School Tours 2014
Supplemental Science Materials
Table of Contents
Teacher Overview
• Objectives
• Correlation to the Next Generation Science Standards
o Middle School
o High School
! CAPT Inquiry Standards
Explorations
• Demonstration Show
• Exhibit
Student Handouts
• Pre-Assessment Physics
• Pre-Assessment Inquiry
• Exhibit Investigation
• KWL Demonstration Show
Teacher Overview
Objectives
1. Students will demonstrate Newton’s Laws of Motion.
2. Students will observe and describe of the natural forces on earth.
3. Students will explain the factors of electric and gravitational force.
4. Students will identify various types of potential energy.
5. Students will explain terminology and concepts that relate to wave properties and
applications.
6. Students will identify questions that can be answered through scientific investigations.
7. Students will identify appropriate tools and techniques to gather, analyze, and interpret
data.
8. Students will develop descriptions, explanations, predictions and models using evidence.
9. Students will think critically and logically to make the relationships between evidence
and explanations.
10. Students will recognized and analyze alternative explanations and predictions.
11. Students will describe the relationship between science and technology.
1 Teacher Overview
Correlation to the Common Core ELA: Science & Technical Subjects
The standards below begin at grade 6; standards for K–5 reading in history/social studies,
science, and technical subjects are integrated into the K–5 English/Language Arts Common Core
State Standards. The CCR anchor standards and high school standards in literacy work in tandem
to define college and career readiness expectations—the former providing broad standards, the
latter providing additional specificity. The standards presented here relate to the science fair
experience.
Grades 6-8
CCSS.ELA-Literacy. RST.6-8.4.
CCSS.ELA-Literacy. RST.6-8.6.
CCSS.ELA-Literacy. RST.6-8.8.
CCSS.ELA-Literacy. RST.6-8.9.
Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are
used in a specific scientific or technical context
relevant to grades 6-8 texts and topics.
Analyze the author’s purpose in providing an
explanation, describing a procedure, or discussing
an experiment in a text.
Distinguish among facts, reasoned judgment based
on research findings, and speculation in a text.
Compare and contrast the information from
experiments, simulations, video, or multimedia
sources with that gained from reading a text on the
same topic.
Grades 9-10
CCSS.ELA-Literacy. RST.9-10.4.
CCSS.ELA-Literacy. RST.9-10.5.
CCSS.ELA-Literacy. RST.9-10.6.
CCSS.ELA-Literacy. RST.9-10.8.
Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are
used in a specific scientific or technical context
relevant to grades 9-10 texts and topics.
Analyze the structure of the relationships among
concepts in a text, including relationships among
key terms (e.g., force, friction, reaction force,
energy).
Analyze the author’s purpose in providing an
explanation, describing a procedure, or discussing
an experiment in a text, defining the question the
author seeks to address.
Assess the extent to which the reasoning and
evidence in a text support the author’s claim or a
2 Teacher Overview
recommendation for solving a scientific or technical
problem.
Grades 11-12
CCSS.ELA-Literacy. RST.11-12.4.
CCSS.ELA-Literacy. RST.11-12.6.
CCSS.ELA-Literacy. RST.11-12.8.
Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are
used in a specific scientific or technical context
relevant to grades 11-12 texts and topics.
Analyze the author’s purpose in providing an
explanation, describing a procedure, or discussing
an experiment in a text, identifying important issues
that remain unresolved.
Evaluate the hypothesis, data analysis, and
conclusions in a science or technical text, verifying
the data when possible and corroborating or
challenging conclusion with other sources of
information.
Correlation to the Next Generation Science Standards
Middle School
In the physical sciences, performance expectations at the middle school level focus on students
developing understanding of several scientific practices. These include developing and using
models, planning and conducting investigations, analyzing and interpreting data, using
mathematical and computational thinking, and constructing explanations; and to use these
practices to demonstrate understanding of the core ideas.
Middle School. Forces and Interactions
Students who demonstrate understanding can:
MS-PS2-3.
Ask questions about data to determine the factors that affect the strength
of electric and magnetic forces.
MS-PS2-4.
Construct and present arguments using evidence to support the claim that
gravitational interactions are attractive and depend on the masses of
interacting objects.
MS-PS2-5.
Conduct an investigation and evaluate the experimental design to provide
evidence that fields exist between objects exerting forces on each other
even though the objects are not in contact.
3 Teacher Overview
Middle School. Energy
Students who demonstrate understanding can:
MS-PS3-2.
Develop a model to describe that when the arrangement of objects
interacting at a distance changes, different amounts of potential energy are
stored in the system.
MS-PS3-3.
Apply scientific principles to design, construct, and test a device that
either minimizes or maximizes thermal energy transfer.
MS-PS3-5.
Construct, use, and present arguments to support the claim that when the
kinetic energy of an object changes, energy is transferred to or from the
object.
Middle School. Waves and Electromagnetic Radiation
Students who demonstrate understanding can:
MS-PS4-2.
Develop and use a model to describe that waves are reflected, absorbed, or
transmitted through various materials.
High School High School. Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1.
Analyze data to support the claim that Newton’s second law of motion
describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration.
HS-PS2-2.
Use mathematical representations to support the claim that the total
momentum of a system of objects is conserved when there is no net force
on the system.
HS-PS2-3.
Apply scientific and engineering ides to design, evaluate, and refine a
device that minimizes the force on a macroscopic object during a collision.
HS-PS2-4.
Use mathematical representations of Newton’s Law of Gravitation and
Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects.
High School. Energy
Students who demonstrate understanding can:
HS-PS3-2.
Develop and use models to illustrate that energy at the macroscopic scale
can be accounted for as a combination of energy associated with the
motions of particles (objects) and energy associated with the relative
position of particles (objects).
HS-PS3-5.
Develop and use a model of two objects interacting through electric or
magnetic fields to illustrate the forces between objects and the changes in
energy of the objects due to interaction.
4 Teacher Overview
High School. Waves and Electromagnetic Radiation
Students who demonstrate understanding can:
HS-PS4-1.
Use mathematical representations to support a claim regarding
relationships among the frequency, wavelength, and speed of waves
traveling in various media.
HS-PS4-2.
Evaluate questions about the advantages of using a digital transmission
and storage of information.
HS-PS4-3.
Evaluate the claims, evidence, and reasoning behind the idea that
electromagnetic radiation can be described either by a wave model or a
particle.
5 Teacher Overview
Connecticut Core Curriculum Framework for Grades 9 and 10
CAPT: Grades 9-10 Core Scientific Inquiry, Literacy and Numeracy
Expected Performances
How is scientific knowledge created and communicated?
• D INQ.1 Identify questions that can be answered through scientific
investigation.
• D INQ.2 Read, interpret and examine the credibility and validity of scientific claims
in different sources of information.
• D INQ.5 Identify independent and dependent variables, including those that are
kept constant and those used as controls.
• D INQ.7 Assess the reliability of the data that was generated in the investigation.
• D INQ.8 Use mathematical operations to analyze and interpret data, and present
relationships between variables in appropriate forms.
• D INQ.10 Communicate about science in different formats, using relevant
science vocabulary, supporting evidence and clear logic.
6 Teacher Overview
To create opportunities that support the current standards in education is a
challenge every classroom teacher faces. Whether these standards are the Common
Core or NGGS, creative implementation is the goal. The Connecticut Science and
Engineering Fair offer school groups to visit authentic individual and team research
projects submitted by students from middle school to high school. The explorations
provided can be easily adapted to fit any classroom science pedagogy in use. This
document offers a brief description of assessments and learning strategies for use
prior to and upon visit of the fair. No materials are required except student
handouts.
Materials List
•
Pre/Post Assessment of Physics Concepts and Scientific Inquiry
o Can be used to assess students prior and post knowledge before and
after group visit
•
Demos R Us
o List of demonstration concepts in Table of Contents
o KWL for use during demonstration show
•
Exhibit Hall
o Investigation Scientific Experiment
! Students select a specific category or interest to identify
inquiry processes
o Scientific Investigation Comparison
! Students compare and contrast two different projects from the
two primary categories: Physical and Life Science
o Project Review Analysis
! Students analyze a project with prior knowledge; evidence with
conclusion; develop questions; and provide suggestions to improve
the project.
7 Explorations
Demos R Us
Tell me and I forget. Teach me and I remember. Involve me and I learn-Ben Franklin
Title
Physics Concepts
Conservation of Angular Momentum or turning
motion.
Bicycle Wheel
Rotating Table
Torque and Rotational Inertia
Hammer & Cement Block
Kinetic Energy Transfer
Newton’s Cradle
Conservation of Momentum
Explorations
Aluminum Can
Static electricity
Van de Graff
Charge surfaces
Rotating Star
Rice Krispy
Charges discharge
Charges repulsion
Explorations
Pie Tins
Electromagnetism
Magnetic Launch System
Electromagnetism
Liquid Nitrogen
States of Matter
Exhibits
•
Scientific Method
Physics Assessment CT State Fair 2014
1. Car companies try to design cars that will keep people safe if there is a car crash. To see
if a car is safe, they sometimes crash a car on purpose. When they crash a car, they do not
have people in the car because that would be dangerous. Instead, they use “crash test
dummies” to take the place of people in the car. Which of the following would be the most useful
features of a crash test dummy?
A. A dummy built with parts made of strong materials like steel, so it will not get damaged in the
crash
B. A dummy built with parts that make it about a strong and sturdy as a human, so that if the
dummy does not get damaged in the crash, it is likely that a person would be okay too
C. A dummy built with parts that are very cheap to replace if they are broken
D. A dummy built with parts made of any materials, as long as it looks exactly like a real person,
so that when the crash test is performed, there appears to be a real person in the car
2. A student has two balloons filled with helium gas, Balloon 1 and Balloon 2. The balloons have the
same number of helium atoms in them.
If the thermal energy of the helium in Balloon 1 is increased so that the helium in Balloon 1 has more
thermal energy than the helium in Balloon 2, which helium atoms would be moving faster on
average?
A. The helium atoms in Balloon 1 would be moving faster on average.
B. The helium atoms in Balloon 2 would be moving faster on average.
C. The helium atoms in Balloon 1 would be moving at the same average speed as the helium
atoms in Balloon 2.
D. The only way to tell which helium atoms would be moving faster on average is to also know
the temperature of the helium in each balloon.
3. A girl is sitting in a chair and throws a ball. After she throws the ball, she watches the ball move
through the air. While the ball is moving through the air, does the girl or the ball have more motion
energy (kinetic energy) and why?
A. The girl has more motion energy because she is alive, and the ball is not.
B. The girl has more motion energy because she weighs more than the ball.
C. The ball has more motion energy because it is moving, and the girl is not.
D. The ball has more motion energy because it is higher off the ground than the girl.
4. Two objects are moving at the same speed. The objects have different amounts of motion energy.
Which of the following must be true?
A. The objects are different sizes.
B. The objects have different shapes.
C. The objects have different masses.
D. The objects are moving in different directions.
5. A rubber ball speeds up as it falls toward the floor. How do the motion energy (kinetic energy) and
gravitational potential energy of the ball change as it falls and why?
A. Both the motion energy and gravitational potential energy increase because new energy is
always made as an object moves.
B. Both the motion energy and gravitational potential energy decrease because energy is always
used up as an object moves and is not transformed into any other form of energy.
C. The motion energy decreases and the gravitational potential energy increases because the
motion energy is transformed into gravitational potential energy.
D. The motion energy increases and the gravitational potential energy decreases because the
gravitational potential energy is transformed into motion energy.
6. The thermal energy of an object depends on which of the following?
A. Both the speed and the type of molecules that make up the object
B. The speed of the molecules that make up the object but not the type of molecules
C. The type of molecules that make up the object but not the speed of the molecules
D. Neither the speed nor the type of molecules that make up the object
7. Imagine a ball on a track where no energy is transferred between the ball and the track or between
the ball and the air around it. It is going fast enough at Position 1 so that it will go over a hill on the
track and past Position 2. Position 1 and Position 2 are at the same height.
Will it be going faster, slower, or at the same speed at Position 2 compared to Position 1 and why?
(Remember that no energy is transferred between the ball and the track or between the ball and the
air around it.)
A. Faster, because new energy in the form of motion energy (kinetic energy) was made when
the ball went down the steep side of the hill
B. Slower, because motion energy (kinetic energy) was used up when the ball went up the long
side of the hill
C. The same speed, because the amount of motion energy (kinetic energy) that the ball has
remained the same the entire time it was moving along the track
D. The same speed, because the total amount of energy in the system (ball and track) did not
change as the ball moved along the track
8. A student wants to make a simple model of the solar system to help him compare how long it would
take for a spaceship to travel between different planets. Which of the following things is absolutely
essential for him to do in order to think about how long it would take?
A. He must accurately represent the relative distances between the planets, and also make sure
that the model of each planet looks like the planet it represents.
B. He must make sure that the model of each planet looks like the planet it represents, but he
does not need to accurately represent the relative distances between the planets.
C. He must accurately represent the relative distances between the planets, but he does not need
to make sure that the model of each planet looks like the planet it represents.
D. He does not need to accurately represent the relative distances between the planets, and he
does not need to make sure that the model of each planet looks like the planet it represents.
9. A boy has two identical cookies except that one cookie is hot, and the other cookie is the same
temperature as the air in the room. He places both cookies on a cold plate. Which cookie will
transfer more thermal energy to the plate and why?
A. The hot cookie will transfer more thermal energy because only hot objects transfer thermal
energy.
B. The hot cookie will transfer more thermal energy because the temperature difference between
the hot cookie and the cold plate is bigger than the temperature difference between the cookie
at room temperature and the cold plate.
C. Both cookies transfer the same amount of thermal energy because they are both the same
size, and the amount of thermal energy transferred depends on size but not on temperature.
D. Neither cookie transfers thermal energy to the plate; instead, coldness is transferred from the
plate to the cookies.
10. An architect is designing a house and shows the plans to his coworker. The coworker likes the
design but tells the architect that he now needs to make a three-dimensional (3-D) model of the
house before the construction company can begin building it.
The architect says that even though the plans are just drawings on paper, they can be thought of as a
model of the house. The coworker disagrees and says that a model of a house has to be threedimensional.
As they discuss it further, they agree that the plans have all the information the construction company
will need to build the house, including designs for building the floors and walls, but the architect and
his coworker still disagree about whether the plans can be called a model.
Which of them is correct and why?
A. The architect is correct because he is the one who made the plans and therefore knows
whether they can be considered a model.
B. The architect is correct because the plans represent the features of the house that are to be
built.
C. The coworker is correct because a model needs to be three-dimensional.
D. Neither is correct because the house has not yet been built, and there cannot be a model of
something that does not exist.
11. The motion energy (kinetic energy) of an object depends on which of the following?
A. Both the mass and the speed of the object
B. The mass of the object but not the speed of the object
C. The speed of the object but not the mass of the object
D. Neither the mass nor the speed of the object
12. A boy holds a ball of clay above the floor. He lets go of the clay ball, and it speeds up as it falls to
the floor. The clay ball flattens as it hits the floor and remains flat. When the clay ball hits the floor,
the ball and the floor get a little warmer. (Assume that no energy is transferred between the clay ball
and the air or between the floor and the air.)
As the clay ball falls and hits the floor, does the total amount of energy in the system (the clay ball
and the floor) increase, decrease, or stay the same? Why?
A. The total amount of energy in the system increases because the clay ball and the floor are
warmer, and therefore, have more energy.
B. The total amount of energy in the system decreases. Although the energy of the clay ball and
the floor increases as they get warmer, the energy of the clay ball decreases by an even
greater amount as it moves closer to the ground.
C. The total amount of energy in the system stays the same because the decrease in energy due
to the clay ball moving closer to the ground is equal to the increase in energy due to the clay
ball and the floor getting warmer.
D. The total amount of energy in the system stays the same. Even though the clay ball and the
floor are warmer, being warmer is not associated with the amount of energy an object has.
13. A student compresses a spring and holds a cart next to the spring. The graph shows the amount of
elastic energy the spring has when it is compressed and the amount of motion energy (kinetic
energy) the cart has before it starts moving.
After he lets go of the cart, the spring pushes the cart and the cart rolls across the floor.
Which of the following graphs represents the elastic energy of the spring and the motion energy
(kinetic energy) of the cart when the cart is rolling across the floor and the spring is no longer in
contact with the cart? (Assume that no energy is transferred between the spring and its surroundings
and no energy is transferred between the cart and its surroundings.)
14. The gravitational potential energy of an object depends on which of the following?
A. Both the speed of the object and the object’s distance from the center of the earth
B. The speed of the object but not the object’s distance from the center of the earth
C. The object’s distance from the center of the earth but not the speed of the object
D. Neither the speed of the object nor the object’s distance from the center of the earth
15. A boy and a girl are sledding down a hill. The boy and the girl weigh the same, and they are using
sleds that weigh the same.
If the boy and girl are sledding at the same speed, which child has more motion energy (kinetic
energy)?
A. The boy has more motion energy.
B. The girl has more motion energy.
C. Both of them have the same amount of motion energy.
D. More information is needed to determine which child has more motion energy.
16. A girl is sitting under an umbrella at the beach on a sunny day. When she moves out of the shade
and into the sunlight, she will feel warmer. Why?
A. Because energy is being transferred directly from the sun to the girl
B. Because energy is being transferred from the sun to the air and then from the air to the girl,
but no energy is being transferred directly from the sun to the girl
C. Because energy is being transferred from the sun to the ground and then from the ground to
the girl, but no energy is being transferred directly from the sun to the girl
D. Because the sun is shining on the girl, not because energy was transferred from the sun to the
girl
17. A girl is sitting in the shade under a tree on a sunny day. When she moves out of the shade and into
the sunlight, she will feel warmer. Why?
A. Because energy is being transferred directly from the sun to the girl
B. Because energy is being transferred from the sun to the air and then from the air to the girl,
but no energy is being transferred directly from the sun to the girl
C. Because energy is being transferred from the sun to the ground and then from the ground to
the girl, but no energy is being transferred directly from the sun to the girl
D. Because the sun is shining on the girl, not because energy is being transferred from the sun to
the girl
18. Consider a light bulb and an ice cream cone.
Which gives off energy by radiation and why?
A. Both a light bulb and an ice cream cone because all objects radiate energy
B. Neither a light bulb nor an ice cream cone because only the sun radiates energy
C. Only a light bulb when it is glowing because only glowing objects radiate energy
D. Only a light bulb when it is hot because only hot objects radiate energy
19. Object 1 and Object 2 are both made up of the same type of molecule and the same number of
molecules. Object 1 has more thermal energy than Object 2. Do the molecules of Object 1 have
more, less, or the same amount of motion energy (kinetic energy) than the molecules of Object 2?
A. The molecules of Object 1 have more motion energy than the molecules of Object 2.
B. The molecules of Object 1 have less motion energy than the molecules of Object 2.
C. The molecules of Object 1 have the same amount of motion energy as the molecules of
Object 2.
D. More information is needed to say anything about the motion energy of the molecules.
20. Imagine a ball on a track where no energy is transferred between the ball and the track or between
the ball and the air around it. The ball goes past Position 1, then down and up a dip on the track,
and past Position 2. Position 1 and Position 2 are at the same height.
Will the total amount of energy the ball has at Position 2 be more, less, or the same as the total
amount of energy the ball had at Position 1 and why? (Remember that no energy is transferred
between the ball and the track or between the ball and the air around it.)
A. The total amount of energy the ball has will be more at Position 2 because new energy was
made when the ball went down the long side of the dip.
B. The total amount of energy the ball has will be less at Position 2 because energy was used up
when the ball went up the steep side of the dip.
C. The total amount of energy the ball has will be the same at Position 1 and Position 2 because
the total amount of energy in the system (ball and track) did not change.
D. Whether the total amount of energy of the ball is more, less, or the same at Position 2
compared to Position 1 depends on the speed of the ball before it got to the dip.
Answer Key
Item Number
Item Code
Correct Answer
1
M O066004
B
2
EG052004
A
3
EG012002
C
4
EG081002
C
5
NG013002
D
6
EG055004
A
7
NG090002
D
8
M O062002
C
9
NG062002
B
10
M O065004
B
11
EG007002
A
12
NG080003
C
13
NG049003
C
14
EG093001
C
15
EG003003
C
16
NG033003
A
17
NG032003
A
18
NG045002
A
19
EG048003
A
20
NG095002
C
Answer Sheet
Date:
Name:
1. A
B
C
D
2. A
B
C
D
3. A
B
C
D
4. A
B
C
D
5. A
B
C
D
6. A
B
C
D
7. A
B
C
D
8. A
B
C
D
9. A
B
C
D
10. A
B
C
D
11. A
B
C
D
12. A
B
C
D
13. A
B
C
D
14. A
B
C
D
15. A
B
C
D
16. A
B
C
D
17. A
B
C
D
18. A
B
C
D
19. A
B
C
D
20. A
B
C
D
Science Inquiry CT State Fair 2014
1. A student wants to find out if a particular kind of plant grows better in the sun or in the shade. She
has two identical plants. She places one plant in sand and sets the plant in the sunlight. She adds
minerals and water to the sand.
Sunlight
Water and minerals
Which of the following conditions should she use for the second plant to determine the effect of
light?
A. Sunlight
B. Sunlight
Water and minerals
Water
C. Shade
Water and minerals
D. Shade
Water
2. A consumer group wants to find out which of two new car models gets the best gas mileage. A
car’s gas mileage is the number of miles a car can go for each gallon of gas it uses.
They decide to fill the gas tanks of each car with the same amount of gas and compare how far
each car goes. They use “regular” grade gas in both cars. Neither car gets the “premium” grade gas.
Why is it important that the two cars get the same grade of gas?
A. By using the same grade of gas, the consumer group can learn both which car model gets the
best mileage and which grade of gas gives the best mileage.
B. By using the same grade of gas, the consumer group can learn which grade of gas gives the
best mileage.
C. If the cars do not get the same grade of gas, the consumer group cannot find out which car
model has the best mileage.
D. It is NOT important for both cars to have the same grade of gas because they are not testing
which grade of gas gives the best mileage.
3. A group of students is making paper airplanes. They think that the kind of paper and the design of
the airplane may affect how far each paper airplane flies.
The students first test if the kind of paper affects how far the airplane flies. They make several
airplanes out of different kinds of paper, using the same design.
Why is it important that all the airplanes have the same design?
A. By using the same design, the students can learn about both the effect of the design and the
effect of the paper.
B. By using the same design, the students can learn about the effect of the design.
C. If they do not use the same design, the students cannot learn about the effect of the paper.
D. It is NOT important for the airplanes to have the same design because the students are not
testing the effect of the design.
4. A student wants to know if the weight of a cart affects its speed at the bottom of a ramp.
He can change the weight of the cart by adding different numbers of balls, and he can change the
height of the ramp by using different numbers of blocks.
Which set of tests should he compare (set A, B, C, or D)?
A.
B.
C.
D.
5. A student wants to buy a new skateboard. He wants to find out if the size of the wheels affects how
far he can coast on the skateboard. He also wants to find out if the type of material the board is
made of affects how far he can coast on the skateboard.
He decides to compare two skateboard models that are the same size but are made of different
materials and have different size wheels:
He pushes off as hard as he can and stands on the skateboard until the skateboard comes to a stop.
He tries each skateboard 5 times to see how far he can go. He uses the same pavement and the
same starting point for all the trials.
He finds out that he can coast farther with Model 1.
What can he conclude from this test?
A. He can conclude that the size of the wheels affects how far he can coast on the skateboard.
B. He can conclude that the material of the board affects how far he can coast on the
skateboard.
C. He can conclude that the size of the wheels affects how far he can coast on the skateboard
and that the material of the board affects how far he can coast on the skateboard.
D. It is NOT possible to conclude from this test if the size of the wheels affects how far he can
coast on the skateboard or if the material of the board affects how far he can coast on the
skateboard.
6. A group of students uses clay to make boats of different shapes. All the boats they make have the
same weight. The students add four tablespoons of salt in the water in a tank and mix the water.
They place the boats in the tank and see if the boats float or sink.
What can the students find out from doing just this experiment?
A. If shape affects whether the boats float or sink.
B. If weight affects whether the boats float or sink.
C. If weight and the amount of salt in the water affect whether the boats float or sink.
D. If shape, weight, and the amount of salt in the water affect whether the boats float or sink.
7. A farmer thinks that type of soil and amount of water affect the growth of his carrot plants, and he
wants to find out if he is right.
The farmer first tests if the type of soil affects the growth of the carrot plants. He uses three different
types of soil, and he places 10 carrot plants in each type of soil. He uses the same amount of water
for all the plants.
Why is it important to use the same amount of water for all the plants?
A. By using the same amount of water, the farmer can learn about both the effect of the amount
of water and the effect of the type of soil.
B. By using the same amount of water, the farmer can learn about the effect of the amount of
water.
C. If he does not use the same amount of water, the farmer cannot learn about the effect of the
type of soil.
D. It is NOT important to use the same amount of water because the farmer is not testing the
effect of the amount of water.
8. A student wants to find out if temperature affects the behavior of goldfish. He has four fish bowls
and 20 goldfish. Which of the following experiments should he do?
A.
B.
C.
D.
9. To conserve energy, a college student wants to find out the lowest water temperature and the
shortest length of time that is needed to wash his clothes and get them clean.
First he tests the effect of water temperature. He washes one shirt in hot water, one shirt in warm
water, and one shirt in cold water. The shirts are identical and have identical stains. He uses the same
detergent and washes the shirts for the same length of time.
Why is it important to wash the shirts for the same length of time?
A. By washing the shirts for the same length of time the student can find out both the lowest
temperature and the shortest length of time that is needed.
B. By washing the shirts for the same length of time the student can find out the shortest length
of time that is needed.
C. If he does not wash the shirts for the same length of time the student cannot find the lowest
water temperature that is needed.
D. It is NOT important to wash each shirt for the same length of time because the student is not
testing the length of time that is needed.
10. A student wants to find out if Bleach X or Bleach Y is better at removing stains.
He plans to use two white shirts, stain each of them with mustard, and then wash each of them using
bleach. He can change the size of the stain on the shirt and the amount of bleach he adds to the
water.
Which two tests should the student set up, the tests in A, B, C, or D?
A.
B.
C.
D.
Answer Key
Item Number
Item Code
Correct Answer
1
CV002003
C
2
CV015005
C
3
CV005004
C
4
CV001003
D
5
CV022002
D
6
CV019002
A
7
CV014003
C
8
CV004003
C
9
CV016003
C
10
CV006003
D
Answer Sheet
Date:
Name:
1. A
B
C
D
2. A
B
C
D
3. A
B
C
D
4. A
B
C
D
5. A
B
C
D
6. A
B
C
D
7. A
B
C
D
8. A
B
C
D
9. A
B
C
D
10. A
B
C
D
Name: KWL Chart Select a demonstration that you want to learn more about. In the first column write what you already know about the demonstration. In the second column, write what you want to know about the demonstration. In the third column, write what you learned from the demonstration. What I Know What I Want to Know What I Learned Investigating Scientific Experiments
Name:____________________ Title of Project: _______________________________________________ Category: __________________________________ Background Information (Rational for Experimentation) Independent Variable Dependent Variable Variables Held Constant Experimental Procedure Results Conclusion