Lesson 3 | Case Studymarlinscience.weebly.com/uploads/1/1/5/2/11525368/chapter_reso… · Web viewDraw a picture of each bridge in the space below and write how many pennies each

Lesson 3 | Case Study

Student Labs and Activities Page Appropriate For:Content Vocabulary 39 all studentsLesson Outline 40 all studentsContent Practice A 42

Content Practice B 43

Language Arts Support 44 all studentsSchool to Home 45 all studentsKey Concept Builders 46

Enrichment 50 all studentsChallenge 51

Lab A 54

Lab B 57

Lab C 60

Chapter Key Concepts Builder 61

AssessmentLesson Quiz A 52

Lesson Quiz B 53

Chapter Test A 62

Chapter Test B 64

Chapter Test C 66

Teacher SupportAnswers (with Lesson Outlines) T6

Approaching Level On Level Beyond Level English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any student’s proficiency level.

38 Scientific Problem Solving

Name Date Class

LESSON 3

Case StudyDirections: Explain the differences between the terms in each pair on the lines provided. Use complete sentences.

1. qualitative data; quantitative data

2. control group; experimental group

3. variable; constant

4. independent variable; dependent variable

Scientific Problem Solving 39

Content Vocabulary

Name Date Class

LESSON 3

Case StudyA. The Minneapolis Bridge Failure

1. The center section of the Interstate-35W (I-35W) innorth Minneapolis, Minnesota, suddenly gave way on August 1, 2007.

2. The failure of the bridge was a surprise because the design and processes that bridges undergo are supposed to ensurethat bridge failures do not happen.

B. Controlled Experiments

1. In order for investigators to determine why the bridge failed, they needed to usemany parts of .

2. A type of scientific investigation that tests how one factor affects another is calleda(n) .

3. Any factor in an experiment that can have more than one value is calleda(n) .

a. A factor in an experiment that is manipulated or changed by the investigatoris called the .

b. The factor a scientist observes or measures during an experimentis the

4. All the factors in an experiment that do not change arecalled .

5. Data that use words to describe what is observed in an experimentare called .

6. The part of a controlled experiment used to study relationships among variablesis the .

7. The group that contains the same factors as the experimental group, but theindependent variable does not change, is called the .

C. Simple Beam Bridges

1. The simplest type of bridge, called a(n) , has onehorizontal beam across two supports.

2. One disadvantage of beam bridges is that they tend to sag in the middleif they are too .


Lesson Outline

Name Date Class

Lesson Outline continued

D. Truss Bridges1. A(n) truss bridge is supported only at its two ends, but is strengthened by

an assembly of interconnected triangles, or .

2. The I-35W bridge was a(n) designed in the early 1960s.

a. The beams in the bridge’s deck and the triangular and vertical supports came

together at structures known as .

b. The area where the truss structure connects to the roadway portion of the bridge

gusset plate is called a(n) .

E. Bridge Failure Observations1. Evaluating why the collapse occurred was difficult because emergency workers

unintentionally the bridge.

2. Investigators eventually recovered the entire structure and placed the various pieces

in their relative original .

3. Investigators found more clues in a(n) from

a motion-activated security camera.

F. Asking Questions1. Investigators studied various questions to determine why the bridge

or if a combination of factors caused the bridge to fail.

2. A(n) is a force applied to a structure from the structure

itself.

3. Temporary loads to a structure such as traffic, wind gusts, or earthquakes

are called .

4. data uses words to describe what is observed.

5. The use of numbers to describe what is observed is called data.

6. After thorough modeling and analysis, investigators ruled out the idea that the

bridge failed due to being .

7. Inspection of recovered showed that some of the plates

failed very early in the collapse.

8. Investigators could not determine if undersized plates were used because

of a mistaken calculation, a(n) error, or some other

error in the design process.


Name Date Class

LESSON 3

Case StudyDirections: On the line before each definition, write the letter of the term that matches it correctly. Each term isused only once.

1. the factor you observe or measure during anexperiment

2. any factor that can have more than one value

3. using words to describe what is observed in anexperiment

4. using numbers to describe what is observed in anexperiment

5. the factors in an experiment that do not change

6. the factor that you want to test

7. This contains the same factors as theexperimental group, but the independent variableis not changed.

8. This is used to study how a change in theindependent variable changes the dependentvariable.

A. variable

B. independent variable

C. dependent variable

D. constants

E. qualitative data

F. quantitative data

G. experimental group

H. control group


Content Practice A

Name Date Class

LESSON 3

Case StudyDirections: On the line before each statement, write the letter of the correct answer.

1. A(n) experiment is a type of scientific investigation that tests how onefactor affects another.A. designedB. controlledC. experimental

2. When scientists conduct an experiment, they must identify factors that canaffect the experiment’s .A. controlsB. outcomeC. variables

3. Without a(n) , it is impossible to know whether your experimentalobservations result from the variable you are testing or some other factor.A. controlB. variableC. outcome

4. Using the reassembled bridge, investigators found helpful that wereneeded to determine where breaks occurred.A. predictionsB. inquiry controlsC. physical evidence

5. Reports on the bridge collapse can help prevent future bridge failures. This factshows why it is important for scientists to their results.A. modelB. controlC. publish

6. Because is common in scientific research, scientists are careful todocument any changes in their procedures and any unanticipated factors oraccidents. They are also careful to document any uncertainty in theirmeasurements.A. errorB. delayC. accuracy

Content Practice B


Name Date Class

LESSON 3

Writing Activity: Communicating Research ResultsSuppose a researcher discovered a cure for cancer or developed a renewable fuel that produceszero pollution. Now think of what would happen if these breakthrough discoveries werenever communicated to other scientists or the public. As you can see, communicating theresults of scientific inquiry is a very important part of science.

Directions: Think of an example of scientific inquiry that you have done in class or at home. Write a descriptionof your work. Include a hypothesis, a prediction, the methods you used to test the hypothesis, your results, and aconclusion.

Hypothesis:

Prediction:

Test Methods:

Results:

Conclusion:


Language Arts Support

Name Date Class

LESSON 3

Case StudyDirections: Use your textbook to respond to each statement.

1. Scientific investigations take many forms. A controlled experiment is onetype of scientific investigation.Write a paragraph that describes the components of a controlled experiment. Includethe following terms in your paragraph: independent variable, dependent variable, constant,experimental group, control group.

2. Scientific inquiry was used to determine the cause of the Minneapolisbridge failure.Use the following terms in a description of the investigation of the bridge failure:observations, qualitative data, quantitative data, hypothesis, analyzing results, drawingconclusions.


School to Home

Name Date Class

LESSON 3

Case StudyKey Concept Why are evaluation and testing important in the design process?

Directions: Answer each question or respond to each statement on the lines provided.

1. When must scientists conduct controlled experiments?

2. What distinguishes an independent variable from a dependent variable?

3. Explain the role that constants play in a controlled experiment.

4. Compare and contrast qualitative and quantitative data.

5. Why is a control group vital to a controlled experiment?


Key Concept Builder

Name Date Class

LESSON 3

Case StudyKey Concept Why are evaluation and testing important in the design process?

Directions: Circle the letter that correctly answers each question.

1. After a hypothesis is developed, how is it tested?

A. through observation

B. through scientific inquiry

2. What effect does supporting evidence have on a hypothesis?

A. One piece of supporting evidence proves that a hypothesis is true.

B. One piece of supporting evidence does not prove that a hypothesis is true.

3. What effect does a single piece of nonsupporting evidence have on a hypothesis?

A. A single piece of nonsupporting evidence is enough to show that a hypothesisis not supported.

B. A single piece of nonsupporting evidence is not enough to show that a hypothesisis not supported.

4. What are some ways to test a hypothesis?

A. Read scientific literature.

B. Perform an experiment or collect data and record observations.

5. When engineers design a bridge, what must they consider?

A. all the ways the bridge might fail

B. how many bridges already exist in a given area

6. How might engineers evaluate a bridge design?

A. with the help of mathematical models

B. by interviewing other bridge engineers

7. What must be done if part of a bridge’s design fails in the evaluation process?

A. The design must be modified.

B. The design must remain the same.


Key Concept Builder

Name Date Class

LESSON 3

Case StudyKey Concept How is scientific inquiry used in a real-life scientific investigation?

Directions: Write a question about each topic. Then answer each question.

1. Bridge failure observations

Question:

Answer:

2. Truss bridges

Question:

Answer:

3. I-35W bridge design

Question:

Answer:

4. Error in scientific research

Question:

Key Concept Builder

Answer:


Name Date Class

LESSON 3

Case StudyKey Concept How is scientific inquiry used in a real-life scientific investigation?

Directions: Complete the chart by writing the letter of each question or statement under the correct heading.

A. Were there cracks in the bridge’s structure prior to the collapse?

B. The construction materials placed extra weight on the bridge, butcalculations showed that the construction loads were well within limitsof what the bridge was designed to support so there had to be anothercause for the collapse.

C. Was there too much weight on the bridge at the time that failure occurred?

D. The investigators calculated the demand-to-capacity ratios for each ofthe main gusset plates.

E. Corrosion and cracks were indeed found in some parts of the recoveredbridge, but they were not in areas where the collapse began.

F. Some of the gusset plates failed, which led to the bridge collapse.

G. The U10 gusset plates should have been twice as thick as they were.

H. If the U10 gusset plates were the appropriate thickness, the bridge wouldnot have collapsed.

I. Were the gusset plates corroded at the time of the collapse?

J. The investigators found that the ratios were particularly high for thegusset plates at the eleventh node from the south end of the bridge, whichare identified as U10.

Asking Questions

Making Inferences

Making a Hypothesis

Analyzing Data

Drawing Conclusions


Key Concept Builder

Name Date Class

LESSON 3

Why do bridges fail?In 2005, scientists did a study of bridge

failures in the United States between 1989and 2000. There were a total of 503 failedbridges. Failure was anything from totalcollapse to damage severe enough that thebridge had to be closed.

Natural DisastersNatural disasters accounted for more

than half of U.S. bridge failures during thetested period. Fifty-three percent of bridgefailures came during floods. Large volumesof water racing at high speeds past thebridge supports can wash away or weakenthe bridge footings. Flood waters also carryheavy debris, such as trees, which collidewith the supports, causing failure ordamage. In addition, about 3 percent ofbridges failed because of earthquakes.

Collisions, Overloading, and Design FlawsCollisions with vehicles were responsible

for another 12 percent of bridge failures.Fourteen bridges failed due to a truck or carstriking a bridge structure. Ten bridges wereknocked down by collisions with ships orbarges, and three bridges failed after trainaccidents damaged bridge parts.

About 10 percent of the failed bridgescollapsed because too many people or

vehicles were on the span at the same time.For example, more than one hundredpeople were injured when a walkway bridgecollapsed at an automobile racetrack.

Of the 503 bridges, 20 failed because ofcorroded steel or related aging. Weakeningof materials over time and design flawsaccounted for 9 percent of the failures.These two factors contributed to thecollapse of the I-35W bridge in Minnesota.

Role of the NTSBWhenever there is a catastrophic failure oraccident that involves transportation in theUnited States, the National TransportationSafety Board (NTSB) investigates the causes.In the I-35W collapse, they determined thatcorrosion of the nodes and possible designflaws contributed to the failure. They alsoconsidered the added weight of heavymachinery that was used when the bridgewas repaired over the years.

There is increasing interest in addingmonitoring sensors to newly built bridges.These sensors would constantly monitorthe health of critical bridge structures toidentify corrosion or design flaws. Bridgesthen can be repaired before the bridge fails.

Applying Critical-Thinking SkillsDirections: Respond to each statement.

1. Summarize factors that bridge designers should consider when they design a bridge.

2. Categorize some of the problems that must be solved before sensors that monitor thehealth of bridge structures become practical.

3. Explain how bridge designers might anticipate unforeseen incidents, such as a boatstriking a bridge support.

Enrichment


Name Date Class

LESSON 3

Increase the Strength of a BridgeYou have seen how different geometric shapes can support a lot of weight. In this

activity, your challenge will be to build a bridge from a single file card. Keep redesigningand testing your file card bridge with the goal of supporting at least 1 kg of pennies.

Materials: 4 to 6 books (enough to make 2 stacks the same height);a package of file cards (3 × 5 inches);300 to 400 pennies (some pennies should be loose and others in rolls of 50);scissors

Procedure1. Make two stacks of books of the same height with a gap of about 10 cm between them.

Lay one file card horizontally over the gap between the books. About 1 cm at each endof the card should be resting on a book.

2. Predict how many pennies you can place on this flat bridge before it falls into the gap.Write you prediction below. Then add pennies to test your prediction. Write the finalnumber.

3. Without adding anything to the file card, redesign it to make the bridge stronger. Forexample, you could pleat the card or fold it into a beam. If you cut slots into the card,tuck the flaps under the edges of the book covers, and push the books slightly together,you’ll make an arch bridge. Make three different types of bridges. Test each one to seehow many pennies it will hold. Draw a picture of each bridge in the space below andwrite how many pennies each bridge design was able to hold before collapsing.

a. b. c.


Challenge

Name Date Class

LESSON 3

Case StudyCompletionDirections: On each line, write the term from the word bank that correctly completes each sentence. Each term isused only once.

control group dependent variable experimental groupindependent variable qualitative data quantitative data

1. A(n) is a factor in an experiment that is changed by theinvestigator.

2. In an experiment, the contains the same factors as the

experimental group, but the independent variable is not changed.

3. use words to describe an observation.

4. use numbers to describe an observation.

5. In a controlled experiment, the is used to study how a

change in the independent variable changes the dependent variable.

6. The factor that a scientist observes or measures during an experiment is

a(n) .

True or FalseDirections: On the line before each statement, write T if the statement is true or F if the statement is false. If thestatement is false, change the underlined word to make it true. Write your changes on the lines provided.

7. A prediction is a factor in an experiment that can have more than one value.

8. A constant is a factor in an experiment that stays the same.

9. Models are a tool used in the evaluation of bridge design.

Lesson Quiz A


Name Date Class

LESSON 3

Case StudyCompletionDirections: On each line, write the term from the word bank that correctly completes each sentence. Not allterms are used.

control group dependent variable experimental grouphypothesis independent variable predictionqualitative data quantitative data

1. A(n) is a factor in an experiment that is changed by theinvestigator.

2. In an experiment, the contains the same factors as theexperimental group, but the independent variable is not changed.

3. use words to describe an observation.

4. use numbers to describe an observation.

5. In a controlled experiment, the is used to study how achange in the independent variable changes the dependent variable.

6. The factor that a scientist observes or measures during an experiment isa(n) .

Short AnswerDirections: Respond to each statement on the lines provided.

7. Define constant.

8. Explain how scientists use predictions.

9. Describe how scientists use mathematical models in the process of bridge design.

Lesson Quiz B


Name Date Class

1–2 class periods

Build and Test a BridgeIn the Skill Practice, you observed the relative strength of two different geometric shapes. Inthe case study about the bridge collapse, you learned how scientists used scientific inquiryto determine the cause of the I-35W bridge collapse. In this investigation, you will combinegeometric shapes to build model bridge supports. Then you will use scientific inquiry todetermine the maximum load that your bridge will hold.

Ask a QuestionWhat placement of supports produces the strongest bridge?

Materialsplastic straws cotton stringruler cardboard

scissorsAlso needed: notebook paper, books or other masses, balance (with a capacity of at least 2 kg)

Safety

Make Observations1. Read and complete a lab safety form.

2. Cut the straws into 24 6-cm segments.

3. Thread three straw segments onto a 1-m piece of string.

Slide the segments toward one end of the string.Double knot the string to form a triangle. There should be very little stringshowing between the segments.

4. Thread the long end of the remaining string through two more straw segments.

Double knot the string to one unattached corner to form another triangle.

Cut off the remaining string, leaving at least 1 cm after the knot.Use the string and one more straw segment to form a tetrahedron, as shown inyour textbook.

5. Use the remaining string and straw segments to build three more tetrahedrons.

6. Set the four tetrahedrons on a piece of paper. They will serve as supports for yourbridge deck, a 20-cm × 30-cm piece of cardboard.

7. With your teammates, decide where you will place the tetrahedrons on the paper tobest support a load placed on the bridge deck.


Lab A

Name Date Class

Form a Hypothesis8. Form a hypothesis about where you will place your tetrahedrons and why that

placement will support the most weight. Recall that a hypothesis is an explanationof an observation.

Test Your Hypothesis9. Test your hypothesis by placing the tetrahedrons in your chosen locations on the

paper.

Lay the cardboard “bridge deck” over the top.

10. Use a balance to find the mass of a textbook.

Record the mass below.

11. Gently place the textbook on the bridge deck.

Continue to add massed objects until your bridge collapses.

Record the total mass that collapsed the bridge below.

12. Examine the deck and supports. Look for possible causes of bridge failure.

Lab Tips• When building your tetrahedrons, make sure to double knot all connections and pull

them tight. When you are finished, test each tetrahedron by pressing lightly on thetop point.

• When adding the books to the bridge deck, place the books gently on top of the pile.Do not drop them.


Lab A continued

Name Date Class

Analyze and Conclude13. Analyze Was your hypothesis supported?

How do you know?

14. Compare and Contrast Study the pictures of bridges in Lesson 3 of your textbook.How does the failure of your bridge compare to the failure of the I-35W bridge?

15. The Big Idea What steps of scientific inquiry did you use in this activity?

What would you do next to figure out how to make a stronger bridge?

Communicate Your ResultsCompare your results with those of several other teams.Discuss the placement of your supports and any otherfactors that may cause your bridge to fail.


Lab A continued

Name Date Class

1–2 class periods

Build and Test a BridgeIn the Skill Practice, you observed the relative strength of two different geometric shapes. Inthe case study about the bridge collapse, you learned how scientists used scientific inquiryto determine the cause of the I-35W bridge collapse. In this investigation, you will combinegeometric shapes to build model bridge supports. Then you will use scientific inquiry todetermine the maximum load that your bridge will hold.

Ask a QuestionWhat placement of supports produces the strongest bridge?

Materialsplastic strawsruler

scissorscotton string

cardboardAlso needed: notebook paper, books or other masses, balance (with a capacity of at least 2 kg)

Safety

Make Observations1. Read and complete a lab safety form.

2. Cut the straws into 24 6-cm segments.

3. Thread three straw segments onto a 1-m piece of string. Slide the segments toward oneend of the string. Double knot the string to form a triangle. There should be very littlestring showing between the segments.

4. Thread the long end of the remaining string through two more straw segments. Doubleknot the string to one unattached corner to form another triangle. Cut off theremaining string, leaving at least 1 cm after the knot. Use the string and one morestraw segment to form a tetrahedron, as shown in your textbook.

5. Use the remaining string and straw segments to build three more tetrahedrons.

6. Set the four tetrahedrons on a piece of paper. They will serve as supports for your bridgedeck, a 20-cm × 30-cm piece of cardboard.

7. With your teammates, decide where you will place the tetrahedrons on the paper tobest support a load placed on the bridge deck.


Lab B

Name Date Class

Form a Hypothesis8. Form a hypothesis about where you will place your tetrahedrons and why that

placement will support the most weight. Recall that a hypothesis is an explanation ofan observation.

Test Your Hypothesis9. Test your hypothesis by placing the tetrahedrons in your chosen locations on the paper.

Lay the cardboard “bridge deck” over the top.

10. Use a balance to find the mass of a textbook. Record the mass below.

11. Gently place the textbook on the bridge deck. Continue to add massed objects untilyour bridge collapses. Record the total mass that collapsed the bridge below.

12. Examine the deck and supports. Look for possible causes of bridge failure.

Lab Tips• When building your tetrahedrons, make sure to double knot all connections and pull

them tight. When you are finished, test each tetrahedron by pressing lightly on thetop point.

• When adding the books to the bridge deck, place the books gently on top of the pile.Do not drop them.

Analyze and Conclude13. Analyze Was your hypothesis supported? How do you know?


Lab B continued

Name Date Class

14. Compare and Contrast Study the pictures of bridges in Lesson 3 of your textbook.How does the failure of your bridge compare to the failure of the I-35W bridge?

15. The Big Idea What steps of scientific inquiry did you use in this activity? Whatwould you do next to figure out how to make a stronger bridge?

Communicate Your ResultsCompare your results with those of several other teams.Discuss the placement of your supports and any otherfactors that may cause your bridge to fail.

Try building your supports with straw segments that are shorter (4 cm long) and longer(8 cm long). Test your bridges in the same way with each size of support.


Lab B continued

Extension

Name Date Class

Testing Different Diameters of StrawsDirections: Use the information and data from the Lab Build and Test a Bridge to perform this lab.

You have learned that the strength of bridge supports depends on factors such as shape,thickness, and location. In Lab B, you did an experiment to determine how changing thelocation of bridge supports affects the strength of a model bridge. Now design anexperiment to test how different diameters of straws affect the strength of model bridgesupports. Test at least three different diameters, including the ones used in the original lab.Be sure to keep all other factors the same during your tests. You might need to write andtest more than one hypothesis.

Please note that you must complete Lab B before beginning Lab C. Also, have your teacherapprove your design and safety procedures before beginning your experiment.


Lab C

Name Date Class

Scientific Problem SolvingEnd-of-Chapter PracticeDirections: Work independently to analyze an advertisement.

Begin by finding an advertisement in a newspaper or magazine.

What is it advertising? Describe its appearance.

Now identify facts, opinions, and misleading information. Support your identifications withdetails from the ad. If necessary, review the chapter vocabulary terms.

Next, outline any points you’re skeptical of. Be sure to use critical thinking. List and supporteach point.

Write a few paragraphs that analyze the ad’s effectiveness. Be sure to do the following:

• Create an effective introduction and conclusion.

• Support your ideas with details.

• Use spelling and grammatical rules.

After your paragraph is complete, present it and your ad to the class.


Chapter Key Concepts Builder

Name Date Class

Scientific Problem SolvingMultiple ChoiceDirections: On the line before each question or statement, write the letter of the correct answer.

1. Which is a possible explanation for an observation that can be tested?A. hypothesisB. scientific lawC. measurement

2. A triple-beam balance is used to measureA. mass.B. length.C. weight.

3. How would the number 5,234 be expressed using scientific notation?A. 5.234 × 104

B. 5.234 × 103

C. 5.234 × 10-3

CompletionDirections: On each line, write the term from the word bank that correctly completes each sentence. Each termis used only once.

constant experimental group scientific notationtechnology variable

4. is the practical use of scientific knowledge and is one of theresults of scientific inquiry.

5. is a method of writing or displaying very small or verylarge numbers.

6. The is the part of a controlled experiment that is used tostudy how a change in the independent variable changes the dependent variable.

7. Any factor in an investigation that can have more than one value is calleda(n) .

8. A factor in an investigation that stays the same is a(n) .


Chapter Test A

Name Date Class

Interpreting a TableDirections: Complete the table by choosing numbers from the bank and writing them in the correct spaces. Eachnumber is used only once.

0.032 3,200 0.32 32,000

Can Be Converted To:OriginalMeasurement Kilometers Hectometers Centimeters Millimeters

32 m 9. 10. 11. 12.


13. State one reason why scientists use the International System of Units.

14. Describe how scientists who evaluated the design of the failed Minneapolis bridge usedmodels for testing.

Concept ApplicationDirections: Respond to the statement on the lines provided. Use complete sentences.

15. A new type of soap claims to cure pimples overnight. Explain how you would evaluatethis claim. Use the term critical thinking in your response.


Chapter Test A continued

Name Date Class

Scientific Problem SolvingMultiple ChoiceDirections: On the line before each question or statement, write the letter of the correct answer.

1. Which phrase does NOT describe a hypothesis?A. can be testedB. always correctC. possible explanationD. based on observations

2. The volume of a liquid is measured usingA. a spring scale.B. a thermometer.C. an electronic balance.D. a graduated cylinder.

3. How would the number 0.0421 be expressed using scientific notation?A. 4.21 × 102

B. 421.0 × 104

C. 4.21 × 10-2

D. 421.0 × 10-4

CompletionDirections: On each line, write the term from the word bank that correctly completes each sentence. Not all termsare used.

constant control group experimental groupscientific notation technology variable

4. One result of scientific inquiry, , is the practical use ofscientific knowledge.


6. The is the part of the controlled experiment that is used tostudy how a change in the independent variable changes the dependent variable.




Chapter Test B

Name Date Class

Interpreting a TableDirections: Complete the table by choosing numbers from the bank and writing them in the correct spaces. Notall numbers are used.

0.0032 0.032 3,200 320 0.32 32,000

Can Be Converted To:

OriginalMeasurement Kilometers Hectometers Centimeters Millimeters

32 m 9. 10. 11. 12.


13. Differentiate the International System of Units from older systems of measurement.Identify two ways they are different.

14. Analyze how the steps of scientific inquiry are applied in the process of evaluatingbridge design. Include the following steps in your response: forming a hypothesis,testing the hypothesis, analyzing results, drawing conclusions.


15. Give an example of a situation in your everyday life in which critical thinking is useful.Describe in detail the role that critical thinking plays in the situation.


Chapter Test B continued

Name Date Class

Scientific Problem SolvingMultiple ChoiceDirections: On the line before each question, write the letter of the correct answer.

1. Which statement is NOT a scientific hypothesis?A. Baseballs roll faster than basketballs.B. Basketball is more fun than baseball.C. Basketballs bounce higher than baseballs.D. Playing baseball increases players’ heart rates.

2. Which measurement was most likely made using a graduated cylinder?A. 218 NB. 2.5 kgC. 331 mLD. 6.31 cm

3. Which number represents the greatest distance?A. 6.78 × 102 mB. 6.78 × 106 mC. 6.78 × 10-4 mD. 6.78 × 10-8 m

CompletionDirections: On each line, write a term or phrase that correctly completes each sentence.

4. One result of scientific inquiry, , is the practical use ofscientific knowledge.


6. The is the part of the controlled experiment that is used tostudy how a change in the independent variable changes the dependent variable.




Chapter Test C

Name Date Class

Interpreting a TableDirections: Complete the table by writing the correct numbers in the correct spaces.

Can Be Converted To:OriginalMeasurement Kilometers Hectometers Centimeters Millimeters

32 m 9. 10. 11. 12.

Short AnswerDirections: Answer each question or respond to the statement on the lines provided.

13. Assess the factors that led to the development of the International System of Units.What are two problems addressed by this system?

14. Summarize how scientific inquiry is used in the evaluation of bridge design. Explainthe importance of controlled experiments as a part of this process.


15. Develop a plan to teach younger students how to use the skill of critical thinking intheir everyday lives. Write a paragraph that describes your plan.


Chapter Test C continued

Documents

Lesson 3 | Case Studymarlinscience.weebly.com/uploads/1/1/5/2/11525368/chapter_reso… · Web viewDraw a picture of each bridge in the space below and write how many pennies each