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L_0685 | succession | T_3414 | FIGURE 1.2 | image | textbook_images/succession_22156.png |
L_0686 | symbiosis | T_3416 | FIGURE 1.1 | image | textbook_images/symbiosis_22160.png |
L_0687 | symbiotic relationships of fungi | T_3418 | FIGURE 1.1 | image | textbook_images/symbiotic_relationships_of_fungi_22161.png |
L_0687 | symbiotic relationships of fungi | T_3420 | FIGURE 1.2 This tree is covered in lichen, a symbiotic relationship between a fungus and a bac- terium or an alga. | image | textbook_images/symbiotic_relationships_of_fungi_22162.png |
L_0689 | terrestrial biomes | T_3425 | FIGURE 1.1 | image | textbook_images/terrestrial_biomes_22163.png |
L_0690 | the biosphere | T_3427 | FIGURE 1.1 Biosphere 2, in Arizona, contains 3.15 acres of closed ecosystem and is a small- scale model of the biosphere. | image | textbook_images/the_biosphere_22165.png |
L_0696 | tracing evolution | T_3443 | FIGURE 1.1 | image | textbook_images/tracing_evolution_22173.png |
L_0699 | tropisms | T_3447 | FIGURE 1.1 These seedlings bending toward the sun are displaying phototropism. | image | textbook_images/tropisms_22179.png |
L_0699 | tropisms | T_3448 | FIGURE 1.2 This shoot is exhibiting gravitropism: it is growing against the pull of gravity. | image | textbook_images/tropisms_22180.png |
L_0700 | turtles | T_3451 | FIGURE 1.1 | image | textbook_images/turtles_22181.png |
L_0700 | turtles | T_3453 | FIGURE 1.2 The leatherback turtle can reach up to seven feet in length and weigh over 2,000 pounds. | image | textbook_images/turtles_22182.png |
L_0700 | turtles | T_3453 | FIGURE 1.3 | image | textbook_images/turtles_22183.png |
L_0701 | types of archaea | T_3455 | FIGURE 1.1 Halophiles, like the Halobacterium shown here, require high salt concen- trations. | image | textbook_images/types_of_archaea_22184.png |
L_0701 | types of archaea | T_3457 | FIGURE 1.2 | image | textbook_images/types_of_archaea_22185.png |
L_0701 | types of archaea | T_3458 | FIGURE 1.3 | image | textbook_images/types_of_archaea_22186.png |
L_0703 | types of mollusks | T_3466 | FIGURE 1.1 | image | textbook_images/types_of_mollusks_22188.png |
L_0706 | vascular seedless plants | T_3477 | FIGURE 1.1 | image | textbook_images/vascular_seedless_plants_22193.png |
L_0706 | vascular seedless plants | T_3480 | FIGURE 1.2 | image | textbook_images/vascular_seedless_plants_22194.png |
L_0706 | vascular seedless plants | T_3480 | FIGURE 1.3 | image | textbook_images/vascular_seedless_plants_22195.png |
L_0707 | vertebrate characteristics | T_3482 | FIGURE 1.1 | image | textbook_images/vertebrate_characteristics_22198.png |
L_0711 | what are biomes | T_3494 | FIGURE 1.1 | image | textbook_images/what_are_biomes_22203.png |
L_0712 | what is science | T_3496 | FIGURE 1.1 Like a scientist, this teen wonders about how and why things happen. What do you wonder about? | image | textbook_images/what_is_science_22204.png |
L_0712 | what is science | T_3496 | FIGURE 1.2 From skydivers in the air to kids on a play- ground slide, whatever goes up always comes back down. Or does it? | image | textbook_images/what_is_science_22205.png |
L_0712 | what is science | T_3497 | FIGURE 1.3 Both of these models could explain why the sun appears to move across the sky each day. Other observations were needed to decide which model is correct. | image | textbook_images/what_is_science_22206.png |
L_0712 | what is science | T_3499 | FIGURE 1.4 Why do you think particles move differ- ently in different states of matter? (Hint: What causes ice to melt?) | image | textbook_images/what_is_science_22207.png |
L_0713 | the scope of physical science | T_3505 | FIGURE 1.5 Using what you already know, try to answer each of these questions. Revisit your answers after you read about the relevant concepts in later chapters. | image | textbook_images/the_scope_of_physical_science_22208.png |
L_0713 | the scope of physical science | T_3507 | FIGURE 1.6 All these activities involve matter and energy. Can you explain how or why? | image | textbook_images/the_scope_of_physical_science_22209.png |
L_0730 | pressure of fluids | T_3613 | FIGURE 15.2 A pushpin concentrates the force you apply to it. Can you explain how? | image | textbook_images/pressure_of_fluids_22292.png |
L_0730 | pressure of fluids | T_3616 | FIGURE 15.3 Differences in density between water and air lead to differences in pressure. | image | textbook_images/pressure_of_fluids_22293.png |
L_0730 | pressure of fluids | T_3617 | FIGURE 15.4 The pressure of ocean water increases rapidly as the water gets deeper. | image | textbook_images/pressure_of_fluids_22294.png |
L_0730 | pressure of fluids | T_3618 | FIGURE 15.5 These scuba divers are taking a rest stop on their way up to the surface to adjust to decreasing water pressure. | image | textbook_images/pressure_of_fluids_22295.png |
L_0730 | pressure of fluids | T_3618 | FIGURE 15.6 This graph shows how air pressure de- creases with increasing altitude. the air pressure on the surface of the drink. Because fluid flows from an area of high to low pressure, the drink moves up the straw and into your mouth. When you breathe, a muscle called the diaphragm causes the rib cage and lungs to expand or contract. When they expand, the air in the lungs is under less pressure than the air outside the body, so air flows into the lungs. When the ribs and lungs contract, air in the lungs is under greater pressure than air outside the body, so air flows out of the lungs. | image | textbook_images/pressure_of_fluids_22296.png |
L_0730 | pressure of fluids | T_3618 | FIGURE 15.7 Both drinking through a straw and moving air into and out of the lungs is possible because of differences in air pressure. Can you think of other ways that differences in air pressure are useful? | image | textbook_images/pressure_of_fluids_22297.png |
L_0730 | pressure of fluids | T_3620 | FIGURE 15.8 Ketchup is a fluid, so it transmits pressure from one end of the packet to the other. | image | textbook_images/pressure_of_fluids_22298.png |
L_0730 | pressure of fluids | T_3620 | FIGURE 15.9 Pascals law explains why fluid can be used to transmit pressure in a car lift. | image | textbook_images/pressure_of_fluids_22299.png |
L_0730 | pressure of fluids | T_3622 | FIGURE 15.10 How does Bernoullis law explain each of these examples? | image | textbook_images/pressure_of_fluids_22300.png |
L_0745 | scientific investigation | T_3740 | FIGURE 2.1 This diagram shows the steps of a scientific investigation. Other arrows could be added to the diagram. Can you think of one? (Hint: Sometimes evidence that does not support one hypothesis may lead to a new hypothesis to investigate.) | image | textbook_images/scientific_investigation_22392.png |
L_0745 | scientific investigation | T_3740 | FIGURE 2.2 Each end of this bracelet contains a small magnet. The magnets attract each other and hold together the two ends. | image | textbook_images/scientific_investigation_22393.png |
L_0745 | scientific investigation | T_3741 | FIGURE 2.3 This scientist is investigating the effects farming practices have on the water quality. He is collecting and analyzing samples of river water. How might the evidence he gathers in the field help him solve the problem? | image | textbook_images/scientific_investigation_22394.png |
L_0745 | scientific investigation | T_3742 | FIGURE 2.4 This researcher is presenting his results to a group of other scientists in his field. | image | textbook_images/scientific_investigation_22395.png |
L_0745 | scientific investigation | T_3743 | FIGURE 2.5 This scientist is studying lab rats. He keeps them in comfortable cages and provides them with plenty of food and water. | image | textbook_images/scientific_investigation_22396.png |
L_0746 | science skills | T_3747 | FIGURE 2.6 This cylinder contains about 66 mL of liquid. What would the measure- ment be if you read the top of the meniscus by mistake? MEDIA Click image to the left or use the URL below. URL: https://www.ck12.org/flx/render/embeddedobject/5036 | image | textbook_images/science_skills_22397.png |
L_0746 | science skills | T_3751 | FIGURE 2.7 Dimensions of a rectangular solid include length (l), width (w), and height (h). The solid has six sides. How would you calcu- late the total surface area of the solid? | image | textbook_images/science_skills_22398.png |
L_0746 | science skills | T_3753 | FIGURE 2.8 Follow the steps in reverse to convert numbers from scientific notation. | image | textbook_images/science_skills_22399.png |
L_0746 | science skills | T_3756 | FIGURE 2.9 These are three commonly used types of graphs. When would you want to use a bar graph? What about a line graph? | image | textbook_images/science_skills_22400.png |
L_0746 | science skills | T_3759 | FIGURE 2.10 This model represents a water molecule. It shows that a water molecule consists of an atom of oxygen and two atoms of hydrogen. What else does the model show? | image | textbook_images/science_skills_22401.png |
L_0746 | science skills | T_3759 | FIGURE 2.11 Why does glassware pose a hazard? | image | textbook_images/science_skills_22402.png |
L_0746 | science skills | T_3760 | FIGURE 2.12 This is the correct way to smell a chemical in science lab. This helps prevent possible injury from toxic fumes. | image | textbook_images/science_skills_22403.png |
L_0747 | technology | T_3763 | FIGURE 2.13 This flowchart represents the process of technological design. How does the tech- nological design process resemble a sci- entific investigation? | image | textbook_images/technology_22404.png |
L_0747 | technology | T_3767 | FIGURE 2.14 Each of the technologies pictured here is based on scientific knowledge. Each also led to important scientific advances. | image | textbook_images/technology_22405.png |
L_0747 | technology | T_3768 | FIGURE 2.15 Technologies that help people may be as simple as forks and knives. Or they may be as complex as the two examples described here. How does technology help you? | image | textbook_images/technology_22406.png |
L_0770 | behavior of gases | T_3945 | FIGURE 4.11 Earths atmosphere exerts pressure. This pressure is greatest at sea level. Can you explain why? | image | textbook_images/behavior_of_gases_22544.png |
L_0770 | behavior of gases | T_3947 | FIGURE 4.12 As the volume of a gas increases, its pressure decreases. | image | textbook_images/behavior_of_gases_22545.png |
L_0770 | behavior of gases | T_3947 | FIGURE 4.13 Gas bubbles get bigger when they are under less pressure. | image | textbook_images/behavior_of_gases_22546.png |
L_0770 | behavior of gases | T_3948 | FIGURE 4.14 As the temperature of a gas increases, its volume also increases. | image | textbook_images/behavior_of_gases_22547.png |
L_0770 | behavior of gases | T_3949 | FIGURE 4.15 As the temperature of a gas increases, its pressure increases as well. | image | textbook_images/behavior_of_gases_22548.png |
L_0770 | behavior of gases | T_3949 | FIGURE 4.16 A tire pressure gauge measures the pressure of the air inside a car tire. Why is the pressure likely to increase as the car is driven? | image | textbook_images/behavior_of_gases_22549.png |
L_0795 | air pressure and altitude | T_4114 | FIGURE 1.1 | image | textbook_images/air_pressure_and_altitude_22656.png |
L_0795 | air pressure and altitude | T_4115 | FIGURE 1.2 | image | textbook_images/air_pressure_and_altitude_22657.png |
L_0795 | air pressure and altitude | T_4115 | FIGURE 1.3 | image | textbook_images/air_pressure_and_altitude_22658.png |
L_0807 | bernoullis law | T_4157 | FIGURE 1.1 | image | textbook_images/bernoullis_law_22677.png |
L_0814 | boyles law | T_4180 | FIGURE 1.1 | image | textbook_images/boyles_law_22686.png |
L_0814 | boyles law | T_4181 | FIGURE 1.2 | image | textbook_images/boyles_law_22687.png |
L_0839 | communication in science | T_4257 | FIGURE 1.1 | image | textbook_images/communication_in_science_22736.png |
L_0895 | ethics in science | T_4430 | FIGURE 1.1 From the 1930s to 1970s, medical re- searchers (including the one pictured here) studied the progression of a seri- ous disease in hundreds of poor men in Alabama. They told the men they were simply receiving free medical care. They never told the men that they had the dis- ease, nor were the men treated for the disease when a cure was discovered in the 1940s. Instead, the study continued for another 25 years. It came to an end only when a whistleblower made it a front- page story around the nation. | image | textbook_images/ethics_in_science_22832.png |
L_0909 | gases | T_4470 | FIGURE 1.1 | image | textbook_images/gases_22860.png |
L_0909 | gases | T_4470 | FIGURE 1.2 | image | textbook_images/gases_22861.png |
L_0909 | gases | T_4471 | FIGURE 1.3 | image | textbook_images/gases_22862.png |
L_0918 | history of science | T_4504 | FIGURE 1.1 | image | textbook_images/history_of_science_22884.png |
L_0918 | history of science | T_4506 | FIGURE 1.2 | image | textbook_images/history_of_science_22885.png |
L_0961 | nature of science | T_4645 | FIGURE 1.1 | image | textbook_images/nature_of_science_22966.png |
L_0961 | nature of science | T_4646 | FIGURE 1.2 In the early 1800s, astronomers noticed a wobble in Uranus orbit around the sun. They predicted that the wobble was caused by the pull of gravity of an- other, not-yet-discovered planet. Scien- tists searched the skies for the missing planet. When they discovered Neptune in 1846, they thought they had found their missing planet. After the astronomers took into account the effects of Neptunes gravity, they saw that Uranus still had an unexplained wobble. They predicted that there must be another planet beyond Neptune. That planet, now called Pluto, was finally discovered in 1930. Of special note, as of 2006, the International Astro- nomical Union (IAU) demoted Pluto from its planet status as it does not meet one of the criteria for planetary standards. | image | textbook_images/nature_of_science_22967.png |
L_0961 | nature of science | T_4646 | FIGURE 1.3 This map shows the supercontinent Pan- gaea, which was first proposed by Al- fred Wegener. Pangaea included all of the separate continents we know today. Scientists now know that the individual continents drifted apart to their present locations over millions of years. Q: What types of evidence might support Wegeners ideas? | image | textbook_images/nature_of_science_22968.png |
L_0973 | observation | T_4685 | FIGURE 1.1 | image | textbook_images/observation_22993.png |
L_0974 | oceanic pressure | T_4686 | FIGURE 1.1 | image | textbook_images/oceanic_pressure_22994.png |
L_0974 | oceanic pressure | T_4687 | FIGURE 1.2 | image | textbook_images/oceanic_pressure_22995.png |
L_0978 | pascals law | T_4701 | FIGURE 1.1 | image | textbook_images/pascals_law_23004.png |
L_0978 | pascals law | T_4702 | FIGURE 1.2 Hydraulic Brakes Q: In this diagram, how can you tell that the force applied by the brake cylinder is greater than the force applied by the brake pedal mechanism? | image | textbook_images/pascals_law_23005.png |
L_0988 | pressure in fluids | T_4737 | FIGURE 1.1 | image | textbook_images/pressure_in_fluids_23028.png |
L_0988 | pressure in fluids | T_4739 | FIGURE 1.2 | image | textbook_images/pressure_in_fluids_23029.png |
L_0988 | pressure in fluids | T_4740 | FIGURE 1.3 | image | textbook_images/pressure_in_fluids_23030.png |
L_1006 | replication in science | T_4798 | FIGURE 1.1 This child is receiving a vaccine. | image | textbook_images/replication_in_science_23056.png |
L_1013 | scientific induction | T_4820 | FIGURE 1.1 | image | textbook_images/scientific_induction_23063.png |
L_1013 | scientific induction | T_4820 | FIGURE 1.2 | image | textbook_images/scientific_induction_23064.png |
L_1017 | scientific process | T_4832 | FIGURE 1.1 | image | textbook_images/scientific_process_23068.png |
L_1017 | scientific process | T_4832 | FIGURE 1.2 Cody decides to do an experiment to test his hypothesis. He gets a strong magnet from his moms toolbox and places a dry flake of cereal on the table. Then he slowly moves the magnet closer to the flake. To his surprise, when the magnet gets very close to the flake, the flake moves the rest of the way to the magnet. | image | textbook_images/scientific_process_23069.png |
L_1018 | scientific theory | T_4834 | FIGURE 1.1 | image | textbook_images/scientific_theory_23070.png |
L_1020 | scope of physical science | T_4839 | FIGURE 1.1 | image | textbook_images/scope_of_physical_science_23072.png |
L_1043 | technological design process | T_4909 | FIGURE 1.1 | image | textbook_images/technological_design_process_23106.png |
L_1044 | technology and science | T_4911 | FIGURE 1.1 Hans Lippershey is credited with making the first practical telescope in 1608. He is pictured here using his invention to view distant objects. Officials of the Dutch government recognized the importance of Lippersheys invention. They gave him a generous sum of money for his design. | image | textbook_images/technology_and_science_23107.png |
L_1044 | technology and science | T_4911 | FIGURE 1.2 | image | textbook_images/technology_and_science_23108.png |
L_1044 | technology and science | T_4912 | FIGURE 1.3 | image | textbook_images/technology_and_science_23109.png |
L_1046 | technology careers | T_4916 | FIGURE 1.1 | image | textbook_images/technology_careers_23112.png |