Sci-201 Final

Looking at yourself in the mirror best exemplifies which of these light properties? A. Refraction B. Reflection C. Scattering D. Absorption

B. Reflection

What is the goal of scientists in relationship to reality as they conduct experiments? A. Science seeks to prove the reality of the idea B. Science seeks to find evidence that has more absolute truth C. Science seeks to find evidence that has more relativity D. Science seeks to just make observations about reality

B. Science seeks to find evidence that has more absolute truth

By definition, a fact in science... A. Something that is true B. Something that most/all observers agree on C. Something that is proven D. Something that is verified

B. Something that most/all observers agree on

If I wanted to artificially pollinate flowers, I would need to collect the pollen from this flower part A. Style B. Stamen C. Pistil D. Filament

B. Stamen

What is the speed of a stream when a ping-pong ball dropped upstream takes 5 seconds to travel 15 meters? A. 0.33 m/second B. 3 m/second C. 1.33 m/second D. 5 m/second

B. 3 m/second

Removing all the vegetation around the banks of the stream will have which of the following impacts on the stream? A. The water temperature will increase B. The amount of sediment and other matter will increase from erosion C. The bottom materials of the stream will change because of erosion D. All of these will impact the stream

D. All of these will impact the stream

Which of the following is a characteristic of what the teacher does FIRST during the Explain phase of a 5E lesson? A. Begins by explaining what just occurred in the exploration B. Introduces the scientifically "correct" concepts to the students based on their inquiry C. Glosses over student observations to show the right answers D. Asks for evidence and clarification from students based in their inquiry

D. Asks for evidence and clarification from students based on their inquiry

Where does most of the dry mass (after it is dried) in a plant come from? A. Water B. Soil C. Sunlight D. CO2

D. CO2

Which one of the following is the correct unit of measure for measuring the FORCE of an object? A. Kilograms B. Pounds C. Newtons D. Stones

C. Newtons

What are the 3 foundational dimensions (not content areas) of the Michigan Science Standards/Next Generation Science Standards? How do these work together within the standards?

The 3 foundational dimensions are 1.) Science and Engineering Practices, 2.) Disciplinary Core Ideas, and 3.) Crosscutting Concepts. These 3 elements work together with the performance expectations of the standard to help determine what skills/methods will be used to meet the performance expectation, what specific content will be covered to meet the expectation, and what overall principle this is teaching students (ex. cause and effect patterns). All of these elements put into practice together complete the standard

You are admiring a beautiful oak tree in the forest. 1) What color of light are the leaves on the tree absorbing? 2) What property of light allows you to see the leaves from all different angles? 3) What is inside your eyes that allows you to see the color of the leaves?

1) The leaves are absorbing every color of light except green, which is reflected. 2) The property of scattering allow us to see from different directions 3) The cones in our eyes allow us to see the color of the leaves

Name and describe 2 stream organisms by where they live and adaptations they have for living there

1. A stonefly lives in the riffle and its body had adapted for sure. It is flat so that it can bury itself into the floor of the stream to protect itself from the fast pace of the current and has fuzzy legs to help keep itself grounded 2. A crayfish lives in the pool and its body is also adapted for sure. It has a much rounder body due to the lack of fast moving water in the pool and has pinchers for obtaining food and for self protection

Develop an argument with 2 points for how changes to the environment around and in the stream will affect the organisms living in the stream

1. Environmental changes can cause the organism's body shape to no longer be sufficient for survival in their given environment. This will leave the organisms with 3 options: move, adapt, or die. Moving is typically not very easy for the organisms to do, adaptations take years to happen, so this means most organisms would die 2. Environmental changes around the stream can also cause issues for the organisms living in it. If the stream were to become full of waste and trash, this would effect the organisms ability to get food, find suitable shelter, and could cause a struggle to find decent drinking water. All of these things could threaten the life of the organisms within the stream

Which one of these provides the carbon needed as a raw ingredient for photosynthesis? A. Air B. Air and Water C. Water and Soil D. Air and Soil

A. Air

Which of the following is a predator? A. Caddisfly B. Dobsonfly C. Mayfly D. Crayfish E. Dragonfly

A. Caddisfly, B. Dobsonfly, D. Crayfish and E. Dragonfly

What portion of your eye will you use the most to see colors in the world? A. Cones B. Rods C. Cornea D. Lens

A. Cones

Which of the following have a pupa lifestage? A. Dobsonfly B. Caddisfly C. Dragonfly D. Crayfish E. Mayfly

A. Dobsonfly and B. Caddisfly

Which of the following live on the bottom? A. Dobsonfly B. Dragonfly C. Caddisfly D. Crayfish E. Mayfly

A. Dobsonfly, C. Caddisfly and D. Crayfish

Which of the following clings to rocks? A. Dobsonfly B. Dragonfly C. Crayfish D. Mayfly E. Caddisfly

A. Dobsonfly, D. Mayfly and E. Caddisfly

The first life stage of a mayfly in a stream is... A. Egg B. Larva C. Nymph D. Pupa

A. Egg

The connecting phrase between concepts in a concept map. A. Proposition B. Conjunction C. Key phrase D. Prepositional phrase

A. Proposition

Rachel's downward force from her mass can be measured at 100N. The ground she is currently standing on pushes on her mass with a force of 80N. Which of the following would be true about Rachel based on this situation? A. Rachel is sinking into the ground B. Rachel is standing firmly on the ground C. Rachel is floating about the ground D. Rachel is stuck to the ground

A. Rachel is sinking into the ground

What does the christian faith bring to the world of science? A. That the christian faith provides a robust foundation for the practical application of science B. That the christian faith is not applicable to science in any way C. That the christian faith provides the only way to study the would around us D. That the christian faith provides the only way to interpret data in science

A. That the christian faith provides a robust foundation for the practical application of science

Colossians 1:15-17 describes our relationship to the creation by showing which of the following? A. That the creation is held together by the power of the Creator B. That the creation declares the glory of the Creator C. That the Creator gave the creation to humans to be stewards D. That the creation shows the invisible qualities of the Creator

A. That the creation is held together by the power of the Creator

In 1802 Dr. Paley, a scientist with christian beliefs, wrote the following at the beginning of a book he published: In crossing the heath, suppose I pitched my foot against a stone, and were asked how the stone came to be there; I might possibly answer, that, for anything I knew to the contrary, it had lain there forever; nor would it perhaps be very easy to show the absurdity of this answer. But suppose I had found a watch upon the ground, and it should be inquired how the watch happened to be in that place; I should hardly think of the answer which I had before given, that for anything I knew, the watch might have always been there. Yet why should not this answer serve for the watch as well as for the stone? Why is it not as admissible in the second case, as in the first? For this reason, and for no other than that, when we come to inspect the watch, we perceive (what we could not discover in the stone) that its several parts are framed and put together for a purpose, e.g. that they are so formed and adjusted as to produce motion, and that motion so regulated as to point out the hour of the day. What is Dr. Paley trying to tell us about the creation and Creator? A. That the stones and watches both reflect the nature of a Creator B. That the stones and watches should both be examined C. That the stones and watches are different from each other D. That stones and watches can be found in the wild

A. That the stones and watches both reflect the nature of a Creator

Changing the rate at which the stream flows, and thereby changing the force of the stream will MOST LIKELY have what effect on the organisms living in the riffle of the stream? A. The organisms will either move or die B. The organisms will immediately adapt to the new conditions C. The organisms will struggle for a short time, but then adapt to the new conditions D. The organisms will not have to change anything; they should survive just fine

A. The organisms will either move or die

What would you expect to happen to the speed of a stream if a thunderstorm with heavy rains came through the area? A. The speed of the stream would increase B. The speed of the stream would decrease C. Only the volume would increase, the speed would stay the same D. None of these are true

A. The speed of the stream would increase

What is the relationship between the force of the stream and adaptation for living in the stream? A. The stream force determines adaptations in body shape B. The stream force forces organisms to adapt or die C. The stream force allows organisms to choose where they want to live D. The stream force has no effect on the adaptations of the organisms in the stream

A. The stream force determines adaptations in body shape

Also, on your visit, you decide to measure the velocity of the stream to determine the differences in the various sections of the stream. Which one of the following would be true? A. The velocity of the stream is greater in the riffle B. The velocity of the stream is greater in the pool C. The velocity of the stream is equal between the pool and riffle D. The velocity of the stream cannot be measured

A. The velocity of the stream is greater in the riffle

Why are children so reticent to give up their preconceptions about how the world works? A. They are not about to drop their ideas that work for them B. They think the new idea is dumb C. They think in more complex ways than the teacher D. They don't trust the teacher

A. They are not about to drop their ideas that work for them

A. Give two ideas about how the black box lesson illustrated the workings of science? B. Give two reasons why this is important for students to understand?

A1. By showing how our knowledge is always evolving. We were constantly learning more and more about the box and our knowledge was expanding, which is how science works. A2. Shows that there can be many ideas about a single idea. While everyone had similar ideas, none were identical. In science, not every scientist has the same ideas. That doesn't mean one is right and one is wrong, it means there are multiple ways of looking at it. B1. Helps them to realize that they will never know everything and they they are going to be constantly learning for the rest of their lives B2. Teaches them how to collaborate with others effectively, even when they don't share the same ideas

Combining all of the secondary colors together will result in which of these colors? A. White B. Black C. Blue D. Red

B. Black

Which of the following eats plant matter? A. Dragonfly B. Caddisfly C. Mayfly D. Crayfish E. Dobsonfly

B. Caddisfly, C. Mayfly and D. Crayfish

The main raw ingredient used by the pant in making a fruit is... A. Nutrients from the soil B. Carbon from the air C. Sugars from the soil D. Nutrients from the plant

B. Carbon from the air

Which of the following would be the best tool for calculating the mass of an object? A. Spring scale B. Double balance scale C. Bathroom scale D. Hydraulic scale

B. Double balance scale

Which is a good evaluation of this lesson if your goal was open inquiry-based instruction? Mr. Golden is beginning a unit on magnetism with his 1st grade students, and his objective is for them to learn about magnetic attraction. He gives each student group a bar magnet and a tray that contains a paper clip, a coin, a iron nail, school scissors, a pencil, some keys, a marble, a crayon, aluminum foil, some sand, and students can add a few objects of their own. Mr. Golden introduces the term "magnetic attraction", and demonstrates how to test a couple of objects with a magnet. Student groups are then asked to sort the objects in their trays according to whether they are attracted by the magnet or not. A. This is a good lesson because Mr. Golden introduces the important terminology right at the start. However, having demonstrated how to test an object using a magnet, he might as well have demonstrated what happens with all the objects, sorting as he goes B. Mr. Golden should have allowed the students to explore freely with magnet and objects, without bringing up terminology. He could then let them discuss any ideas they might have about it and share these with the class. The only contribution he needs to make is to introduce the concept of magnetic attraction at the end. C. This is a good lesson because Mr. Golden introduces the important terminology right at the start, and follows up with the students doing their hands-on activity, testing and sorting the objects themselves D. Instead of beginning with terminology, Mr. Golden should have had the students first test the various objects themselves and discuss their ideas about it. In wrapping up the session, Mr. Golden could introduce the concept of magnetic attraction, and how it applies to what they observed

B. Mr. Golden should have allowed the students to explore freely with magnet and objects, without bringing up terminology. He could then let them discuss any ideas they might have about it and share these with the class. The only contribution he needs to make is to introduce the concept of magnetic attraction at the end

What is the difference between a larva and a nymph? A. The larva will change directly into an adult, while a nymph must undergo metamorphosis in the pupa stage B. The nymph will change directly into an adult, while the larva must undergo metamorphosis in the pupa stage C. The larva looks like the adult, but without wings, the nymph looks nothing like the adult D. The nymph may look like the adult, but will undergo metamorphosis as a pupa to reach its final adult stage

B. The nymph will change directly into an adult, while the larva must undergo metamorphosis in the pupa stage

if the force on one side of an object is greater than it is on the other side of the object, the forces are considered to be... A. In equilibrium B. Unbalanced forces C. Balanced forces D. None of these apply

B. Unbalanced forces

When red and green light are blended, what color will result? A. Purple B. Yellow C. Magenta D. Cyan

B. Yellow

I am preparing to teach my class about fruits and I want to make sure that I get a variety that represents different scientific types (drupe, berry, pome, etc.) of fruit. Which of the following has all different kinds of fruits with no repeats? A. tomato, cherry, bean, apple, grape B. tomato, plum, bean, raspberry, apple C. tomato, cherry, pineapple, mango, blackberry D. tomato, peach, pea, potato, strawberry

B. tomato, plum, bean. raspberry, apple

Which of the following teaching approaches would you take if your goal was active/direct-based instruction? Mr. Dole is developing a science lesson for his 4th grade students, in which he would like them to acquire an understanding of thermometers and how they work. He has real thermometers available. He also has materials that students could use to assemble their own basic thermometers (small bottle as bulb, cork with hole, straws and colored water). Mr. Dole considers four different ideas about how to structure and teach the lesson. A. Start by telling the class that today they will discover something for themselves. Each group will have a bottle, cork, straw and colored water, plus containers of hot and cold water. Show them how to assemble the materials but give no further guidance. They can explore as they wish and come up with ideas, which they can then report to the class. B. Write the lesson title 'thermometers' on the board and draw a thermometer diagram. Then explain how a thermometer works and answer students questions. Conclude by placing a real thermometer in cold and hot water and showing students how the thermometer reading changes C. Ask the class what they know about thermometers. List student responses on the board, and then working from some of their ideas, draw a thermometer and explain how it works. Then have students use thermometers at their tables, measuring the temperatures of cold and hot water D. Start by telling students that today they will make a mystery device, see how it behaves and then try to conclude what it might be used for. Then show the students how to put their materials together and have them explore what happens to the water column in the straw when they put the bulb in cold and hot water. Ask them to suggest what they have 'invented' and what it an be used for. Finally wrap up with a discussion of thermometers and how they work

C. Ask the class what they know about thermometers. List student responses on the board, and then working from some of their ideas, draw a thermometer and explain how it works. Then have students use thermometers at their tables, measuring the temperatures of cold and hot water

Inquiry based science is based on the 5E model. Which of these best describes the order used in this methodology? A. Engage, Explain, Explore, Elaborate, Evaluate B. Explore, Engage, Explain, Elaborate, Evaluate C. Engage, Explore, Explain, Elaborate, Evaluate D. Engage, Elaborate, Explore, Explain, Evaluate

C. Engage, Explore, Explain, Elaborate, Evaluate

Which one of the following would be considered the best adaptation for living on the surface of a rock in a fast-moving stream? A. Rounded body B. Large grasping jaws C. Flattened body D. Ability to make a stone dwelling

C. Flattened body

Which one of these is the product of photosynthesis in a plant? A. CO2 B. Water C. Glucose D. Nitrogen

C. Glucose

I go to the farm to pick some apples. What kind of fruit am I picking? A. Berry B. Drupe C. Pome D. Nut

C. Pome

Which approach would you suggest Ms. Walters take if your goal was didactic instruction? Mr. Walters wants to start teaching her 2nd grade students about water movement and bodies of water on Earth, i.e., to understand that when rain falls on Earth the water flows downhill into bodies of water (streams, rivers, lakes, oceans), or into the ground. A. Provide a box of soil at each bench and have groups shape landscapes in it with hills and valleys. Have them suggest what might happen if they sprinkle water on it to represent rain. Then have them try it out, report their observations and relate that to what happens on Earth B. Tell students that rain falling on the ground will flow downhill to form streams, rivers, lakes and oceans. She then demonstrates this with a model: a large shallow box of soil, shaped into hills and valleys. Students are then given the model and sprinkle water from the spray nozzle of a watering can, and note how it flows downhill to form streams and then ponds C. Project a diagram showing rain falling onto the earth, and water running downhill to form streams, rivers, lakes and oceans, with some going to the ground. Then go over each aspect carefully while pointing to it on the diagram, taking questions along the way D. Have student groups shape soil into hills and valleys and sprinkle water onto it, but don't tell them in advance what it is about or what to focus attention on. Have them report what they observe happens and suggest if this is similar to anything on Earth.

C. Project a diagram showing rain falling onto the earth, and water running downhill to form streams, rivers, lakes and oceans, with some going into the ground. Then go over each aspect carefully while pointing to it the diagram, taking questions along the way

Scientists seek too... A. None of these B. Prove things are relative C. Provide evidence based on current observations D. Prove things are absolute truth

C. Provide evidence based on current observations

I go to the store and buy a new cool pair of sunglasses with red lenses. However, when I go outside wearing them to world looks different. Which one of these statements would be true? A. The green trees still look green B. A woman's yellow dress now looks orange C. The green trees now look black D. A woman's yellow dress now looks purple

C. The green trees now look black

One of the main products of the state of Hawaii is the pineapple. Pineapples form when which of the following happens? A. The ovary of the flower develops into a fruit B. Each flower has several ovaries that develop into one fruit C. The ovaries of multiple flowers on one stem combine to form one fruit D. The pineapple is actually just the stem of the plant which expands to form the "fruit"

C. The ovaries of multiple flowers on one stem combine to form one fruit

Which is a good response to this lesson if your goal was guided/structured inquiry-based instruction? Mr. Lowe is a 3rd grade teacher. Two of his eventual objectives are for students to learn at a simple level about the relationship between form and function. He begins a specific lesson on fish by showing an overhead transparency of a fish, naming several parts, and labeling them. A. This lesson is not off to a good start, because the students are not doing anything "hands on." There should always be real fish for students to observe, so they would connect the lesson to the real world. B. This is a good lesson so far, because by learning the names of the fish parts, the students are more engaged and will ask appropriate questions about their function C. This lesson is not off to a good start, because it begins with the teacher giving the children content about the fish, before any attempt to develop a sense of questioning or investigation on the part of the students D. The lesson is not off to a good start, simply because it begins with the teacher doing the talking, which is never a good idea

C. This lesson is not off to a good start, because is begins with the teacher giving the children content about fish, before any attempt to develop a sense of questioning or investigation on the part of the students

Which of the following would best demonstrate that C02 has mass? A. Blowing up a balloon and weighing it on a mass scale B. Weighing an empty balloon, blowing it up and then weighing it again C. Weighing a can of pop, opening it and letting it stand for a day and then weighing it again D. Filling a balloon with air, sucking out the air with a straw and then weighing it

C. Weighing a can of pop, opening it and letting it stand for a day and then weighing it again

Which of the following have a larva lifestage? A. Crayfish B. Mayfly C. Dobsonfly D. Dragonfly E. Caddisfly

D. Dobsonfly and E. Caddisfly

Which of the following would you do if your goal was guided/structured inquiry-based instruction? Ms. Hoo has her kindergarten students gather around a small pool of water. She has a set of objects of different sizes and different materials; some will sink and some will float. Ms. Hoo's goal is for her students to distinguish the objects by whether they sink or float, and then realize that this does not depend on the size of the object but on what it is made of (e.g., the stones will all sink no matter how big or small they are, and the wooden blocks will all float). A. Have students come to the front of the class one by one and drop an object into the water with everyone calling out whether it sank or floated. Point out that all the stones sank, no matter how big or small, and all the wooden blocks floated, etc. Conclude with the lesson objective, that it is not size that matters but the material the object is made of B. Ms. Hoo drops the objects one by one into the water, and has the children notice that some sink and some float. For each object she points out if it sinks or floats and that all the stones sank, no matter how big or small, and all the wooden blocks floated, etc. Conclude by stating the lesson objective, that it is not the size that matters but the material the object is made of C. Have students come to the front of the class one by one and drop an object into the water, with everyone calling out whether it sank or floated. Ask them to suggest what this depended on; when some suggest size and others what it is made of, have them test these ideas by dropping more objects. Then have them agree on a conclusion D. Have all the students drop various objects into the water and see what happens. Then have them talk among themselves about this and ask volunteers to give their ideas about it, with others saying if they agreed or not. Students come to a conclusion from which Ms. Hoo explains that whether objects sink or float may not depend on their size

D. Have all the students drop various objects in the water and see what happens. Then have them talk among themselves about this and ask volunteers to give their ideas about it, with others saying if they agree or not. Students come to a conclusion from which Ms. Hoo explains that whether objects sink or float may not depend on their size

Molly is awarded an all-expenses trip to the moon for her honeymoon. Which one of the following would be true about Molly when she arrives at the moon? A. Molly's weight will be greater than it was on the earth B. Molly's mass will be greater than it was on the earth C. Molly's mass will be less than it was on the earth D. Molly's mass will be the same as it was in the earth

D. Molly's mass will be the same as it was on the earth

The difference between the complete metamorphosis of a toad and the complete metamorphosis of hellgrammite (Dobsonfly/ Alder fly) is... A. The toad will go through a stage of dormancy in a pupa as it changes into a toad B. The hellgrammite will go through a stage of dormancy in a pupa as it changes into a toad C. The toad tadpole will change directly into an adult toad D. The hellgrammite will go through a pupa stage before it changes into an adult dobsonfly/alder fly

D. The hellgrammite will go through a pupa stage before it changes into an adult dobsonfly/ alder fly

Which of the following is the best representation of the life cycle of a dragonfly? A. Larva-> Nymph-> Pupa-> Adult B. Larva-> Adult C. Nymph-> Pupa-> Adult D. Nymph-> Adult

D. Nymph-> Adult

What is the primary purpose of flowers? A. Aesthetics B. Food production C. Food for animals D. Reproduction

D. Reproduction

On a visit to a stream, you observe a section of stream where the water is moving quickly over the rocks. You remember from SCI-201 that you are observing a part of the stream called a... A. Pool B. Run C. Eddy D. Riffle

D. Riffle

Where would you be more likely to find a crayfish in the stream? A. Under the edge of the stream bank B. Attached to rocks in the swifter part of the stream C. Attached to rocks in the slower part of the stream D. Under rocks in the slower part of the stream

D. Under rocks in the slower part of the stream

Which of the following is not a description of a scientist? A. Can make observations about the social world B. Explores the natural world C. Makes observations and collects evidence D. Works exclusively in the laboratory

D. Works exclusively in the laboratory

Which one of the following would be considered a good engineering design to decrease the amount of sediment into a stream because of increased erosion? A. Adding riprap (large stones) around the places where bridges cross the stream B. Adding vegetation to the stream banks to catch runoff C. Capturing roof water runoff in rain gardens D. Adding grasses and mosses to paths to capture and retain runoff E. All of these are good engineering designs

E. All of these are good engineering designs

Using appropriate concepts, explain why water in a stream has force as it travels downstream.

Gravity pushes on the stream causing it to become an unbalanced force and the water begins to move. Motion is the result of an unbalanced force. The stream has force as it travels downstream because there are more forces pushing up than there are forces pushing down, causing the stream to be an unbalanced force.

Give 2 pieces of evidence based on body shape that support the idea that the stream organisms are influenced by the forces in the stream

Some organisms have flat bodies that help the water to simply pass over them rather than pushing them away in areas where the current is strong, while some organisms have much rounder bodies because they do not live in places where there is a strong current battling against them. You could find the same organism in two different parts of the stream and while they are indeed the same organism, their bodies will look different in order to help them best survive in their particular environment