Lesson 3 | Case Study



Lesson 3 | Case Study

|Student Labs and Activities |Page |Appropriate For: |

|Content Vocabulary |39 |all students |

|Lesson Outline |40 |all students |

|Content Practice A |42 |[pic] |

|Content Practice B |43 | [pic] |

|Language Arts Support |44 |all students |

|School to Home |45 |all students |

|Key Concept Builders |46 |[pic] |

|Enrichment |50 |all students |

|Challenge |51 | [pic] |

|Lab A |54 |[pic] |

|Lab B |57 | [pic] |

|Lab C |60 | [pic] |

|Chapter Key Concepts Builder |61 |[pic] |

|Assessment | | |

|Lesson Quiz A |52 |[pic] |

|Lesson Quiz B |53 | [pic] |

|Chapter Test A |62 |[pic] |

|Chapter Test B |64 | [pic] |

|Chapter Test C |66 | [pic] |

|Teacher Support | | |

|Answers (with Lesson Outlines) |T6 | |

|[pic] |Approaching Level |[pic] |On Level |[pic] |Beyond Level |[pic] |English-Language Learner |

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

38 Scientific Problem Solving

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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

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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

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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 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 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

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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

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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 experiment’s .

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

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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

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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

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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

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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 bridge’s design fails in the evaluation process?

A. The design must be modified.

B. The design must remain the same.

Scientific Problem Solving 47

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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

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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 bridge’s 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

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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

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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,

you’ll 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

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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

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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.

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1–2 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

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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.

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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

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1–2 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

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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

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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

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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

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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 you’re skeptical of. Be sure to use critical thinking. List and support

each 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.

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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) .

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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 |Kilometers |Hectometers |Centimeters |Millimeters |

|Measurement | | | | |

|32 m |9. |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.

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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

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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 |Kilometers |Hectometers |Centimeters |Millimeters |

|Measurement | | | | |

|32 m |9. |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.

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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 |Kilometers |Hectometers |Centimeters |Millimeters |

|Measurement | | | | |

|32 m |9. |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.

Scientific Problem Solving 67

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Content Vocabulary

Lesson Outline

Content Practice A

Content Practice B

Language Arts Support

School to Home

Key Concept Builder

Key Concept Builder

Key Concept Builder

Key Concept Builder

Enrichment

Challenge

Lesson Quiz A

Lesson Quiz B

Lab A

Lab A continued

Lab A continued

Lab B

Lab B continued

Lab B continued

Extension

Lab C

Chapter Key Concepts Builder

Chapter Test A

Chapter Test A continued

Chapter Test B

Chapter Test B continued

Chapter Test C

Chapter Test C continued

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