Science Fusion Digital Lesson Formative Assessment
I.
Predicting the weather
A. ENGAGE
1. Why do you think weather forecasters rely so heavily on
models?
There are several reasons. Many factors affect weather. Even though a
limited number of measurements can be made in a limited number of
places, this is still a huge amount of data. A computer model can
process all the data to make predictions.
2. Are weather forecasts made from models facts?
The data that are used to make the models may be facts, but the
forecasts are predictions, not facts.
II.
Data tables
A. CORE CONCEPT
1. Suppose you are measuring how the mass of wood blocks
changes when the size of the blocks increases. How many
columns would you have in your data table?
You would have two columns in your data table.
2. What would you label the first column? What would you
label the second column?
You would label the first column Size and the second column Mass.
III. Making line graphs
A. EXTEND AND REFLECT
How does graphing results help you analyze data?
Graphs help you see trends and patterns in data that might be difficult
to see in tables.
B. CORE CONCEPT
What would you label the x- and y-axes on a graph that shows
how the loudness of a sound depends on the distance from the
sound source?
You would label the axes Loudness and Distance. You could choose
which axis has which label.
IV. Selecting graphs
A. EVALUATE
1. Suppose you count the number of each type of animal you
see on your way to school. Which type of graph would you
use to show this data?
You would probably want to use a bar graph because the data are in
groups. Each animal would have a single value.
2. What type of graph would you use to show the growth of a
puppy in its first eight weeks of life?
You would use a line graph because it shows a change over time.
V.
Reading graphs
A. EXTEND AND REFLECT
Which were eaten more during the week, fruits or vegetables?
More vegetables were eaten than fruits.
B. CORE CONCEPT
Why is the key so important to this graph?
The key explains what each color means. Otherwise, we would have to
guess which bar stood for fruits and which stood for vegetables.
VI. Bar graph trends
A. DEVELOP SCIENCE CONCEPTS
1. Had the earlier trend continued, about how many tornadoes
would you have expected in the 1990s?
You might expect about 80 tornadoes in the 1990s.
2. Who might find this bar graph useful?
Meteorologists might find this graph helpful to try to predict future
tornado patterns.
3. Why is this graph more helpful to scientists than a data
table?
The graph makes it easier to see the change in trend in the number of
tornadoes that occurred.
VII. Reading data tables
A. EXTEND AND REFLECT
How would you change the table's structure if you also
measured the height of the people in the group?
You could add a column labeled Height (centimeters) and put the
height data in that column.
B. CORE CONCEPT
If you were to graph this data, what type of graph would you
use?
A bar graph would be the best way to represent these data in an easily
understandable way.
VIII. Models
A. DEVELOP SCIENCE CONCEPTS
1. What concepts does the scientific model of the solar system
communicate?
The model shows the position of the planets in relation to the sun and
to one another.
2. What is an example of information not communicated by the
conceptual model of the rock cycle?
This model doesn't show the properties of the rocks.
3. What type of model is a weather map that a meteorologist
uses?
A meteorologist's weather map is a scientific model.
IX. Simulations
A. DEVELOP SCIENCE CONCEPTS
1. How is a simulation a type of model?
A simulation is a model because it represents something else. The
shake table represents an area of land that experiences an
earthquake.
2. What does the shake table simulation explain?
The simulation explains how structures behave when the land beneath
them moves.
B. EVALUATE
What limitations does the shake table simulation have?
The structures in the simulation may not represent real building
materials and weight. The shaking may not represent the movement
of all types of earthquakes.
X.
Making models
A. EXTEND AND REFLECT
1. Suppose that you made a model of the solar system that
shows Pluto as a planet. Then you learn that Pluto is no
longer classified as a planet. What would you do to your
model?
You could update your model by changing the label on Pluto from
planet to dwarf planet. Or you could remove Pluto from your model.
2. How might a mathematical model be used to represent
something in our solar system?
A mathematical model could show how the planets move in orbit or
how long it would take for a space probe to reach a planet.
XI. What models are these?
A. DEVELOP SCIENCE VOCABULARY
1. What is a physical model?
A physical model represents the physical structure of an object or
system.
2. What is a mathematical model?
A mathematical model uses equations to represent the way a system
or process works and to make predictions.
3. What is a conceptual model?
A conceptual model is a representation of how parts of a system are
related or organized.
XII. Sorting data, models, and simulations
A. DEVELOP SCIENCE CONCEPTS
1. What is another type of data display?
A bar graph is a data display.
2. Why isn't a mathematical model a data display?
A data display shows a collection of information. A mathematical
model is not a collection of information but an explanation of a science
concept.
3. How is a simulation different from a model?
A simulation imitates the behavior of something. A model is a
representation of something else.