Nature of Science Quiz 3 (Unifying Framework)

A teacher intends to incorporate systems thinking into a competition to see which group of students can build the tallest tower out of paper and straws. Before allowing students to build, the teacher tells them that "the paper, straws, and tower you build will be parts of the system." Which of the following is an appropriate next question to help the students practice systems thinking? A. What are some inputs to your system? B. How many straws will you use in your system? C. Why do you think your group will build the tallest tower? D. What do you already know about building towers?

A. What are some inputs to your system?

Scientific explanations should be based on evidence. Evidence includes measurements and facts gathered from an investigation. Which of the following is accepted as valid evidence in science? Select all answers that apply. A. observations made using the senses B. information gathered from friends C. the behavior of a model D. accepted scientific theories

A. observations made using the senses (Observations by the senses provide valid evidence, but other answers are also correct.) C. the behavior of a model (The behaviors of models provide valid evidence, but other answers are also correct.) D. accepted scientific theories (Evidence includes already accepted scientific theories, but other answers are also correct.)

A teacher has his students plant various types of seeds in mini-terrariums and record observations and measurements over the next month. Tracking which of the following would best help the students understand the concept that changes occur at different rates? A. the number of days from planting to sprouting for each type of seed B. the amount of water given to each seed each week C. the number of each type of seed that sprouted D. the number of leaves on each type of plant at the end of the month

A. the number of days from planting to sprouting for each type of seed (Different types of seeds will take different amounts of time to sprout. The teacher could then lead a class discussion on which seeds changed quickly and which changed more slowly.)

Which of the following best relates structure to function? A. Student pencils are often painted yellow. B. The earpieces of eyeglasses are curved. C. Mountains can be both forbidding and beautiful. D. A lawn consists of many blades of grass.

B. The earpieces of eyeglasses are curved. (Eyeglass earpieces are curved so they will bend around the ears to hold the glasses in place. The structure is designed to function in a certain way.)

Which of the following types of models are the most appropriate for students in the early elementary grades? Select all answers that apply. A. conceptual models B. physical models C. drawings D. mathematical models

B. physical models (Physical models are tactile and can clearly portray the form and structure of objects. They are appropriate for both older and younger children.) C. drawings (Drawings can be simple or complex. A drawing showing various parts of an object is appropriate for students in all grades.)

In a class demonstration, a teacher uses a meter stick to measure the length of a stiff wire and cuts a string into the same length as the wire. The teacher then bends the wire into a more compact shape and asks the students to predict how the string length will now compare with the length of the wire. Which of the following concepts is the teacher demonstrating? A. Shape remains constant even if the length changes. B. When the shape of something changes, its length also changes. C. Length remains constant even if the shape changes. D. When the length of something changes, its shape also changes.

C. Length remains constant even if the shape changes. (To promote an understanding of change and constancy, the teacher demonstrates that even though the shape has changed, the length of the wire remains the same.)

Which statement about the seeds of the burr plant best relate form to function? A. Given the chance, each burr seed will produce one burr plant. B. Each burr plant produces many seeds. C. Burr seeds provide a high-protein food for herbivores. D. Burr seeds catch on the fur of animals who then transport the seeds to other locations.

D. Burr seeds catch on the fur of animals who then transport the seeds to other locations. (Each burr seed has a small hook on the end. The hook catches on feathers and fur and the seeds are carried away from the mother plant. The form (hook) contributes to the function (dispersing the seeds).)

Toward the end of an investigation on plant growth, student groups present their findings and conclusions to the class. Which of the following actions should the teacher take after each presentation to best support student growth in explanation skills? A. Focus on the errors the group made in their techniques or thinking. B. Ask the class to applaud, and then immediately invite the next group to begin. C. Add to or correct any information that was lacking in the presentation. D. Invite the class to ask questions about the methods or conclusions of the investigation.

D. Invite the class to ask questions about the methods or conclusions of the investigation.

According to natural selection, organisms that are well adapted to their habitats survive to produce more offspring than organisms that are not well adapted. Which of the following changes in Earth's system most directly results from natural selection? A. Polluted water causes the death of many organisms. B. Certain regions of the Earth become dryer while others become wetter. C. Different types of minerals migrate to the Earth's surface. D. Populations of animals develop traits that are well suited to their ecological niche.

D. Populations of animals develop traits that are well suited to their ecological niche. (Natural selection is a theory that organisms that are the best adapted will survive and reproduce more offspring This drives further adaptation to the environment.)

Students are often asked to make models of the planets during a unit on astronomy. Which of the following is the most likely misconception that students could develop from the physical models they build? A. Jupiter's red spot is large relative to the size of Jupiter. B. The planets all have different temperatures. C. Each planet has a unique coloring. D. The planets are fairly similar in size.

D. The planets are fairly similar in size. (There is such a large difference in the sizes of the actual planets that classroom models are unlikely to portray their relative sizes accurately. Unless the teacher addresses this issue, students might think the size differences are trivial.)