Every skill the Science 10 question bank actually tests, lesson by lesson, with the foundational calls and the gaps. Read it and tell us where it is wrong — a missing skill, a wrong foundational call, or two things listed separately that are really one skill.
Derived from the 80 questions actually in app/banks/science10.js (deploy_135), then checked against the real Alberta Program of Studies (Science 10, and forward into Chemistry 20–30 / Physics 20–30 / Biology 20–30 / Science 7–9) to ground the foundational calls and the gap list in the actual course sequence, not in feel. Sources are listed at the end.
1. The existing "naming compounds" inventory is stale. The precedent example (periodic-table-location split into 1a/1b) does not match what's actually in deploy_135. The current bank's Q1 states "a compound forms between a metal and a nonmetal" directly — there is no periodic-table-lookup step to split out. Whatever produced that earlier inventory was reading an older bank. I've derived lesson 1 fresh below; it no longer has that split.
2. The two "climate" lessons don't cover what Science 10 Unit D actually introduces. Unit D ("Energy Flow in Global Systems") is about the net radiation budget (as a percentage), the greenhouse effect, global wind/ocean heat transfer (jet stream, Coriolis effect, ocean currents), phase-change heat calculations (Hfus, Hvap, Q=mcΔt), and — the biggest single piece — biomes (comparing two biomes' climatographs, explaining why similar biomes exist in different locations, human impacts like deforestation and wetland draining). None of that is tested. Instead, "Climate systems — biosphere energy flow" tests trophic levels, the 10% transfer rule, food webs, decomposers, and keystone species — which is confirmed Grade 7 content ("Interactions and Ecosystems": producers/consumers/decomposers, energy flow through a food web, predicting effects of change to a food web), not new Unit D material. So roughly half of Unit D's actual scope has zero bank coverage, and a full 8-question lesson is largely re-testing Grade 7 prerequisite knowledge under a Science-10-sounding label. This is worth a decision from you before the skill list is treated as "covering" this unit — see the gap list under lessons 9–10 below.
3. The thermodynamics lesson's forward path is Chemistry, not Physics. I'd assumed the first/second law content carries into Physics 20/30. It doesn't — Physics 20–30's own outcome list confirms thermodynamics is absent from that program. The real forward destination is Chemistry 30 Unit A, "Thermochemical Changes." I've corrected the foundational reasoning below accordingly.
4. Two explicit Unit B formulas are never used. Science 10 Unit B names Ep = mgh and Ek = ½mv² as outcomes. The bank only tests qualitative "energy converts from KE to PE" recognition — no question ever has a student compute either formula. Confirmed gap, flagged under lesson 5.
5. Biology 20/30's own outcome document wasn't independently confirmed this session (the fetch was blocked). Where I say cell/transport content "carries into Biology 20/30," treat that as reasonably well-established but not verified against the actual POS this round — worth a follow-up check before relying on it the way the Chemistry/Physics claims below can be relied on.
| Short name | # | Skill | Type |
|---|---|---|---|
| Ionic vs. covalent classification | 1 | Classify a compound's bond type as ionic vs. covalent from a metal/nonmetal pairing | Lookup — memorized pairing rule |
| Simple ionic naming | 2 | Name a simple binary ionic compound (metal name unchanged + nonmetal root + "-ide") | |
| Molecular (prefix) naming | 3 | Name a molecular (covalent) compound using prefixes | |
| Why ionic skips prefixes | 4 | Explain why ionic naming omits prefixes (fixed charge ratio) | |
| Multivalent ionic naming | 5 | Name a multivalent ionic compound using a Roman numeral for the metal's charge | Foundational — Chemistry 20 Unit A requires naming ionic/molecular compounds and this variable-charge case recurs constantly (iron, copper compounds) |
| Subscript reading | 6 | Read a subscript in a formula as atom count per unit, distinct from a coefficient | Foundational — Chemistry 20 Unit D explicitly names the coefficient-vs-subscript distinction as a recalled prerequisite for balancing/stoichiometry |
| Naming convention → formula method | 7 | Explain why the naming convention (ionic vs. molecular) determines which formula-writing method applies | |
| Ionic formula writing | 8 | Write an ionic formula from ion charges by balancing to net-zero charge | Foundational — Chemistry 20 Unit A (formula writing) and Unit D (stoichiometry) both depend on this directly |
Sister-skill pairs: simple ionic naming (2) vs. molecular naming (3) — prefix-or-not is the exact confusion the bank's own distractors are built around; multivalent naming (5) vs. simple ionic naming (2) — when a Roman numeral is/isn't needed; classifying bond type (1) vs. picking the naming method (7) — a misclassified bond type cascades into the wrong naming method.
Curriculum gaps (Chemistry 20 Unit A/Unit C, confirmed): polyatomic ions are never tested; acids are never named or classified as their own compound class (only "neutralization" as a reaction type in the next lesson); writing a molecular formula from a name (the reverse of Q3) isn't tested, only formula→name and ionic name→formula.
Possible over-split to flag for you: skill 4 (why no prefixes) and skill 7 (why convention determines method) are both "explain the ionic/molecular naming logic" reasoning questions — they may be one skill practiced twice rather than two. Compare against lesson 5 below, which has the same pattern in the other direction (one skill tested three times) — worth settling one rule for both.
| Short name | # | Skill | Type |
|---|---|---|---|
| Balancing equations | 1 | Balance a chemical equation using coefficients, never subscripts | Foundational — Chemistry 20 Unit D explicitly lists "recall the balancing of chemical equations" as a prerequisite |
| Neutralization ID | 2 | Classify a reaction as neutralization (acid + base → salt + water) | Foundational — feeds Chemistry 20 Unit C (acids and bases) |
| Combustion ID | 3 | Classify a reaction as combustion (fuel + O₂ → heat/light + CO₂ + H₂O) | Foundational — named reaction type Chemistry 20 Unit D builds "predict the products" onto |
| Single displacement ID | 4 | Classify a reaction as single displacement (one element replaces another in a compound) | Foundational — same reason as 3 |
| Double displacement ID | 5 | Classify a reaction as double displacement (ions swap between two compounds) | Foundational — same reason as 3; also feeds Chemistry 20 Unit C (solution/precipitate behaviour) |
| Precipitate naming | 6 | Name the insoluble solid product of a double-displacement reaction a "precipitate" | Lookup |
| Why balance for stoichiometry | 7 | Explain why a balanced equation is required for accurate quantitative predictions | Foundational — direct basis of Chemistry 20 Unit D stoichiometry |
| Type → product prediction | 8 | Explain why identifying reaction type helps predict a reaction's products | |
| Conservation of mass | 9 | Identify the law of conservation of mass as what equation-balancing applies | Lookup |
(Skill 5/6 came from one question that hides two — the double-displacement question asks for both the reaction type and the name of the solid product; split per the method.)
Sister-skill pairs: single vs. double displacement (one element vs. two compounds swapping — the classic confusion); combustion vs. neutralization (both exothermic, both produce water); balancing equations (coefficients) vs. writing formulas (subscripts) — the same confusion carried over from lesson 1's distractors.
Curriculum gaps (Chemistry 20 Unit D, confirmed): synthesis and decomposition are two of the five reaction types the Alberta program of studies names explicitly ("formation (synthesis), decomposition, hydrocarbon combustion, single replacement, double replacement") — neither ever appears as the correct answer in this bank, only as wrong-answer distractors. That means two of five required reaction-type identifications have zero real coverage. Also gap: predicting the products of a reaction (an explicit outcome) isn't tested at all — only classifying the type of an already-complete reaction is. Also gap: the mole concept (6.02×10²³, explicitly named in Unit A) has no presence anywhere in Science 10.
| Short name | # | Skill | Type |
|---|---|---|---|
| Speed calculation | 1 | Calculate average speed = distance ÷ time | Foundational — Physics 20 Unit A (Kinematics) directly continues one-dimensional motion |
| Speed vs. velocity | 2 | Distinguish speed (scalar) from velocity (vector, includes direction) | Foundational — vector/scalar reasoning is used throughout Physics 20 (dynamics, circular motion) |
| Acceleration calculation | 3 | Calculate acceleration = Δv ÷ time | Foundational — same reason as 1 |
| Distance-time graph reading | 4 | Read a distance-time graph: a straight sloped line means constant speed | Foundational — Physics 20 explicitly continues distance-time/velocity-time graph interpretation across multiple units |
| Speed-time graph reading | 5 | Read a speed-time graph: a straight sloped line means constant acceleration | Foundational — same reason as 4 |
| Slope = acceleration | 6 | Identify that a speed-time graph's slope represents acceleration | Foundational — same reason as 4 |
| Area = distance | 7 | Identify that the area under a speed-time graph represents total distance | Foundational — same reason as 4 |
| Circular motion = acceleration | 8 | Explain why constant-speed circular motion still counts as acceleration (velocity's direction is changing) | Foundational — this is precisely the reasoning Physics 20 Unit C ("Circular Motion, Work and Energy") builds centripetal acceleration on |
Sister-skill pairs: distance-time graph reading (4) vs. speed-time graph reading (5) — same line shape, opposite meaning depending on the axis, and the bank deliberately pairs these two questions to test exactly that; slope (6) vs. area (7) of the same graph — also a deliberately paired distractor set; the speed formula (1) vs. the acceleration formula (3) — both "divide by time," easy to cross the numerators.
Curriculum gaps: Physics 20 Unit A almost certainly extends into unit conversions, free-fall (g = 9.8 m/s²), and multi-variable kinematics equations beyond the two basic definitions tested here — none of that appears in Science 10, which is expected (it's genuinely Physics 20 content), but worth naming so it's not mistaken for something Science 10 should have covered.
| Short name | # | Skill | Type |
|---|---|---|---|
| Work calculation | 1 | Calculate work = force × distance | Foundational — Physics 20 Unit C ("Circular Motion, Work and Energy") explicitly continues work/mechanical-energy concepts |
| Work requires displacement | 2 | Explain why work requires actual displacement, not force alone | Foundational — refines skill 1, same forward link |
| Mechanical advantage (concept) | 3 | Identify "mechanical advantage" as the concept of reduced input force via a machine | Lookup |
| Force–distance tradeoff | 4 | Explain the force–distance tradeoff (work ≈ constant, so less force needs more distance) | |
| Effort arm vs. load arm | 5 | Explain why moving a lever's pivot closer to the load increases mechanical advantage | |
| Efficiency \<100% | 6 | Explain why real machine efficiency is always below 100% (friction/heat losses) | |
| Mechanical advantage calculation | 7 | Calculate mechanical advantage = output force ÷ input force | |
| MA in tool design | 8 | Explain why understanding mechanical advantage is useful for tool design |
Naming note: skill 5 has a real name — it's the effort arm vs. load arm ratio (a lever's mechanical advantage = length of the effort arm ÷ length of the load arm; moving the pivot closer to the load lengthens the effort arm relative to the load arm). Renamed above rather than left as a plain description.
Note on forward linkage: unlike the motion lesson, Physics 20–30's own outcome list doesn't name "mechanical advantage" or "simple machines" as a returning topic — the only thing that clearly continues is work/mechanical energy in general (skills 1–2). Skills 3, 5, 7 (lever/pivot/mechanical-advantage-ratio mechanics) may be closer to terminal Science-10-only content rather than something later courses build on directly. Flagging this so it isn't over-weighted as foundational by assumption the way I initially had it.
Sister-skill pairs: the work formula (1, F×D) vs. the mechanical-advantage formula (7, Fout/Fin) — both "plug two numbers into a formula" word problems, risk of applying the wrong one; "mechanical advantage" (3) vs. "efficiency" (6) — force-multiplier vs. percent-useful-energy are genuinely different ideas students commonly merge.
Curriculum gap (confirmed): Science 10 Unit B explicitly asks students to "explain, quantitatively, efficiency as a measure of the 'useful' work compared to the total energy" — an actual percentage-efficiency calculation. The bank tests the concept that efficiency is always \<100%, and separately tests the mechanical-advantage ratio, but never has a student compute an actual efficiency percentage. Also gap: no named simple-machine types beyond the lever (pulley, inclined plane, wheel-and-axle, screw, wedge aren't tested individually).
| Short name | # | Skill | Type |
|---|---|---|---|
| KE ↔ PE transformation | 1 | Identify an energy transformation between forms (KE ↔ PE) in a mechanical system | Foundational — direct continuation of Science 10 Unit B's own Ep/Ek outcomes, and of Physics 20 Unit C energy conservation |
| First law of thermodynamics | 2 | State the first law of thermodynamics (energy conserved in a closed system, only transformed) | Foundational — corrected forward link: feeds Chemistry 30 Unit A, "Thermochemical Changes," not Physics (Physics 20–30 has no thermodynamics unit) |
| Second law of thermodynamics | 3 | State the second law of thermodynamics (real transformations always lose usable energy as heat) | Foundational — same corrected forward link as 2 |
| Perpetual motion impossibility | 4 | Apply the first and second laws together to explain why perpetual motion is impossible | Foundational — synthesis of 2 and 3 |
| Second law applied | 5 | Apply the second law to a real-world scenario (engine heat, coffee cooling) | Foundational — same forward link as 3 |
| Thermo as an efficiency-claims test | 6 | Explain why thermodynamics is a valid practical test for evaluating a technology's efficiency claims | |
| Energy budget minus friction | 7 | Apply "fixed total mechanical energy minus friction losses" reasoning to a designed system (roller coaster hills) | Foundational — same forward link as 1 |
(Skills 5 collapses two questions — the engine-heat question and the coffee-cooling question are the same applied reasoning move in two different dressings, not two distinct skills. This is the mirror-image of lesson 2's split: here two questions hide one skill rather than one question hiding two. Worth checking whether other lessons have this same pattern once more banks are done — see the note under lesson 1.)
Sister-skill pairs: first law vs. second law (both "about energy in transformations," genuinely different claims, commonly conflated); this lesson's second-law reasoning vs. the mechanical-systems lesson's "efficiency always \<100%" reasoning — same underlying idea taught twice, worth a cross-lesson note for whoever builds the sister-skill/distractor pool.
Curriculum gaps (confirmed, Science 10 Unit B): Ep = mgh and Ek = ½mv² are named outcomes; the bank never has a student actually compute either — only the qualitative "energy converts from one form to another" recognition is tested. Also gap: no percentage-efficiency calculation here either (see lesson 4's note — this is the same missing calculation, could be covered in either lesson).
| Short name | # | Skill | Type |
|---|---|---|---|
| Eukaryotic vs. prokaryotic | 1 | Classify a cell as eukaryotic (nucleus + membrane-bound organelles) vs. prokaryotic | |
| Mitochondria function | 2 | Identify mitochondria's function (ATP production via cellular respiration) | |
| Ribosome function | 3 | Identify ribosomes' function (protein synthesis) | |
| Cell membrane function | 4 | Identify the cell membrane's function (regulate what enters/exits the cell) | Foundational — directly needed for the next lesson (cell transport) |
| Plant vs. animal cell | 5 | Identify the structural differences between a plant cell and an animal cell (cell wall, chloroplasts) | |
| Chloroplast function | 6 | Identify chloroplasts' function (photosynthesis) | |
| Nucleus as control center | 7 | Explain why the nucleus is called the cell's "control center" (contains DNA, directs activity) | |
| Organelle/factory analogy | 8 | Explain the organelle/factory analogy (specialized parts contributing to a whole) |
Sister-skill pairs: mitochondria (energy, 2) vs. chloroplast (energy conversion via light, 6) — both "convert energy," easily confused; nucleus (genetic control, 7) vs. ribosome (protein synthesis, 3) — DNA vs. protein-building, a very common intro-biology mix-up (the bank's own distractors test exactly this); cell membrane (4) vs. cell wall (5) — both "boundary" structures, one regulates exchange, the other is structural and plant-only.
Curriculum gap (confirmed — this is a significant one): Science 10 Unit C explicitly names the organelle list as "cell membrane, nucleus, lysosome, vacuole, mitochondrion, endoplasmic reticulum, Golgi apparatus, ribosomes, chloroplast and cell wall." The bank tests 6 of these 10 (membrane, nucleus, mitochondria, ribosome, chloroplast, cell wall) and has zero questions on lysosome, vacuole, endoplasmic reticulum, or Golgi apparatus. Also gap: cell theory itself (the three tenets — all living things made of cells, cells are the functional unit, all cells from pre-existing cells) is a named outcome with no bank presence at all.
| Short name | # | Skill | Type |
|---|---|---|---|
| Osmosis | 1 | Identify osmosis (water moves toward higher solute concentration across a membrane) | Foundational — core transport concept, Unit C explicit outcome |
| Diffusion vs. active transport | 2 | Distinguish diffusion (passive, no energy, with the gradient) from active transport (against the gradient, needs energy) | Foundational — same reason as 1 |
| Root hair surface area | 3 | Explain why a large surface area increases root hair cells' absorption rate | Foundational — same surface-area-to-volume principle Unit C names explicitly |
| Xylem function | 4 | Identify xylem's function (water/mineral transport, roots → plant) | |
| Phloem function | 5 | Identify phloem's function (sugar transport, leaves → plant) | |
| Stomata function | 6 | Identify stomata's function (regulate gas exchange and water loss) | |
| Selective permeability | 7 | Explain "selectively permeable" (some substances pass, not all or none) | Foundational — underlies skills 1 and 2 directly |
| Cell size limit (SA:V) | 8 | Explain why cells stay small (surface area grows more slowly than volume) | Foundational — explicit named Unit C outcome ("surface area to volume ratio... limits cell size") |
Sister-skill pairs: xylem (4) vs. phloem (5) — up vs. down, water vs. sugar, and the bank's own distractors cross-reference each other directly; osmosis (1) vs. diffusion (part of 2) — both passive movement, but water specifically vs. any solute; surface-area reasoning in root hairs (3) vs. surface-area reasoning for cell size limits (8) — same principle, two different applications.
Curriculum gaps (confirmed — significant): Unit C explicitly names endocytosis and exocytosis alongside diffusion/osmosis/active transport — neither is tested at all. Leaf structure is named explicitly ("epidermis including guard cells, palisade tissue cells, spongy tissue cells") — the bank only tests stomata, missing epidermis, palisade tissue, and spongy tissue entirely. Transpiration is named explicitly, "including the cohesion and adhesion properties of water, turgor pressure" — none of that is tested (the root-hair/surface-area question is absorption, not transpiration). Phototropism and gravitropism (plant control systems) are a named outcome with zero bank presence.
| Short name | # | Skill | Type |
|---|---|---|---|
| Greenhouse effect | 1 | Identify the greenhouse effect (specific gases trap outgoing heat) | Foundational — feeds directly into the climate-change-evidence lesson |
| Heat transfer mechanisms | 2 | Distinguish conduction, convection, and radiation as heat-transfer mechanisms | |
| Sunlight angle & intensity | 3 | Explain how sunlight angle affects energy concentration (direct vs. oblique) | |
| Albedo | 4 | Explain albedo (light surfaces reflect more, dark surfaces absorb more) | Foundational — directly sets up the ice-albedo feedback loop tested in the next lesson |
| Atmospheric layers | 5 | Explain why the atmosphere has distinct layers with different properties | |
| Net radiation budget | 6 | Define "net radiation budget" (balance of incoming absorbed vs. outgoing radiated energy) | |
| Polar energy deficit | 7 | Explain why polar regions receive less solar energy overall (angle + seasonal daylight) | |
| Greenhouse gas monitoring | 8 | Explain why CO₂ and methane specifically are tracked as greenhouse contributors | Foundational — sets up the next lesson's ice-core evidence questions |
Sister-skill pairs: conduction/convection/radiation (2) — a three-way confusable set tested together; sunlight angle (3) vs. polar-region low-energy explanation (7) — same "angle" principle extended with a second factor; albedo (4) vs. greenhouse effect (1) — both affect Earth's energy balance through different mechanisms (reflection vs. heat-trapping), a common student conflation.
Curriculum gaps (confirmed, Unit D — see headline finding #2): the net radiation budget is supposed to be analyzed "using per cent" — the bank tests the concept but never has a student work with an actual percentage. Global wind patterns, the jet stream, the Coriolis effect, weather systems, and ocean currents — a full named outcome — have zero bank presence. Phase-change heat-transfer calculations (Hfus, Hvap, Q = mcΔt) are a named outcome with zero bank presence. Water vapour is named alongside CO₂/methane as a greenhouse gas and isn't tested.
Read this lesson together with headline finding #2 above. Every skill below is confirmed Grade 7 content ("Interactions and Ecosystems": producers/consumers/decomposers, energy flow through a food web, predicting effects of change to a food web) — this lesson is reinforcing prerequisite knowledge, not testing new Science 10 material. That doesn't make the skills unimportant (they're clearly still examinable and worth having in the picker), but the "foundational" judgment here means something different: these are foundational to understanding this course's Unit D at all, not skills Unit D itself introduces.
| Short name | # | Skill | Type |
|---|---|---|---|
| Trophic-level roles | 1 | Identify trophic-level roles (e.g., primary consumer) in an energy-flow scenario | |
| 10% energy-transfer rule | 2 | Explain the ~10% energy-transfer rule between trophic levels | |
| Trophic-level limit | 3 | Explain why food chains rarely exceed 4–5 trophic levels (a direct consequence of skill 2) | |
| Decomposer role | 4 | Identify decomposers' role (break down dead matter, recycle nutrients) | |
| Food web vs. food chain | 5 | Explain why food webs represent real ecosystems better than food chains | |
| Keystone species | 6 | Explain the keystone-species concept (disproportionate structural role, cascading decline effects) | |
| Biomass energy ceiling | 7 | Explain why total photosynthetic energy capture limits an ecosystem's total biomass | |
| Food web disruption | 8 | Explain why disrupting one species in a food web (e.g., overfishing) has wider effects |
Sister-skill pairs: the 10% rule (2) vs. the trophic-level-limit consequence (3) — cause and effect, easy to treat as "the same fact" rather than one deriving from the other; primary consumer (1) vs. decomposer (4) — both "identify this organism's ecological role," but a decomposer acting on dead matter is often mistakenly bucketed as a type of consumer.
Curriculum gap — the real one for this unit: biomes are the single largest unaddressed piece of Unit D. The Alberta program of studies wants students to describe a biome as an open system, compare two biomes' climatographs, and explain why similar biomes occur in different locations, plus name specific human impacts on biomes (deforestation, wetland draining, forest fires). None of that is in either climate lesson.
| Short name | # | Skill | Type |
|---|---|---|---|
| Ice core evidence | 1 | Explain what ice cores reveal about past atmospheric composition (trapped air bubbles) | Foundational — matches the named Unit D outcome ("ice core samples, tree ring analysis" as climate-change evidence) |
| Climate vs. weather | 2 | Distinguish climate (long-term, large-scale) from weather (short-term, local) | |
| Converging evidence | 3 | Explain why converging independent lines of evidence strengthens a scientific conclusion | — general nature-of-science reasoning, not climate-specific |
| Sea level rise mechanism | 4 | Explain why rising temperatures cause rising sea levels (thermal expansion + land-ice melt) | |
| Phenology shift evidence | 5 | Explain why shifting seasonal timing (phenology) counts as climate-change evidence | |
| Ice-albedo feedback loop | 6 | Explain the ice-albedo feedback loop (melting ice reduces albedo → more warming) | Foundational — direct continuation of the albedo skill in the atmosphere lesson |
| Natural vs. anthropogenic causes | 7 | Explain why distinguishing natural from human-caused (anthropogenic) causes matters | |
| Past climate as reference | 8 | Explain why studying past climate events helps predict future trends |
Sister-skill pairs: climate vs. weather (2) — a classic universally-confused pair; ice-albedo feedback (6) is a direct cross-lesson sister to albedo (atmosphere lesson, skill 4) and to the greenhouse effect (atmosphere lesson, skill 1); "converging evidence strengthens a claim" (3, general) vs. "ice cores specifically are good evidence" (1, specific) — risk of conflating a general epistemology point with one particular evidence source.
Curriculum gap (confirmed): tree-ring evidence (dendrochronology) is named explicitly alongside ice cores in the program of studies, and appears in this bank only as a wrong-answer reference in one question's stem — it's never the correct answer to its own question. Human impacts on biomes specifically (deforestation, wetland draining, forest fires — see the biomes gap above) aren't addressed here either, only anthropogenic-vs-natural causation in general terms.
storage.googleapis.com/public.assets.arcticeider.com/education/edu_uploads/biology-20-30-alberta-2014.pdf, but the fetch tool couldn't complete this round; treat Biology 20/30 forward-linkage claims above as unverified this session.This is Science 10 end-to-end, as you'd want it before touching the other 23 banks — it's also the bank the existing (now-outdated) inventory came from, so it's the cheapest place to see whether the method holds. A few things worth your call before I go further:
1. Granularity landed at 7–9 skills per lesson, letting each lesson's actual question set decide the count rather than targeting a fixed number. Naming-compounds and reactions ran to 8–9; the rest mostly landed at 7–8. 2. Two failure patterns showed up, not one — a question hiding two skills (reactions lesson), and two questions turning out to be one skill in two costumes (thermodynamics lesson). Worth deciding whether the second case should collapse to one row or stay as two for the picker's sake. 3. The two climate lessons need a decision, not just a note — either they get rescoped/relabeled to match what they actually test (Grade 7 review), or new questions get written to cover biomes, radiation-budget percentages, global heat transfer, and phase-change calculations before this bank can be said to cover Unit D.
I haven't touched any of the other 23 banks — waiting on your read of this one first.
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