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.
Scientific Problem Solving 53
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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.
Scientific Problem Solving 55
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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
Name Date Class
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.
Scientific Problem Solving 61
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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) .
62 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. 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.
Scientific Problem Solving 63
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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.
Scientific Problem Solving 65
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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
-----------------------
Content Vocabulary
Lesson Outline
Content Practice A
Content Practice B
Language Arts Support
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Key Concept Builder
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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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