ࡱ> _ cbjbj Tbbd<<|||D<P: H""""C)hϣѣѣѣѣѣѣ$<z|YQCYY<<""Ad Y<"|"ϣYϣL0"pC bG 0Pc<|4]Ck]]]]]]PYYYY]]]]]]]]] : Lesson 3 | Case Study Student Labs and ActivitiesPageAppropriate For:Content Vocabulary HYPERLINK \l "Content_Vocabulary" 39all studentsLesson Outline HYPERLINK \l "Lesson_Outline" 40all studentsContent Practice A HYPERLINK \l "Content_Practice_A" 42Content Practice B HYPERLINK \l "Content_Practice_B" 43 Language Arts Support HYPERLINK \l "Language_Arts_Support" 44all studentsSchool to Home HYPERLINK \l "School_to_Home" 45all studentsKey Concept Builders HYPERLINK \l "Key_Concept_Builder" 46Enrichment HYPERLINK \l "Enrichment" 50all studentsChallenge HYPERLINK \l "Challenge" 51 Lab A HYPERLINK \l "Lab_A" 54Lab B HYPERLINK \l "Lab_B" 57 Lab C HYPERLINK \l "Lab_C" 60 Chapter Key Concepts Builder HYPERLINK \l "Chapter_Key_Concepts_Builder" 61AssessmentLesson Quiz A HYPERLINK \l "Lesson_Quiz_A" 52Lesson Quiz B HYPERLINK \l "Lesson_Quiz_B" 53 Chapter Test A HYPERLINK \l "Chapter_Test_A" 62Chapter Test B HYPERLINK \l "Chapter_Test_B" 64 Chapter Test C HYPERLINK \l "Chapter_Test_C" 66 Teacher SupportAnswers (with Lesson Outlines)T6 Approaching LevelOn LevelBeyond LevelEnglish-Language LearnerTeacher evaluation will determine which activities to use or modify to meet any students proficiency level. 38 Scientific Problem Solving Name Date Class   LESSON 3 Case Study Directions: 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 Name Date Class   LESSON 3 Case Study A. The Minneapolis Bridge Failure 1. The center section of the Interstate-35W (I-35W) in north 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 ensure that bridge failures do not happen. B. Controlled Experiments 1. In order for investigators to determine why the bridge failed, they needed to use many parts of . 2. A type of scientific investigation that tests how one factor affects another is called a(n) . 3. Any factor in an experiment that can have more than one value is called a(n) . a. A factor in an experiment that is manipulated or changed by the investigator is called the . b. The factor a scientist observes or measures during an experiment is the 4. All the factors in an experiment that do not change are called . 5. Data that use words to describe what is observed in an experiment are called . 6. The part of a controlled experiment used to study relationships among variables is the . 7. The group that contains the same factors as the experimental group, but the independent variable does not change, is called the . C. Simple Beam Bridges 1. The simplest type of bridge, called a(n) , has one horizontal beam across two supports. 2. One disadvantage of beam bridges is that they tend to sag in the middle if they are too . 40 Scientific Problem Solving Name Date Class Lesson Outline continued D. Truss Bridges 1. 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 bridges 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 Observations 1. 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 Questions 1. 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. Scientific Problem Solving 41 Name Date Class   LESSON 3 Case Study Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is used only once. 1. the factor you observe or measure during an experiment 2. any factor that can have more than one value 3. using words to describe what is observed in an experiment 4. using numbers to describe what is observed in an experiment 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 the experimental group, but the independent variable is not changed. 8. This is used to study how a change in the independent variable changes the dependent variable. A. variable B. independent variable C. dependent variable D. constants E. qualitative data F. quantitative data G. experimental group H. control group 42 Scientific Problem Solving Name Date Class   LESSON 3 Case Study Directions: 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 one factor affects another. A. designed B. controlled C. experimental 2. When scientists conduct an experiment, they must identify factors that can affect the experiments . A. controls B. outcome C. variables 3. Without a(n) , it is impossible to know whether your experimental observations result from the variable you are testing or some other factor. A. control B. variable C. outcome 4. Using the reassembled bridge, investigators found helpful that were needed to determine where breaks occurred. A. predictions B. inquiry controls C. physical evidence 5. Reports on the bridge collapse can help prevent future bridge failures. This fact shows why it is important for scientists to their results. A. model B. control C. publish 6. Because is common in scientific research, scientists are careful to document any changes in their procedures and any unanticipated factors or accidents. They are also careful to document any uncertainty in their measurements. A. error B. delay C. accuracy Scientific Problem Solving 43 Name Date Class   LESSON 3 Writing Activity: Communicating Research Results Suppose a researcher discovered a cure for cancer or developed a renewable fuel that produces zero pollution. Now think of what would happen if these breakthrough discoveries were never communicated to other scientists or the public. As you can see, communicating the results 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 description of your work. Include a hypothesis, a prediction, the methods you used to test the hypothesis, your results, and a conclusion. Hypothesis: Prediction: Test Methods: Results: Conclusion: 44 Scientific Problem Solving Name Date Class   LESSON 3 Case Study Directions: Use your textbook to respond to each statement. 1. Scientific investigations take many forms. A controlled experiment is one type of scientific investigation. Write a paragraph that describes the components of a controlled experiment. Include the 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 Minneapolis bridge failure. Use the following terms in a description of the investigation of the bridge failure: observations, qualitative data, quantitative data, hypothesis, analyzing results, drawing conclusions. Scientific Problem Solving 45 Name Date Class   LESSON 3 Case Study Key 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? 46 Scientific Problem Solving Name Date Class   LESSON 3 Case Study Key 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 hypothesis is not supported. B. A single piece of nonsupporting evidence is not enough to show that a hypothesis is 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 bridges design fails in the evaluation process? A. The design must be modified. B. The design must remain the same. Scientific Problem Solving 47 Name Date Class   LESSON 3 Case Study Key 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: Answer: 48 Scientific Problem Solving Name Date Class   LESSON 3 Case Study Key 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 bridges structure prior to the collapse? B. The construction materials placed extra weight on the bridge, but calculations showed that the construction loads were well within limits of what the bridge was designed to support so there had to be another cause 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 of the main gusset plates. E. Corrosion and cracks were indeed found in some parts of the recovered bridge, 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 would not 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 the gusset plates at the eleventh node from the south end of the bridge, which are identified as U10. Asking Questions Making Inferences Making a Hypothesis Analyzing Data Drawing Conclusions Scientific Problem Solving 49 Name Date Class   LESSON 3 Why do bridges fail? In 2005, scientists did a study of bridge failures in the United States between 1989 and 2000. There were a total of 503 failed bridges. Failure was anything from total collapse to damage severe enough that the bridge had to be closed. Natural Disasters Natural disasters accounted for more than half of U.S. bridge failures during the tested period. Fifty-three percent of bridge failures came during floods. Large volumes of water racing at high speeds past the bridge supports can wash away or weaken the bridge footings. Flood waters also carry heavy debris, such as trees, which collide with the supports, causing failure or damage. In addition, about 3 percent of bridges failed because of earthquakes. Collisions, Overloading, and Design Flaws Collisions with vehicles were responsible for another 12 percent of bridge failures. Fourteen bridges failed due to a truck or car striking a bridge structure. Ten bridges were knocked down by collisions with ships or barges, and three bridges failed after train accidents damaged bridge parts. About 10 percent of the failed bridges collapsed because too many people or vehicles were on the span at the same time. For example, more than one hundred people were injured when a walkway bridge collapsed at an automobile racetrack. Of the 503 bridges, 20 failed because of corroded steel or related aging. Weakening of materials over time and design flaws accounted for 9 percent of the failures. These two factors contributed to the collapse of the I-35W bridge in Minnesota. Role of the NTSB Whenever there is a catastrophic failure or accident that involves transportation in the United States, the National Transportation Safety Board (NTSB) investigates the causes. In the I-35W collapse, they determined that corrosion of the nodes and possible design flaws contributed to the failure. They also considered the added weight of heavy machinery that was used when the bridge was repaired over the years. There is increasing interest in adding monitoring sensors to newly built bridges. These sensors would constantly monitor the health of critical bridge structures to identify corrosion or design flaws. Bridges then can be repaired before the bridge fails. Applying Critical-Thinking Skills Directions: 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 the health of bridge structures become practical. 3. Explain how bridge designers might anticipate unforeseen incidents, such as a boat striking a bridge support. 50 Scientific Problem Solving Name Date Class   LESSON 3 Increase the Strength of a Bridge You 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 redesigning and 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 Procedure 1. 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 end of 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 final number. 3. Without adding anything to the file card, redesign it to make the bridge stronger. For example, 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, youll make an arch bridge. Make three different types of bridges. Test each one to see how many pennies it will hold. Draw a picture of each bridge in the space below and write how many pennies each bridge design was able to hold before collapsing. a. b. c. Scientific Problem Solving 51 Name Date Class   LESSON 3 Case Study Completion Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is used only once. control group dependent variable experimental group independent variable qualitative data quantitative data 1. A(n) is a factor in an experiment that is changed by the investigator. 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 False Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the statement 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. 52 Scientific Problem Solving Name Date Class   LESSON 3 Case Study Completion Directions: On each line, write the term from the word bank that correctly completes each sentence. Not all terms are used. control group dependent variable experimental group hypothesis independent variable prediction qualitative data quantitative data 1. A(n) is a factor in an experiment that is changed by the investigator. 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) . Short Answer Directions: 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. Scientific Problem Solving 53 Name Date Class   12 class periods Build and Test a Bridge In the Skill Practice, you observed the relative strength of two different geometric shapes. In the case study about the bridge collapse, you learned how scientists used scientific inquiry to determine the cause of the I-35W bridge collapse. In this investigation, you will combine geometric shapes to build model bridge supports. Then you will use scientific inquiry to determine the maximum load that your bridge will hold. Ask a Question What placement of supports produces the strongest bridge? Materials plastic straws cotton string ruler cardboard scissors Also needed: notebook paper, books or other masses, balance (with a capacity of at least 2 kg) Safety Make Observations 1. 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 string showing 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 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 bridge deck, a 20-cm 30-cm piece of cardboard. 7. With your teammates, decide where you will place the tetrahedrons on the paper to best support a load placed on the bridge deck. 54 Scientific Problem Solving Name Date Class   Form a Hypothesis 8. 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 of an observation. Test Your Hypothesis 9. 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 the top point. When adding the books to the bridge deck, place the books gently on top of the pile. Do not drop them. Scientific Problem Solving 55 Name Date Class   Analyze and Conclude 13. 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 Results Compare your results with those of several other teams. Discuss the placement of your supports and any other factors that may cause your bridge to fail. 56 Scientific Problem Solving Name Date Class   12 class periods Build and Test a Bridge In the Skill Practice, you observed the relative strength of two different geometric shapes. In the case study about the bridge collapse, you learned how scientists used scientific inquiry to determine the cause of the I-35W bridge collapse. In this investigation, you will combine geometric shapes to build model bridge supports. Then you will use scientific inquiry to determine the maximum load that your bridge will hold. Ask a Question What placement of supports produces the strongest bridge? Materials plastic straws ruler scissors cotton string cardboard Also needed: notebook paper, books or other masses, balance (with a capacity of at least 2 kg) Safety Make Observations 1. 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 string showing 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 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 bridge deck, a 20-cm 30-cm piece of cardboard. 7. With your teammates, decide where you will place the tetrahedrons on the paper to best support a load placed on the bridge deck. Scientific Problem Solving 57 Name Date Class   Form a Hypothesis 8. 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 of an observation. Test Your Hypothesis 9. 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 the top point. When adding the books to the bridge deck, place the books gently on top of the pile. Do not drop them. Analyze and Conclude 13. Analyze Was your hypothesis supported? How do you know? 58 Scientific Problem Solving 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? What would you do next to figure out how to make a stronger bridge? Communicate Your Results Compare your results with those of several other teams. Discuss the placement of your supports and any other factors 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. Scientific Problem Solving 59 Name Date Class   Testing Different Diameters of Straws Directions: 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 the location of bridge supports affects the strength of a model bridge. Now design an experiment to test how different diameters of straws affect the strength of model bridge supports. 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 and test more than one hypothesis. Please note that you must complete Lab B before beginning Lab C. Also, have your teacher approve your design and safety procedures before beginning your experiment. 60 Scientific Problem Solving Name Date Class   Scientific Problem Solving End-of-Chapter Practice Directions: 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 with details from the ad. If necessary, review the chapter vocabulary terms. Next, outline any points youre skeptical of. Be sure to use critical thinking. List and support each point. Write a few paragraphs that analyze the ads 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. Scientific Problem Solving 61 Name Date Class   Scientific Problem Solving Multiple Choice Directions: 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. hypothesis B. scientific law C. measurement 2. A triple-beam balance is used to measure A. 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 Completion Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is used only once. constant experimental group scientific notation technology variable 4. is the practical use of scientific knowledge and is one of the results of scientific inquiry. 5. is a method of writing or displaying very small or very large numbers. 6. The is the part of a controlled experiment that is used to study 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 called a(n) . 8. A factor in an investigation that stays the same is a(n) . 62 Scientific Problem Solving Name Date Class   Interpreting a Table Directions: Complete the table by choosing numbers from the bank and writing them in the correct spaces. Each number is used only once. 0.032 3,200 0.32 32,000 Can Be Converted To:Original MeasurementKilometersHectometersCentimetersMillimeters32 m9. 10. 11. 12. Short Answer Directions: Respond to each statement on the lines provided. 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 used models for testing. Concept Application Directions: 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 evaluate this claim. Use the term critical thinking in your response. Scientific Problem Solving 63 Name Date Class   Scientific Problem Solving Multiple Choice Directions: 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 tested B. always correct C. possible explanation D. based on observations 2. The volume of a liquid is measured using A. 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 Completion Directions: On each line, write the term from the word bank that correctly completes each sentence. Not all terms are used. constant control group experimental group scientific notation technology variable 4. One result of scientific inquiry, , is the practical use of scientific knowledge. 5. is a method of writing or displaying very small or very large numbers. 6. The is the part of the controlled experiment that is used to study 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 called a(n) . 8. A factor in an investigation that stays the same is a(n) . 64 Scientific Problem Solving Name Date Class   Interpreting a Table Directions: Complete the table by choosing numbers from the bank and writing them in the correct spaces. Not all numbers are used. 0.0032 0.032 3,200 320 0.32 32,000 Can Be Converted To:Original MeasurementKilometersHectometersCentimetersMillimeters32 m9. 10. 11. 12. Short Answer Directions: Respond to each statement on the lines provided. 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 evaluating bridge design. Include the following steps in your response: forming a hypothesis, testing the hypothesis, analyzing results, drawing conclusions. Concept Application Directions: Respond to the statement on the lines provided. Use complete sentences. 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. Scientific Problem Solving 65 Name Date Class   Scientific Problem Solving Multiple Choice Directions: 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 N B. 2.5 kg C. 331 mL D. 6.31 cm 3. Which number represents the greatest distance? A. 6.78 102 m B. 6.78 106 m C. 6.78 10-4 m D. 6.78 10-8 m Completion Directions: On each line, write a term or phrase that correctly completes each sentence. 4. One result of scientific inquiry, , is the practical use of scientific knowledge. 5. is a method of writing or displaying very small or very large numbers. 6. The is the part of the controlled experiment that is used to study 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 called a(n) . 8. A factor in an investigation that stays the same is a(n) . 66 Scientific Problem Solving Name Date Class   Interpreting a Table Directions: Complete the table by writing the correct numbers in the correct spaces. Can Be Converted To:Original MeasurementKilometersHectometersCentimetersMillimeters32 m9. 10. 11. 12. Short Answer Directions: 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. Explain the importance of controlled experiments as a part of this process. Concept Application Directions: Respond to the statement on the lines provided. Use complete sentences. 15. Develop a plan to teach younger students how to use the skill of critical thinking in their everyday lives. Write a paragraph that describes your plan. 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