition","always"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"fluidlab","toModeId":"codecraft","kind":"transfer","priority":"high","concepts":["Fluid Pressure and Depth","Array Iteration","apply","for","same","holds","Concurrency Race Conditions","produces","more","only","always"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"fluidlab","toModeId":"circuitmind","kind":"transfer","priority":"high","concepts":["Fluid Pressure and Depth","Logic Gate Composition","for","more","same","always","Sensor Feedback Loops","explain","how","design"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"fluidlab","toModeId":"neuralpath","kind":"transfer","priority":"high","concepts":["Fluid Pressure and Depth","Training Data Bias","explain","how","more","because","always"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"foodweb","toModeId":"forcefield","kind":"labpath-sequence","priority":"high","concepts":["Trophic cascades","Force, mass, and acceleration","cause","effect","confusing","ignoring","system","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"foodweb","toModeId":"cellworld","kind":"labpath-sequence","priority":"high","concepts":["Trophic cascades","Cell structure and function","basic","without","ignoring","feedback","system","Plant Cell Structures","model","food"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"foodweb","toModeId":"cybersim","kind":"transfer","priority":"high","concepts":["Trophic cascades","SOC triage, attack path, containment, and evidence","evidence","reasoning","cause","effect","Network Attack Surface","model","explain","basic","web","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"foodweb","toModeId":"buildlab","kind":"transfer","priority":"high","concepts":["Trophic cascades","Simple Machines","evidence","basic","cause","effect","without"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"foodweb","toModeId":"circuitmind","kind":"transfer","priority":"high","concepts":["Trophic cascades","Sensor Feedback Loops","explain","basic","effect","feedback","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"statsphere","kind":"transfer","priority":"high","concepts":["ds_correlation","Force, mass, and acceleration","Mean vs Median Sensitivity","data","reading","assuming","always","Pushes and Pulls","two","all","Gravity and Air Resistance","understand","use","when","for","Newton's Third Law Force Pairs","equal","changes","Hypothesis Testing Logic","there","between","smaller","more","Electromagnetic Induction","how"],"misconceptions":[],"studentFacingReason":"This mode uses an idea you have already seen: ds_correlation.","teacherFacingReason":"Force Field and Statsphere share curriculum skills, so transfer can be tested instead of retaught."},{"fromModeId":"forcefield","toModeId":"clinicalsim","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Clinical simulation, prioritization, and safe intervention","systems","reading","means","Clinical Triage Decisions","always","Diagnostic Uncertainty Management","Cause and effect in motion","first","Pushes and Pulls","change","need","not","out","rather","than","Gravity and Air Resistance","evidence","when","Newton's Third Law Force Pairs","using","more","Electromagnetic Induction","based","most","regardless"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"equationsolver","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Two-Step Inequalities","graph","confusing","always","Systems of Linear Equations","systems","system","means","Pushes and Pulls","solution","rather","than","two","still","Gravity and Air Resistance","use","when","anywhere","Newton's Third Law Force Pairs","one","must","for","using","have","Electromagnetic Induction","explain","lines"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"circuitmind","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Logic Gate Composition","reading","always","means","Sensor Feedback Loops","system","effect","Cause and effect in motion","Pushes and Pulls","two","not","design","Gravity and Air Resistance","use","them","for","Newton's Third Law Force Pairs","using","one","must","more","Electromagnetic Induction","circuit","explain","how"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"multiplyforge","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Multiplicative reasoning","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary","Newton's Third Law Force Pairs","equal","evidence"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"decimalbridge","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Decimal and fraction equivalence","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"patternlab","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Pattern generalization","system","cause","effect","confusing","ignoring","Cause and effect in motion","observe","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"shapebuilder","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Geometric construction","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"coordinategrid","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Coordinate transformations","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"anglelab","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Angle reasoning","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"linearlab","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Linear functions","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"pythagoraslab","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Pythagorean reasoning","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"exponentlab","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Exponential structure","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"functionintro","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Function concepts","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"ratiorate","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Ratio and proportion","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"expressionlab","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Expression simplification","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"inequalitylab","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Inequality graphing","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"plantlab","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Plant structure and function","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"heredityintro","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Inheritance and variation","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","compare","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"celldivision","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Mitosis and meiosis","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"humanimpact","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Biodiversity and human impact","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"adaptationlab","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Natural selection mechanisms","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"foodweb","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Trophic cascades","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"microbelab","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Microbial ecology","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"statesofmatter","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Phase changes and particles","system","cause","effect","confusing","ignoring","Cause and effect in motion","observe","first","Pushes and Pulls","vocabulary","Newton's Third Law Force Pairs","changes","evidence"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"energytransfer","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Energy conservation and transfer","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary","Electromagnetic Induction","explain","conservation","energy"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"magnetlab","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Magnetic field interactions","system","cause","effect","confusing","ignoring","Cause and effect in motion","interactions","first","Pushes and Pulls","vocabulary","two","Electromagnetic Induction","magnetic","explain","field","magnets"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"soundlab","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Sound wave vibration","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","make","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"lightlab","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Light reflection and refraction","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"weatherlab","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Weather patterns","system","cause","effect","confusing","ignoring","Cause and effect in motion","observe","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"solarsystemlab","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Planetary orbit and scale","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"rocklab","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Rock cycle and minerals","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"waterlab","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Water cycle and watersheds","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"spaceexplorer","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Stellar and galactic scale","system","cause","effect","confusing","ignoring","Cause and effect in motion","observe","first","Pushes and Pulls","different","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"earthhistory","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Geologic time and fossils","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"skywatch","kind":"labpath-sequence","priority":"high","concepts":["Force, mass, and acceleration","Celestial observation","system","cause","effect","confusing","ignoring","Cause and effect in motion","observe","first","Pushes and Pulls","observation","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"makeshop","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Fabrication and materials","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","design","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"mechanismlab","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Mechanical advantage","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"assistivedesign","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Human-centered design","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","design","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"sensecontrol","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Feedback control","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"madeworld","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Fork decisions in computing","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"quantumlab","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Quantum circuit basics","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary","Electromagnetic Induction","explain","circuit","basics"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"clinical-nurse","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Clinical nursing judgment","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"optometry-clinical","kind":"transfer","priority":"high","concepts":["Force, mass, and acceleration","Optometry clinical reasoning","system","cause","effect","confusing","ignoring","Cause and effect in motion","first","Pushes and Pulls","vocabulary"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"forcefield","toModeId":"k2bioshell","kind":"labpath-sequence","priority":"high","concepts":["Cause and effect in motion","Living needs, parts and jobs, offspring variation, habitats, and seed or pollen movement","cause","effect","observe","describe","Pushes and 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sequencing."},{"fromModeId":"clinical-nurse","toModeId":"wordproblemengine","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Multi-step Word Problems","reasoning","basic","assess","first"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"graphverse","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Euler Paths and Circuits","model","reasoning","basic","concept","Trade Route Networks","explain","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"divisionlab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Division models","without","explain","cause","Concurrency Race Conditions","models","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"anglelab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Angle reasoning","without","explain","cause","Concurrency Race Conditions","identify","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"probabilitylab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Probability models","without","explain","cause","Concurrency Race Conditions","models","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"pythagoraslab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Pythagorean reasoning","without","explain","cause","Concurrency Race Conditions","identify","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"scatterlab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Scatter association","without","explain","cause","Concurrency Race Conditions","data","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"exponentlab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Exponential structure","without","explain","start","cause","Concurrency Race Conditions","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"datalabelementary","kind":"transfer","priority":"high","concepts":["Conditional Branching","Elementary data","without","explain","cause","Concurrency Race Conditions","data","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"plantlab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Plant structure and function","without","explain","cause","Concurrency Race Conditions","identify","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"heredityintro","kind":"transfer","priority":"high","concepts":["Conditional Branching","Inheritance and variation","compare","without","explain","cause","Concurrency Race Conditions","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"energytransfer","kind":"transfer","priority":"high","concepts":["Conditional Branching","Energy conservation and transfer","without","explain","cause","Concurrency Race Conditions","identify","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"magnetlab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Magnetic field interactions","without","explain","two","cause","Concurrency Race Conditions","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"simpleforces","kind":"transfer","priority":"high","concepts":["Conditional Branching","Force, motion, and simple machines","without","explain","cause","Concurrency Race Conditions","identify","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"weatherlab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Weather patterns","without","explain","cause","conditions","Concurrency Race Conditions","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"rocklab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Rock cycle and minerals","without","explain","cause","Concurrency Race Conditions","identify","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"waterlab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Water cycle and watersheds","trace","without","explain","cause","Concurrency Race Conditions","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"earthhistory","kind":"transfer","priority":"high","concepts":["Conditional Branching","Geologic time and fossils","without","explain","time","cause","Concurrency Race Conditions","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"mechanismlab","kind":"transfer","priority":"high","concepts":["Conditional Branching","Mechanical advantage","without","explain","cause","Concurrency Race Conditions","identify","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"sensecontrol","kind":"transfer","priority":"high","concepts":["Conditional Branching","Feedback control","control","without","explain","cause","Concurrency Race Conditions","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"datalab","kind":"labpath-sequence","priority":"high","concepts":["Conditional Branching","Data coverage and bias","without","explain","cause","Concurrency Race Conditions","data","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"madeworld","kind":"labpath-sequence","priority":"high","concepts":["Conditional Branching","Fork decisions in computing","trace","without","explain","cause","Concurrency Race Conditions","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codelab","toModeId":"moleculeforge","kind":"transfer","priority":"high","concepts":["Loop Patterns","Molecular Orbital Theory","predict","simple","number","all","Variable Scope","order","two","are","Recursive Problem Decomposition","always","don","its"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codelab","toModeId":"synthlab","kind":"transfer","priority":"high","concepts":["Loop Patterns","Stress-Strain Material Selection","use","predict","basic","all","Composite Fatigue & Delamination","identify","sequences","number","Recursive Problem Decomposition","always","than"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codelab","toModeId":"terramap","kind":"transfer","priority":"high","concepts":["Loop Patterns","Erosion, weathering, and landform formation","time","only","same","thing","Variable Scope","are"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codelab","toModeId":"bioforge","kind":"transfer","priority":"high","concepts":["Recursive Problem Decomposition","Enzyme Kinetics","using","always","stops","than"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"coordinategrid","toModeId":"cybersim","kind":"transfer","priority":"high","concepts":["Coordinate transformations","SOC triage, attack path, containment, and evidence","evidence","reasoning","cause","effect","Network Attack Surface","model","explain","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"coordinategrid","toModeId":"graphverse","kind":"labpath-sequence","priority":"high","concepts":["Coordinate transformations","Slope as Rate of Change","coordinate","explain","confusing","Euler Paths and Circuits","model","reasoning","basic","concept"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"coordinategrid","toModeId":"geoforge","kind":"transfer","priority":"high","concepts":["Coordinate transformations","Rock Cycle Processes","evidence","basic","without","first"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"coordinategrid","toModeId":"neuralpath","kind":"transfer","priority":"high","concepts":["Coordinate transformations","Training Data Bias","model","explain","reasoning","concept"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"coordinategrid","toModeId":"clinicalsim","kind":"transfer","priority":"high","concepts":["Coordinate transformations","Clinical Triage Decisions","evidence","reasoning","basic","first"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"coordinategrid","toModeId":"pelab","kind":"transfer","priority":"high","concepts":["Coordinate transformations","Physical literacy, motor learning, and body awareness","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"measurelab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Measurement and data","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"multiplyforge","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Multiplicative reasoning","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"divisionlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Division models","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"decimalbridge","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Decimal and fraction equivalence","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"patternlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Pattern generalization","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"shapebuilder","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Geometric construction","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic","Threat Hunting Lateral Movement","without","construction"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"coordinategrid","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Coordinate transformations","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"surfacevolumelab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Solid measurement","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"probabilitylab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Probability models","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"linearlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Linear functions","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"scatterlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Scatter association","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"exponentlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Exponential structure","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"datalabelementary","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Elementary data","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"ratiorate","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Ratio and proportion","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"expressionlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Expression simplification","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"inequalitylab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Inequality graphing","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"heredityintro","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Inheritance and variation","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"celldivision","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Mitosis and meiosis","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"humanimpact","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Biodiversity and human impact","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"adaptationlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Natural selection mechanisms","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic","Threat Hunting Lateral Movement","without","mechanisms"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"microbelab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Microbial ecology","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"statesofmatter","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Phase changes and particles","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"magnetlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Magnetic field interactions","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"soundlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Sound wave vibration","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"lightlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Light reflection and refraction","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"weatherlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Weather patterns","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic","Threat Hunting Lateral Movement","patterns","without"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"solarsystemlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Planetary orbit and scale","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"waterlab","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Water cycle and watersheds","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"spaceexplorer","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Stellar and galactic scale","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"earthhistory","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Geologic time and fossils","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"skywatch","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Celestial observation","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"makeshop","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Fabrication and materials","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"assistivedesign","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Human-centered design","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"sensecontrol","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Feedback control","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"datalab","kind":"labpath-sequence","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Data coverage and bias","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"clinical-nurse","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Clinical nursing judgment","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"optometry-clinical","kind":"transfer","priority":"high","concepts":["SOC triage, attack path, containment, and evidence","Optometry clinical reasoning","evidence","reasoning","cause","effect","Network Attack Surface","explain","system","model","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"cybersim","toModeId":"wordproblemengine","kind":"transfer","priority":"high","concepts":["Network Attack Surface","Multi-step Word 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uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"shapebuilder","kind":"transfer","priority":"high","concepts":["Refraction and Snell's Law","Geometric construction","explain","model","properties","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"surfacevolumelab","kind":"transfer","priority":"high","concepts":["Refraction and Snell's Law","Solid measurement","explain","model","measurement","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception 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sequencing."},{"fromModeId":"opticsbench","toModeId":"plantlab","kind":"labpath-sequence","priority":"high","concepts":["Refraction and Snell's Law","Plant structure and function","explain","identify","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"statesofmatter","kind":"labpath-sequence","priority":"high","concepts":["Refraction and Snell's Law","Phase changes and particles","explain","model","reasoning","changes"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"energytransfer","kind":"labpath-sequence","priority":"high","concepts":["Refraction and Snell's Law","Energy conservation and transfer","explain","identify","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"magnetlab","kind":"labpath-sequence","priority":"high","concepts":["Refraction and Snell's Law","Magnetic field interactions","two","explain","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"soundlab","kind":"labpath-sequence","priority":"high","concepts":["Refraction and Snell's Law","Sound wave vibration","explain","model","wave","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"simpleforces","kind":"labpath-sequence","priority":"high","concepts":["Refraction and Snell's Law","Force, motion, and simple machines","explain","identify","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"weatherlab","kind":"labpath-sequence","priority":"high","concepts":["Refraction and Snell's Law","Weather patterns","explain","conditions","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"rocklab","kind":"labpath-sequence","priority":"high","concepts":["Refraction and Snell's Law","Rock cycle and minerals","explain","identify","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"spaceexplorer","kind":"labpath-sequence","priority":"high","concepts":["Refraction and Snell's Law","Stellar and galactic scale","explain","model","different","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"mechanismlab","kind":"transfer","priority":"high","concepts":["Refraction and Snell's Law","Mechanical advantage","explain","identify","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"optometry-clinical","toModeId":"cybersim","kind":"transfer","priority":"high","concepts":["Optometry clinical reasoning","SOC triage, attack path, containment, and evidence","reasoning","evidence","cause","effect","Network Attack Surface","model","explain","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"optometry-clinical","toModeId":"graphverse","kind":"transfer","priority":"high","concepts":["Optometry clinical reasoning","Euler Paths and Circuits","reasoning","model","basic","concept","Trade Route Networks","explain","knowledge"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"optometry-clinical","toModeId":"geoforge","kind":"transfer","priority":"high","concepts":["Optometry clinical reasoning","Rock Cycle Processes","evidence","basic","without","first"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"optometry-clinical","toModeId":"neuralpath","kind":"transfer","priority":"high","concepts":["Optometry clinical reasoning","Training Data Bias","reasoning","model","explain","concept"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"optometry-clinical","toModeId":"pelab","kind":"labpath-sequence","priority":"high","concepts":["Optometry clinical reasoning","Physical literacy, motor learning, and body awareness","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"orbitlab","toModeId":"proportionlab","kind":"transfer","priority":"high","concepts":["rp_proportional","Orbital mechanics and gravitational systems","Comparing Quantities","space","always","means","are","Proportional vs Non-Proportional"],"misconceptions":[],"studentFacingReason":"This mode uses an idea you have already seen: rp_proportional.","teacherFacingReason":"Orbit Lab and Proportion Lab share curriculum skills, so transfer can be tested instead of 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sequencing."},{"fromModeId":"orbitlab","toModeId":"bioforge","kind":"labpath-sequence","priority":"high","concepts":["Orbital mechanics and gravitational systems","Enzyme Kinetics","interactions","velocity","always","are"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"orbitlab","toModeId":"synthlab","kind":"transfer","priority":"high","concepts":["Orbital mechanics and gravitational systems","Composite Fatigue & Delamination","mechanics","energy","because","always"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"orbitlab","toModeId":"climateengine","kind":"labpath-sequence","priority":"high","concepts":["Orbital mechanics and gravitational systems","Climate feedback mechanisms and modeling","systems","energy","always","are"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"patternlab","toModeId":"cybersim","kind":"transfer","priority":"high","concepts":["Pattern generalization","SOC triage, attack path, containment, and evidence","evidence","reasoning","cause","effect","Network Attack Surface","model","explain","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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or pollen movement","movement","cause","effect","are"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"evolvesim","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Natural Selection Mechanism","ability","genetic","means","are"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"buildlab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Simple Machines","cause","effect","without","are"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"climateengine","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Climate feedback mechanisms and modeling","cause","effect","feedback","are"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"measurelab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Measurement and data","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"multiplyforge","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Multiplicative reasoning","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"divisionlab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Division models","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception 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sequencing."},{"fromModeId":"pelab","toModeId":"shapebuilder","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Geometric construction","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"coordinategrid","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Coordinate transformations","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"anglelab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Angle reasoning","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"surfacevolumelab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Solid measurement","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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sequencing."},{"fromModeId":"pelab","toModeId":"pythagoraslab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Pythagorean reasoning","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"scatterlab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Scatter association","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"exponentlab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Exponential structure","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"datalabelementary","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Elementary data","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"timemoneyunits","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Measurement systems","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"ratiorate","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Ratio and proportion","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"expressionlab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Expression simplification","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"inequalitylab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Inequality graphing","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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sequencing."},{"fromModeId":"pelab","toModeId":"celldivision","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Mitosis and meiosis","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"humanimpact","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Biodiversity and human impact","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"adaptationlab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Natural selection mechanisms","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"foodweb","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Trophic cascades","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"microbelab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Microbial ecology","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"statesofmatter","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Phase changes and particles","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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sequencing."},{"fromModeId":"pelab","toModeId":"lightlab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Light reflection and refraction","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"pelab","toModeId":"weatherlab","kind":"transfer","priority":"high","concepts":["Physical literacy, motor learning, and body awareness","Weather patterns","cause","effect","without","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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candidate for accelerated sequencing."},{"fromModeId":"writecraft","toModeId":"expressionlab","kind":"transfer","priority":"high","concepts":["Claim, evidence, reasoning, and revision","Expression simplification","evidence","reasoning","without","Counterfactual Causation","cause","Narrative Point of View","write","first","effect","Rhetorical Appeals","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writecraft","toModeId":"inequalitylab","kind":"transfer","priority":"high","concepts":["Claim, evidence, reasoning, and revision","Inequality graphing","evidence","reasoning","without","Counterfactual Causation","cause","Narrative Point of View","write","first","effect","Rhetorical Appeals","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writecraft","toModeId":"soundlab","kind":"transfer","priority":"high","concepts":["Claim, evidence, reasoning, and revision","Sound wave vibration","evidence","reasoning","without","Counterfactual Causation","cause","Rhetorical Appeals","basic","make"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writecraft","toModeId":"simpleforces","kind":"transfer","priority":"high","concepts":["Claim, evidence, reasoning, and revision","Force, motion, and simple machines","evidence","reasoning","without","Counterfactual Causation","cause","Rhetorical Appeals","basic","type"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writecraft","toModeId":"rocklab","kind":"transfer","priority":"high","concepts":["Claim, evidence, reasoning, and revision","Rock cycle and minerals","evidence","reasoning","without","Counterfactual Causation","cause","Rhetorical Appeals","basic","type"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writecraft","toModeId":"waterlab","kind":"transfer","priority":"high","concepts":["Claim, evidence, reasoning, and revision","Water cycle and watersheds","evidence","reasoning","without","Counterfactual Causation","cause","Rhetorical Appeals","trace","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writecraft","toModeId":"madeworld","kind":"transfer","priority":"high","concepts":["Claim, evidence, reasoning, and revision","Fork decisions in computing","evidence","reasoning","without","Counterfactual Causation","decisions","cause","Rhetorical Appeals","trace","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writecraft","toModeId":"moleculeforge","kind":"transfer","priority":"high","concepts":["Perspective in Accounts","Molecular Orbital Theory","between","two","must","always","Revolutionary Causation","construct","structures","are","like","Propaganda and Narrative","Character Feelings & Actions","don","Narrative Point of View","just","Rhetorical Appeals","means","numbers","Satire as Social Critique","structure"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writecraft","toModeId":"terramap","kind":"transfer","priority":"high","concepts":["Revolutionary Causation","Erosion, weathering, and landform formation","are","processes","only","Narrative Point of View","effect","same","Satire as Social Critique","thing"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writecraft","toModeId":"climateengine","kind":"transfer","priority":"high","concepts":["Counterfactual Causation","Climate feedback mechanisms and modeling","just","change","one","cause","Narrative Point of View","are","always","effect","Rhetorical Appeals","make"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writingsim","toModeId":"aerospacelab","kind":"transfer","priority":"high","concepts":["Intended meaning, reader interpretation, ambiguity, and revision","Flight envelope, payload, thermal risk, and design review","interpretation","more","always","only"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writingsim","toModeId":"historysim","kind":"transfer","priority":"high","concepts":["Intended meaning, reader interpretation, ambiguity, and revision","Historiographical Debate","interpretation","more","always","only"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"writingsim","toModeId":"sellab","kind":"transfer","priority":"high","concepts":["Intended meaning, reader interpretation, ambiguity, and revision","Cost-Revenue Analysis","more","always","make","only","Workplace Conflict Resolution","awareness"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"proportionlab","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Proportional reasoning","model","reasoning","ignoring"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"writecraft","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Claim, evidence, reasoning, and revision","evidence","reasoning","without","Counterfactual Causation","cause","Rhetorical Appeals","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"aerospacelab","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Flight envelope, payload, thermal risk, and design review","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"wordproblemengine","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Multi-step Word Problems","reasoning","basic","first"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"statsphere","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Hypothesis Testing Logic","basic","effect","concept"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"opticsbench","kind":"labpath-sequence","priority":"high","concepts":["Natural selection mechanisms","Refraction and Snell's Law","model","explain","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"codecraft","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Conditional Branching","explain","cause","without","Concurrency Race Conditions","basic","concept"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"bizcase","kind":"transfer","priority":"high","concepts":["Natural selection mechanisms","Market Research","evidence","reasoning","basic","Risk Assessment Planning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"adaptationlab","toModeId":"dissectlab","kind":"labpath-sequence","priority":"high","concepts":["Natural selection mechanisms","Anatomical systems and organ interdependence","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"measurelab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Measurement and data","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"multiplyforge","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Multiplicative reasoning","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"divisionlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Division models","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"decimalbridge","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Decimal and fraction equivalence","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"patternlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Pattern generalization","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"shapebuilder","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Geometric construction","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"coordinategrid","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Coordinate transformations","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"anglelab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Angle reasoning","reasoning","basic","system","Airfoil Lift-Drag Tradeoff","identify","ignoring","angle"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"surfacevolumelab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Solid measurement","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"probabilitylab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Probability models","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"linearlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Linear functions","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"pythagoraslab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Pythagorean reasoning","reasoning","basic","system","Airfoil Lift-Drag Tradeoff","identify","ignoring","angle"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"scatterlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Scatter association","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"exponentlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Exponential structure","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"functionintro","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Function concepts","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"datalabelementary","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Elementary data","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"ratiorate","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Ratio and proportion","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"expressionlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Expression simplification","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"inequalitylab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Inequality graphing","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"plantlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Plant structure and function","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"heredityintro","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Inheritance and variation","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"celldivision","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Mitosis and meiosis","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"humanimpact","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Biodiversity and human impact","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"adaptationlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Natural selection mechanisms","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"foodweb","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Trophic cascades","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"microbelab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Microbial ecology","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"statesofmatter","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Phase changes and particles","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"magnetlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Magnetic field interactions","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"soundlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Sound wave vibration","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"lightlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Light reflection and refraction","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"weatherlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Weather patterns","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"solarsystemlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Planetary orbit and scale","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"rocklab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Rock cycle and minerals","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"waterlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Water cycle and watersheds","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"spaceexplorer","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Stellar and galactic scale","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"earthhistory","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Geologic time and fossils","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"skywatch","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Celestial observation","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"mechanismlab","kind":"labpath-sequence","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Mechanical advantage","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"sensecontrol","kind":"labpath-sequence","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Feedback control","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"datalab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Data coverage and bias","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"madeworld","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Fork decisions in computing","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"quantumlab","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Quantum circuit basics","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"clinical-nurse","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Clinical nursing judgment","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"optometry-clinical","kind":"transfer","priority":"high","concepts":["Flight envelope, payload, thermal risk, and design review","Optometry clinical reasoning","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"genelab","kind":"transfer","priority":"high","concepts":["Airfoil Lift-Drag Tradeoff","Gene Expression Regulation","analyze","use","has","Orbital Transfer Maneuvers","which","every"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"musiclab","kind":"transfer","priority":"high","concepts":["Airfoil Lift-Drag Tradeoff","Musical structure, expression, and analysis","analyze","means","just","Orbital Transfer Maneuvers","you","need"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"geoproof","kind":"transfer","priority":"high","concepts":["Orbital Transfer Maneuvers","Triangle Congruence Proofs","for","use","same"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"stellarlab","kind":"transfer","priority":"high","concepts":["Orbital Transfer Maneuvers","Stellar life cycles and nucleosynthesis","energy","gravity","fuel"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"aerospacelab","toModeId":"worldlang","kind":"transfer","priority":"high","concepts":["Orbital Transfer 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sequencing."},{"fromModeId":"bodyatlas","toModeId":"reactionlab","kind":"labpath-sequence","priority":"high","concepts":["Body Part Functions","Conservation of Mass in Reactions","simple","you","because"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"bodyatlas","toModeId":"genelab","kind":"labpath-sequence","priority":"high","concepts":["Body Part Functions","Gene Expression Regulation","use","how","are"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"bodyatlas","toModeId":"cybersim","kind":"transfer","priority":"high","concepts":["Body Part Functions","Threat Hunting Lateral 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a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"inequalitylab","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Inequality graphing","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"plantlab","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Plant structure and function","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"heredityintro","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Inheritance and variation","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"celldivision","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Mitosis and meiosis","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"humanimpact","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Biodiversity and human impact","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"foodweb","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Trophic cascades","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"microbelab","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Microbial ecology","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"statesofmatter","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Phase changes and particles","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"magnetlab","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Magnetic field interactions","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"simpleforces","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Force, motion, and simple machines","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"lightlab","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Light reflection and refraction","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"weatherlab","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Weather patterns","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"solarsystemlab","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Planetary orbit and scale","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"rocklab","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Rock cycle and minerals","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"waterlab","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Water cycle and watersheds","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"spaceexplorer","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Stellar and galactic scale","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"earthhistory","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Geologic time and fossils","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"skywatch","kind":"labpath-sequence","priority":"high","concepts":["Climate feedback mechanisms and modeling","Celestial observation","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"makeshop","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Fabrication and materials","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"mechanismlab","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Mechanical advantage","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"assistivedesign","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Human-centered design","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"sensecontrol","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Feedback control","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"madeworld","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Fork decisions in computing","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"quantumlab","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Quantum circuit basics","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"clinical-nurse","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Clinical nursing judgment","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"climateengine","toModeId":"optometry-clinical","kind":"transfer","priority":"high","concepts":["Climate feedback mechanisms and modeling","Optometry clinical reasoning","feedback","effect","cause"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"proportionlab","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Proportional reasoning","model","reasoning","ignoring"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"writecraft","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Claim, evidence, reasoning, and revision","evidence","reasoning","without","Counterfactual Causation","cause","Rhetorical Appeals","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"aerospacelab","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Flight envelope, payload, thermal risk, and design review","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"statsphere","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Hypothesis Testing Logic","basic","effect","concept"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"ecosystem","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Living Thing Needs","model","evidence","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"genelab","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Gene Expression Regulation","model","explain","concept"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"opticsbench","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Refraction and Snell's Law","model","explain","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"codecraft","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Conditional Branching","explain","cause","without","Concurrency Race Conditions","basic","concept"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"historysim","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Map Evidence Over Time","evidence","cause","effect","Historiographical 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idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinical-nurse","toModeId":"dissectlab","kind":"transfer","priority":"high","concepts":["Clinical nursing judgment","Anatomical systems and organ interdependence","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"climateengine","kind":"transfer","priority":"high","concepts":["Clinical simulation, prioritization, and safe intervention","Climate feedback mechanisms and modeling","systems","thinking","one"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"dissectlab","kind":"transfer","priority":"high","concepts":["Clinical simulation, prioritization, and safe intervention","Anatomical systems and organ interdependence","systems","basic","anatomy"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"proofbuilder","kind":"transfer","priority":"high","concepts":["Clinical Triage Decisions","Proof by Induction","apply","cases","you"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"fluidlab","kind":"transfer","priority":"high","concepts":["Clinical Triage Decisions","Fluid Pressure and Depth","apply","pressure","always","Diagnostic Uncertainty Management","more","regardless"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"moleculeforge","kind":"transfer","priority":"high","concepts":["Clinical Triage Decisions","Molecular Orbital Theory","based","always","means"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"bizcase","kind":"transfer","priority":"high","concepts":["Clinical Triage Decisions","Economic Crisis Patterns","signs","understanding","always"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"musiclab","kind":"transfer","priority":"high","concepts":["Clinical Triage Decisions","Musical structure, expression, and analysis","means","you","need"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"clinicalsim","toModeId":"genelab","kind":"transfer","priority":"high","concepts":["Diagnostic Uncertainty 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next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"functionintro","kind":"transfer","priority":"high","concepts":["Conditional Branching","Function concepts","without","explain","cause","Concurrency Race Conditions","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"codecraft","toModeId":"timemoneyunits","kind":"transfer","priority":"high","concepts":["Conditional Branching","Measurement systems","without","explain","cause","Concurrency Race Conditions","concept","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new 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Conditions","basic","concept"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"decimalbridge","toModeId":"graphverse","kind":"transfer","priority":"high","concepts":["Decimal and fraction equivalence","Trade Route Networks","explain","knowledge","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"decimalbridge","toModeId":"bizcase","kind":"transfer","priority":"high","concepts":["Decimal and fraction equivalence","Market Research","evidence","reasoning","basic","Risk Assessment Planning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"decimalbridge","toModeId":"climateengine","kind":"transfer","priority":"high","concepts":["Decimal and fraction equivalence","Climate feedback mechanisms and modeling","cause","effect","feedback"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"decimalbridge","toModeId":"dissectlab","kind":"transfer","priority":"high","concepts":["Decimal and fraction equivalence","Anatomical systems and organ interdependence","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"forcefield","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Force, mass, and acceleration","systems","cause","effect","Cause and effect in motion","interactions","Pushes and Pulls","works"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"cybersim","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","SOC triage, attack path, containment, and evidence","systems","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"clinicalsim","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Clinical simulation, prioritization, and safe intervention","systems","basic","anatomy"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"wordproblemengine","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Multi-step Word Problems","structure","basic","about"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"bodyatlas","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Body Part Functions","body","about","heart"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"buildlab","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Simple Machines","basic","cause","effect","Structural Stability","function","each"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"climateengine","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Climate feedback mechanisms and modeling","systems","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"pelab","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Physical literacy, motor learning, and body awareness","body","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"measurelab","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Measurement and data","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"multiplyforge","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Multiplicative reasoning","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"divisionlab","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Division models","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"decimalbridge","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Decimal and fraction equivalence","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"patternlab","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Pattern generalization","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"shapebuilder","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Geometric construction","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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sequencing."},{"fromModeId":"dissectlab","toModeId":"surfacevolumelab","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Solid measurement","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"probabilitylab","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Probability models","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"linearlab","kind":"transfer","priority":"high","concepts":["Anatomical 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next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"datalabelementary","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Elementary data","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"ratiorate","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Ratio and proportion","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception 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sequencing."},{"fromModeId":"dissectlab","toModeId":"heredityintro","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Inheritance and variation","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"celldivision","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Mitosis and meiosis","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"humanimpact","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Biodiversity and human impact","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"adaptationlab","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Natural selection mechanisms","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"foodweb","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Trophic cascades","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"microbelab","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Microbial ecology","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"statesofmatter","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Phase changes and particles","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"energytransfer","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Energy conservation and transfer","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"soundlab","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Sound wave vibration","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"simpleforces","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Force, motion, and simple machines","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"lightlab","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Light reflection and refraction","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"weatherlab","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Weather patterns","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"solarsystemlab","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Planetary orbit and scale","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"rocklab","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Rock cycle and minerals","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"waterlab","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Water cycle and watersheds","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"spaceexplorer","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Stellar and galactic scale","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"earthhistory","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Geologic time and fossils","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"skywatch","kind":"labpath-sequence","priority":"high","concepts":["Anatomical systems and organ interdependence","Celestial observation","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"makeshop","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Fabrication and materials","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"dissectlab","toModeId":"mechanismlab","kind":"transfer","priority":"high","concepts":["Anatomical systems and organ interdependence","Mechanical advantage","basic","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"divisionlab","toModeId":"writecraft","kind":"transfer","priority":"high","concepts":["Division models","Claim, evidence, reasoning, and revision","evidence","reasoning","without","Counterfactual Causation","cause","Rhetorical Appeals","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"divisionlab","toModeId":"aerospacelab","kind":"transfer","priority":"high","concepts":["Division models","Flight envelope, payload, thermal risk, and design review","reasoning","basic","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new 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situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"divisionlab","toModeId":"historysim","kind":"transfer","priority":"high","concepts":["Division models","Map Evidence Over Time","evidence","cause","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"divisionlab","toModeId":"graphverse","kind":"transfer","priority":"high","concepts":["Division models","Trade Route Networks","explain","knowledge","basic"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"skywatch","kind":"labpath-sequence","priority":"high","concepts":["Refraction and Snell's Law","Celestial observation","explain","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"makeshop","kind":"transfer","priority":"high","concepts":["Refraction and Snell's Law","Fabrication and materials","explain","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this 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sequencing."},{"fromModeId":"opticsbench","toModeId":"greenworks","kind":"transfer","priority":"high","concepts":["Refraction and Snell's Law","Environmental systems","explain","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"datalab","kind":"transfer","priority":"high","concepts":["Refraction and Snell's Law","Data coverage and bias","explain","model","reasoning"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"opticsbench","toModeId":"madeworld","kind":"transfer","priority":"high","concepts":["Refraction and Snell's Law","Fork 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sequencing."},{"fromModeId":"plantlab","toModeId":"reactionlab","kind":"labpath-sequence","priority":"high","concepts":["Plant structure and function","Chemical Equilibrium","explain","identify","system"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"plantlab","toModeId":"codelab","kind":"transfer","priority":"high","concepts":["Plant structure and function","Recursive Problem Decomposition","function","model","first"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"plantlab","toModeId":"artlab","kind":"transfer","priority":"high","concepts":["Plant structure and 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accelerated sequencing."},{"fromModeId":"probabilitylab","toModeId":"wordproblemengine","kind":"labpath-sequence","priority":"high","concepts":["Probability models","Multi-step Word Problems","reasoning","basic","first"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"probabilitylab","toModeId":"ecosystem","kind":"transfer","priority":"high","concepts":["Probability models","Living Thing Needs","model","evidence","basic","Food Chain Energy Flow","models"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"statsphere","toModeId":"foodweb","kind":"transfer","priority":"high","concepts":["Hypothesis Testing Logic","Trophic cascades","concept","basic","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated sequencing."},{"fromModeId":"statsphere","toModeId":"microbelab","kind":"transfer","priority":"high","concepts":["Hypothesis Testing Logic","Microbial ecology","concept","basic","effect"],"misconceptions":[],"studentFacingReason":"This next lab uses a similar idea in a new situation.","teacherFacingReason":"LabPath nodes share concept/prerequisite/misconception language, making this a candidate for accelerated 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retaught."},{"fromModeId":"wordproblemengine","toModeId":"algebralab","kind":"transfer","priority":"high","concepts":["al_expressions"],"misconceptions":[],"studentFacingReason":"This mode uses an idea you have already seen: al_expressions.","teacherFacingReason":"Word Problem Engine and Algebra Lab share curriculum skills, so transfer can be tested instead of retaught."}],"learningGraphEdgeCount":7184,"standardsAlignment":[{"modeId":"ecosystem","code":"K-LS1-1","description":"Use observations to describe patterns of what plants and animals (including humans) need to survive.","gradeBand":"K-2","disciplinaryCore":"LS1.C: Organization for Matter and Energy Flow in Organisms","discipline":"Life Science"},{"modeId":"ecosystem","code":"K-ESS3-1","description":"Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.","gradeBand":"K-2","disciplinaryCore":"ESS3.A: Natural Resources","discipline":"Earth & Space Science"},{"modeId":"ecosystem","code":"2-LS2-1","description":"Plan and conduct an investigation to determine if plants need sunlight and water to grow.","gradeBand":"K-2","disciplinaryCore":"LS2.A: Interdependent Relationships in Ecosystems","discipline":"Life Science"},{"modeId":"ecosystem","code":"2-LS4-1","description":"Make observations of plants and animals to compare the diversity of life in different habitats.","gradeBand":"K-2","disciplinaryCore":"LS4.D: Biodiversity and Humans","discipline":"Life Science"},{"modeId":"ecosystem","code":"5-LS2-1","description":"Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.","gradeBand":"3-5","disciplinaryCore":"LS2.A: Interdependent Relationships in Ecosystems","discipline":"Life Science"},{"modeId":"ecosystem","code":"3-LS4-3","description":"Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.","gradeBand":"3-5","disciplinaryCore":"LS4.C: Adaptation","discipline":"Life Science"},{"modeId":"ecosystem","code":"MS-LS2-1","description":"Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.","gradeBand":"6-8","disciplinaryCore":"LS2.A: Interdependent Relationships in Ecosystems","discipline":"Life Science"},{"modeId":"ecosystem","code":"MS-LS2-2","description":"Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.","gradeBand":"6-8","disciplinaryCore":"LS2.A: Interdependent Relationships in Ecosystems","discipline":"Life Science"},{"modeId":"ecosystem","code":"MS-LS2-3","description":"Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.","gradeBand":"6-8","disciplinaryCore":"LS2.B: Cycles of Matter and Energy Transfer in Ecosystems","discipline":"Life 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Resilience","discipline":"Life Science"},{"modeId":"ecosystem","code":"MS-ESS3-3","description":"Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.","gradeBand":"6-8","disciplinaryCore":"ESS3.C: Human Impacts on Earth Systems","discipline":"Earth & Space Science"},{"modeId":"ecosystem","code":"HS-ESS3-4","description":"Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.","gradeBand":"9-12","disciplinaryCore":"ESS3.C: Human Impacts on Earth Systems","discipline":"Earth & Space Science"},{"modeId":"cellworld","code":"MS-LS1-1","description":"Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.","gradeBand":"6-8","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"cellworld","code":"MS-LS1-2","description":"Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.","gradeBand":"6-8","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"cellworld","code":"MS-LS1-3","description":"Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.","gradeBand":"6-8","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"cellworld","code":"MS-LS1-5","description":"Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.","gradeBand":"6-8","disciplinaryCore":"LS1.B: Growth and Development of Organisms","discipline":"Life Science"},{"modeId":"cellworld","code":"MS-LS1-6","description":"Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.","gradeBand":"6-8","disciplinaryCore":"LS1.C: Organization for Matter and Energy Flow in Organisms","discipline":"Life Science"},{"modeId":"cellworld","code":"MS-LS1-7","description":"Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.","gradeBand":"6-8","disciplinaryCore":"LS1.C: Organization for Matter and Energy Flow in Organisms","discipline":"Life Science"},{"modeId":"cellworld","code":"HS-LS1-1","description":"Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.","gradeBand":"9-12","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"cellworld","code":"HS-LS1-2","description":"Develop and use a model to illustrate the hierarchical organization of interacting 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the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.","gradeBand":"9-12","disciplinaryCore":"LS3.A: Inheritance of Traits","discipline":"Life Science"},{"modeId":"genelab","code":"HS-LS3-2","description":"Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.","gradeBand":"9-12","disciplinaryCore":"LS3.B: Variation of Traits","discipline":"Life Science"},{"modeId":"genelab","code":"HS-LS3-3","description":"Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.","gradeBand":"9-12","disciplinaryCore":"LS3.B: Variation of Traits","discipline":"Life Science"},{"modeId":"genelab","code":"HS-LS4-2","description":"Construct an explanation based on evidence that the process of 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the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.","gradeBand":"9-12","disciplinaryCore":"PS1.A: Structure and Properties of Matter","discipline":"Physical Science"},{"modeId":"moleculeforge","code":"HS-PS1-4","description":"Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.","gradeBand":"9-12","disciplinaryCore":"PS1.B: Chemical Reactions","discipline":"Physical Science"},{"modeId":"moleculeforge","code":"HS-PS1-7","description":"Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.","gradeBand":"9-12","disciplinaryCore":"PS1.B: Chemical Reactions","discipline":"Physical Science"},{"modeId":"forcefield","code":"K-PS2-1","description":"Plan and conduct an investigation to compare the effects of different strengths or different directions of 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as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).","gradeBand":"9-12","disciplinaryCore":"PS3.A: Definitions of Energy","discipline":"Physical Science"},{"modeId":"bodyatlas","code":"4-LS1-1","description":"Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.","gradeBand":"3-5","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"bodyatlas","code":"4-LS1-2","description":"Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.","gradeBand":"3-5","disciplinaryCore":"LS1.D: Information Processing","discipline":"Life Science"},{"modeId":"bodyatlas","code":"MS-LS1-1","description":"Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.","gradeBand":"6-8","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"bodyatlas","code":"MS-LS1-2","description":"Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.","gradeBand":"6-8","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"bodyatlas","code":"MS-LS1-3","description":"Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.","gradeBand":"6-8","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"bodyatlas","code":"HS-LS1-2","description":"Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.","gradeBand":"9-12","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"bodyatlas","code":"HS-LS1-3","description":"Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.","gradeBand":"9-12","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"geoforge","code":"5-ESS2-1","description":"Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.","gradeBand":"3-5","disciplinaryCore":"ESS2.A: Earth Materials and Systems","discipline":"Earth & Space Science"},{"modeId":"geoforge","code":"MS-ESS2-1","description":"Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.","gradeBand":"6-8","disciplinaryCore":"ESS2.A: Earth Materials and Systems","discipline":"Earth & Space Science"},{"modeId":"geoforge","code":"MS-ESS2-2","description":"Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.","gradeBand":"6-8","disciplinaryCore":"ESS2.A: Earth Materials and Systems","discipline":"Earth & Space Science"},{"modeId":"geoforge","code":"HS-ESS2-1","description":"Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.","gradeBand":"9-12","disciplinaryCore":"ESS2.A: Earth Materials and Systems","discipline":"Earth & Space Science"},{"modeId":"geoforge","code":"HS-ESS2-2","description":"Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.","gradeBand":"9-12","disciplinaryCore":"ESS2.A: Earth Materials and Systems","discipline":"Earth & Space Science"},{"modeId":"orbitlab","code":"5-ESS1-1","description":"Support an argument that differences in the apparent 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eventually transfers to Earth in the form of radiation.","gradeBand":"9-12","disciplinaryCore":"ESS1.A: The Universe and its Stars","discipline":"Earth & Space Science"},{"modeId":"orbitlab","code":"HS-ESS1-4","description":"Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.","gradeBand":"9-12","disciplinaryCore":"ESS1.B: Earth and the Solar System","discipline":"Earth & Space Science"},{"modeId":"orbitlab","code":"HS-PS2-4","description":"Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.","gradeBand":"9-12","disciplinaryCore":"PS2.B: Types of Interactions","discipline":"Physical Science"},{"modeId":"circuitmind","code":"4-PS3-2","description":"Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.","gradeBand":"3-5","disciplinaryCore":"PS3.B: Conservation of Energy and Energy Transfer","discipline":"Physical Science"},{"modeId":"circuitmind","code":"MS-PS3-3","description":"Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.","gradeBand":"6-8","disciplinaryCore":"PS3.A: Definitions of Energy","discipline":"Physical Science"},{"modeId":"circuitmind","code":"MS-PS3-5","description":"Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.","gradeBand":"6-8","disciplinaryCore":"PS3.B: Conservation of Energy and Energy Transfer","discipline":"Physical Science"},{"modeId":"circuitmind","code":"MS-PS4-3","description":"Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.","gradeBand":"6-8","disciplinaryCore":"PS4.C: Information Technologies and Instrumentation","discipline":"Physical Science"},{"modeId":"circuitmind","code":"HS-PS3-1","description":"Create a computational model to calculate the change in the energy of one component in a system when the conditions of other components in the system change.","gradeBand":"9-12","disciplinaryCore":"PS3.A: Definitions of Energy","discipline":"Physical Science"},{"modeId":"circuitmind","code":"HS-PS3-5","description":"Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.","gradeBand":"9-12","disciplinaryCore":"PS3.C: Relationship Between Energy and Forces","discipline":"Physical Science"},{"modeId":"buildlab","code":"3-5-ETS1-1","description":"Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.","gradeBand":"3-5","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"buildlab","code":"3-5-ETS1-2","description":"Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.","gradeBand":"3-5","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"buildlab","code":"MS-ETS1-1","description":"Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.","gradeBand":"6-8","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"buildlab","code":"MS-ETS1-3","description":"Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.","gradeBand":"6-8","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"buildlab","code":"MS-ETS1-4","description":"Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.","gradeBand":"6-8","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"buildlab","code":"HS-ETS1-1","description":"Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.","gradeBand":"9-12","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"buildlab","code":"HS-ETS1-2","description":"Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"buildlab","code":"HS-ETS1-3","description":"Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"buildlab","code":"HS-ETS1-4","description":"Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.","gradeBand":"9-12","disciplinaryCore":"ETS1.C: Optimizing the Design Solution","discipline":"Engineering"},{"modeId":"makeshop","code":"3-5-ETS1-1","description":"Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.","gradeBand":"3-5","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"makeshop","code":"3-5-ETS1-2","description":"Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.","gradeBand":"3-5","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"makeshop","code":"MS-ETS1-1","description":"Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.","gradeBand":"6-8","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"makeshop","code":"MS-ETS1-3","description":"Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.","gradeBand":"6-8","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"makeshop","code":"MS-ETS1-4","description":"Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.","gradeBand":"6-8","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"makeshop","code":"HS-ETS1-1","description":"Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.","gradeBand":"9-12","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"makeshop","code":"HS-ETS1-2","description":"Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"makeshop","code":"HS-ETS1-3","description":"Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"makeshop","code":"HS-ETS1-4","description":"Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.","gradeBand":"9-12","disciplinaryCore":"ETS1.C: Optimizing the Design Solution","discipline":"Engineering"},{"modeId":"mechanismlab","code":"3-5-ETS1-1","description":"Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.","gradeBand":"3-5","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"mechanismlab","code":"3-5-ETS1-2","description":"Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.","gradeBand":"3-5","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"mechanismlab","code":"MS-ETS1-1","description":"Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.","gradeBand":"6-8","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"mechanismlab","code":"MS-ETS1-3","description":"Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.","gradeBand":"6-8","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"mechanismlab","code":"MS-ETS1-4","description":"Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.","gradeBand":"6-8","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"mechanismlab","code":"HS-ETS1-1","description":"Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.","gradeBand":"9-12","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"mechanismlab","code":"HS-ETS1-2","description":"Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"mechanismlab","code":"HS-ETS1-3","description":"Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"mechanismlab","code":"HS-ETS1-4","description":"Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.","gradeBand":"9-12","disciplinaryCore":"ETS1.C: Optimizing the Design Solution","discipline":"Engineering"},{"modeId":"assistivedesign","code":"3-5-ETS1-1","description":"Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.","gradeBand":"3-5","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"assistivedesign","code":"3-5-ETS1-2","description":"Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.","gradeBand":"3-5","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"assistivedesign","code":"MS-ETS1-1","description":"Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.","gradeBand":"6-8","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"assistivedesign","code":"MS-ETS1-3","description":"Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.","gradeBand":"6-8","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"assistivedesign","code":"MS-ETS1-4","description":"Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.","gradeBand":"6-8","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"assistivedesign","code":"HS-ETS1-1","description":"Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.","gradeBand":"9-12","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"assistivedesign","code":"HS-ETS1-2","description":"Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"assistivedesign","code":"HS-ETS1-3","description":"Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"assistivedesign","code":"HS-ETS1-4","description":"Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.","gradeBand":"9-12","disciplinaryCore":"ETS1.C: Optimizing the Design Solution","discipline":"Engineering"},{"modeId":"waveworld","code":"4-PS4-1","description":"Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.","gradeBand":"3-5","disciplinaryCore":"PS4.A: Wave Properties","discipline":"Physical Science"},{"modeId":"waveworld","code":"MS-PS4-1","description":"Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.","gradeBand":"6-8","disciplinaryCore":"PS4.A: Wave Properties","discipline":"Physical Science"},{"modeId":"waveworld","code":"MS-PS4-2","description":"Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.","gradeBand":"6-8","disciplinaryCore":"PS4.A: Wave Properties","discipline":"Physical Science"},{"modeId":"waveworld","code":"HS-PS4-1","description":"Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.","gradeBand":"9-12","disciplinaryCore":"PS4.A: Wave Properties","discipline":"Physical Science"},{"modeId":"waveworld","code":"HS-PS4-3","description":"Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.","gradeBand":"9-12","disciplinaryCore":"PS4.A: Wave Properties","discipline":"Physical Science"},{"modeId":"waveworld","code":"HS-PS4-5","description":"Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.","gradeBand":"9-12","disciplinaryCore":"PS4.C: Information Technologies and Instrumentation","discipline":"Physical Science"},{"modeId":"evolvesim","code":"MS-LS4-1","description":"Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth.","gradeBand":"6-8","disciplinaryCore":"LS4.A: Evidence of Common Ancestry and Diversity","discipline":"Life Science"},{"modeId":"evolvesim","code":"MS-LS4-4","description":"Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.","gradeBand":"6-8","disciplinaryCore":"LS4.B: Natural Selection","discipline":"Life Science"},{"modeId":"evolvesim","code":"MS-LS4-6","description":"Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.","gradeBand":"6-8","disciplinaryCore":"LS4.C: Adaptation","discipline":"Life Science"},{"modeId":"evolvesim","code":"HS-LS4-1","description":"Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.","gradeBand":"9-12","disciplinaryCore":"LS4.A: Evidence of Common Ancestry and Diversity","discipline":"Life Science"},{"modeId":"evolvesim","code":"HS-LS4-2","description":"Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.","gradeBand":"9-12","disciplinaryCore":"LS4.B: Natural Selection","discipline":"Life Science"},{"modeId":"evolvesim","code":"HS-LS4-3","description":"Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.","gradeBand":"9-12","disciplinaryCore":"LS4.B: Natural Selection","discipline":"Life Science"},{"modeId":"evolvesim","code":"HS-LS4-4","description":"Construct an explanation based on evidence for how natural selection leads to adaptation of populations.","gradeBand":"9-12","disciplinaryCore":"LS4.C: Adaptation","discipline":"Life Science"},{"modeId":"evolvesim","code":"HS-LS4-5","description":"Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.","gradeBand":"9-12","disciplinaryCore":"LS4.C: Adaptation","discipline":"Life Science"},{"modeId":"evolvesim","code":"HS-LS4-6","description":"Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.","gradeBand":"9-12","disciplinaryCore":"LS4.D: Biodiversity and Humans","discipline":"Life Science"},{"modeId":"climateengine","code":"MS-ESS2-6","description":"Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.","gradeBand":"6-8","disciplinaryCore":"ESS2.D: Weather and Climate","discipline":"Earth & Space Science"},{"modeId":"climateengine","code":"MS-ESS3-3","description":"Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.","gradeBand":"6-8","disciplinaryCore":"ESS3.C: Human Impacts on Earth Systems","discipline":"Earth & Space Science"},{"modeId":"climateengine","code":"MS-ESS3-5","description":"Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.","gradeBand":"6-8","disciplinaryCore":"ESS3.D: Global Climate Change","discipline":"Earth & Space Science"},{"modeId":"climateengine","code":"HS-ESS2-4","description":"Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.","gradeBand":"9-12","disciplinaryCore":"ESS2.D: Weather and Climate","discipline":"Earth & Space Science"},{"modeId":"climateengine","code":"HS-ESS2-6","description":"Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.","gradeBand":"9-12","disciplinaryCore":"ESS2.D: Weather and Climate","discipline":"Earth & Space Science"},{"modeId":"climateengine","code":"HS-ESS3-1","description":"Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.","gradeBand":"9-12","disciplinaryCore":"ESS3.A: Natural Resources","discipline":"Earth & Space Science"},{"modeId":"climateengine","code":"HS-ESS3-4","description":"Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.","gradeBand":"9-12","disciplinaryCore":"ESS3.C: Human Impacts on Earth Systems","discipline":"Earth & Space Science"},{"modeId":"climateengine","code":"HS-ESS3-5","description":"Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.","gradeBand":"9-12","disciplinaryCore":"ESS3.D: Global Climate Change","discipline":"Earth & Space Science"},{"modeId":"climateengine","code":"HS-ESS3-6","description":"Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.","gradeBand":"9-12","disciplinaryCore":"ESS3.D: Global Climate Change","discipline":"Earth & Space Science"},{"modeId":"neuralpath","code":"4-LS1-2","description":"Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.","gradeBand":"3-5","disciplinaryCore":"LS1.D: Information Processing","discipline":"Life Science"},{"modeId":"neuralpath","code":"MS-LS1-3","description":"Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.","gradeBand":"6-8","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"neuralpath","code":"HS-LS1-2","description":"Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.","gradeBand":"9-12","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"neuralpath","code":"HS-LS1-3","description":"Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.","gradeBand":"9-12","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"codecraft","code":"MS-ETS1-4","description":"Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.","gradeBand":"6-8","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"codecraft","code":"HS-ETS1-2","description":"Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"codecraft","code":"HS-ETS1-4","description":"Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.","gradeBand":"9-12","disciplinaryCore":"ETS1.C: Optimizing the Design Solution","discipline":"Engineering"},{"modeId":"codecraft","code":"SEP-5","description":"Using Mathematics and Computational Thinking","gradeBand":"9-12","disciplinaryCore":"Science and Engineering Practices","discipline":"Engineering"},{"modeId":"fluidlab","code":"MS-PS1-4","description":"Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.","gradeBand":"6-8","disciplinaryCore":"PS1.A: Structure and Properties of Matter","discipline":"Physical Science"},{"modeId":"fluidlab","code":"MS-ESS2-6","description":"Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.","gradeBand":"6-8","disciplinaryCore":"ESS2.D: Weather and Climate","discipline":"Earth & Space Science"},{"modeId":"fluidlab","code":"HS-PS3-2","description":"Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).","gradeBand":"9-12","disciplinaryCore":"PS3.A: Definitions of Energy","discipline":"Physical Science"},{"modeId":"fluidlab","code":"HS-ESS2-4","description":"Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.","gradeBand":"9-12","disciplinaryCore":"ESS2.D: Weather and Climate","discipline":"Earth & Space Science"},{"modeId":"reactorcore","code":"HS-PS1-4","description":"Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.","gradeBand":"9-12","disciplinaryCore":"PS1.B: Chemical Reactions","discipline":"Physical Science"},{"modeId":"reactorcore","code":"HS-PS1-5","description":"Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.","gradeBand":"9-12","disciplinaryCore":"PS1.B: Chemical Reactions","discipline":"Physical Science"},{"modeId":"reactorcore","code":"HS-PS1-7","description":"Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.","gradeBand":"9-12","disciplinaryCore":"PS1.B: Chemical Reactions","discipline":"Physical Science"},{"modeId":"reactorcore","code":"HS-PS3-1","description":"Create a computational model to calculate the change in the energy of one component in a system when the conditions of other components in the system change.","gradeBand":"9-12","disciplinaryCore":"PS3.A: Definitions of Energy","discipline":"Physical Science"},{"modeId":"reactorcore","code":"HS-PS3-2","description":"Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).","gradeBand":"9-12","disciplinaryCore":"PS3.A: Definitions of Energy","discipline":"Physical Science"},{"modeId":"reactorcore","code":"HS-ESS1-1","description":"Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually transfers to Earth in the form of radiation.","gradeBand":"9-12","disciplinaryCore":"ESS1.A: The Universe and its Stars","discipline":"Earth & Space Science"},{"modeId":"opticsbench","code":"K-PS3-1","description":"Make observations to determine the effect of sunlight on Earth's surface.","gradeBand":"K-2","disciplinaryCore":"PS3.B: Conservation of Energy and Energy Transfer","discipline":"Physical Science"},{"modeId":"opticsbench","code":"4-PS4-1","description":"Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.","gradeBand":"3-5","disciplinaryCore":"PS4.A: Wave Properties","discipline":"Physical Science"},{"modeId":"opticsbench","code":"MS-PS4-1","description":"Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.","gradeBand":"6-8","disciplinaryCore":"PS4.A: Wave Properties","discipline":"Physical Science"},{"modeId":"opticsbench","code":"MS-PS4-2","description":"Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.","gradeBand":"6-8","disciplinaryCore":"PS4.A: Wave Properties","discipline":"Physical Science"},{"modeId":"opticsbench","code":"HS-PS4-1","description":"Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.","gradeBand":"9-12","disciplinaryCore":"PS4.A: Wave Properties","discipline":"Physical Science"},{"modeId":"opticsbench","code":"HS-PS4-3","description":"Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.","gradeBand":"9-12","disciplinaryCore":"PS4.A: Wave Properties","discipline":"Physical Science"},{"modeId":"opticsbench","code":"HS-PS4-5","description":"Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.","gradeBand":"9-12","disciplinaryCore":"PS4.C: Information Technologies and Instrumentation","discipline":"Physical Science"},{"modeId":"statsphere","code":"MS-LS4-6","description":"Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.","gradeBand":"6-8","disciplinaryCore":"LS4.C: Adaptation","discipline":"Life Science"},{"modeId":"statsphere","code":"HS-LS3-3","description":"Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.","gradeBand":"9-12","disciplinaryCore":"LS3.B: Variation of Traits","discipline":"Life Science"},{"modeId":"statsphere","code":"HS-LS4-3","description":"Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.","gradeBand":"9-12","disciplinaryCore":"LS4.B: Natural Selection","discipline":"Life Science"},{"modeId":"statsphere","code":"SEP-4","description":"Analyzing and Interpreting Data","gradeBand":"9-12","disciplinaryCore":"Science and Engineering Practices","discipline":"Engineering"},{"modeId":"statsphere","code":"SEP-5","description":"Using Mathematics and Computational Thinking","gradeBand":"9-12","disciplinaryCore":"Science and Engineering Practices","discipline":"Engineering"},{"modeId":"bioforge","code":"HS-LS1-1","description":"Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.","gradeBand":"9-12","disciplinaryCore":"LS1.A: Structure and Function","discipline":"Life Science"},{"modeId":"bioforge","code":"HS-LS1-4","description":"Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.","gradeBand":"9-12","disciplinaryCore":"LS1.B: Growth and Development of Organisms","discipline":"Life Science"},{"modeId":"bioforge","code":"HS-LS1-6","description":"Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.","gradeBand":"9-12","disciplinaryCore":"LS1.C: Organization for Matter and Energy Flow in Organisms","discipline":"Life Science"},{"modeId":"bioforge","code":"HS-LS3-1","description":"Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.","gradeBand":"9-12","disciplinaryCore":"LS3.A: Inheritance of Traits","discipline":"Life Science"},{"modeId":"bioforge","code":"HS-LS3-2","description":"Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.","gradeBand":"9-12","disciplinaryCore":"LS3.B: Variation of Traits","discipline":"Life Science"},{"modeId":"bioforge","code":"HS-ETS1-2","description":"Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"bioforge","code":"HS-ETS1-3","description":"Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"reactionlab","code":"MS-PS1-2","description":"Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.","gradeBand":"6-8","disciplinaryCore":"PS1.A: Structure and Properties of Matter","discipline":"Physical Science"},{"modeId":"reactionlab","code":"MS-PS1-5","description":"Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.","gradeBand":"6-8","disciplinaryCore":"PS1.B: Chemical Reactions","discipline":"Physical Science"},{"modeId":"reactionlab","code":"HS-PS1-2","description":"Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.","gradeBand":"9-12","disciplinaryCore":"PS1.A: Structure and Properties of Matter","discipline":"Physical Science"},{"modeId":"reactionlab","code":"HS-PS1-4","description":"Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.","gradeBand":"9-12","disciplinaryCore":"PS1.B: Chemical Reactions","discipline":"Physical Science"},{"modeId":"reactionlab","code":"HS-PS1-5","description":"Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.","gradeBand":"9-12","disciplinaryCore":"PS1.B: Chemical Reactions","discipline":"Physical Science"},{"modeId":"reactionlab","code":"HS-PS1-7","description":"Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.","gradeBand":"9-12","disciplinaryCore":"PS1.B: Chemical Reactions","discipline":"Physical Science"},{"modeId":"graphverse","code":"SEP-4","description":"Analyzing and Interpreting Data","gradeBand":"9-12","disciplinaryCore":"Science and Engineering Practices","discipline":"Engineering"},{"modeId":"graphverse","code":"SEP-5","description":"Using Mathematics and Computational Thinking","gradeBand":"9-12","disciplinaryCore":"Science and Engineering Practices","discipline":"Engineering"},{"modeId":"graphverse","code":"CCC-3","description":"Scale, Proportion, and Quantity","gradeBand":"9-12","disciplinaryCore":"Crosscutting Concepts","discipline":"Physical Science"},{"modeId":"graphverse","code":"MS-LS4-6","description":"Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.","gradeBand":"6-8","disciplinaryCore":"LS4.C: Adaptation","discipline":"Life Science"},{"modeId":"graphverse","code":"HS-LS3-3","description":"Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.","gradeBand":"9-12","disciplinaryCore":"LS3.B: Variation of Traits","discipline":"Life Science"},{"modeId":"historysim","code":"SEP-4","description":"Analyzing and Interpreting Data","gradeBand":"9-12","disciplinaryCore":"Science and Engineering Practices","discipline":"Engineering"},{"modeId":"historysim","code":"SEP-6","description":"Constructing Explanations and Designing Solutions","gradeBand":"9-12","disciplinaryCore":"Science and Engineering Practices","discipline":"Engineering"},{"modeId":"historysim","code":"CCC-4","description":"Systems and System Models","gradeBand":"9-12","disciplinaryCore":"Crosscutting Concepts","discipline":"Life Science"},{"modeId":"historysim","code":"CCC-7","description":"Stability and Change","gradeBand":"9-12","disciplinaryCore":"Crosscutting Concepts","discipline":"Life Science"},{"modeId":"historysim","code":"HS-ETS1-1","description":"Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.","gradeBand":"9-12","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"historysim","code":"HS-ETS1-3","description":"Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"bizcase","code":"MS-ETS1-1","description":"Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.","gradeBand":"6-8","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"bizcase","code":"MS-ETS1-3","description":"Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.","gradeBand":"6-8","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"bizcase","code":"HS-ETS1-1","description":"Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.","gradeBand":"9-12","disciplinaryCore":"ETS1.A: Defining and Delimiting Engineering Problems","discipline":"Engineering"},{"modeId":"bizcase","code":"HS-ETS1-2","description":"Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"bizcase","code":"HS-ETS1-3","description":"Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.","gradeBand":"9-12","disciplinaryCore":"ETS1.B: Developing Possible Solutions","discipline":"Engineering"},{"modeId":"bizcase","code":"SEP-4","description":"Analyzing and Interpreting Data","gradeBand":"9-12","disciplinaryCore":"Science and Engineering Practices","discipline":"Engineering"},{"modeId":"bizcase","code":"SEP-6","description":"Constructing Explanations and Designing Solutions","gradeBand":"9-12","disciplinaryCore":"Science and Engineering 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