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Chapters 1 and 2
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Questions in this quiz (54)
1Which of the following is NOT a key characteristic of science?
- AScience focuses on explaining the natural world.
- BScience is based on the premise that things and events that happen occur in consistent patterns that
are comprehensible through careful systematic study - CScience can usefully examine and prove beliefs such as the existence of supernatural powers or
beings. - DScience is a process for producing knowledge which may be abandoned or modified in light of new evidence or reconceptualization of prior evidence and knowledge
- EC and D
2Science has certain characteristics, often referred to as __________________, that distinguish it from other ways of knowing and scientists are expected to apply certain ___________________ as they work.
- Atheories/facts
- Bthe nature of science/habits of mind
- Cscientific literacy/scientific processes
- Dinquiry/ethics
- Etechnology/scientific understanding
3According to the authors, which of the following is a reason science should be taught in elementary and middle school?
- AScience provides opportunities for children to develop math and language skills.
- BScience knowledge can be useful for all citizens in personal decision making and participation in civic and cultural affairs
- CScience experiences from the earliest grades are essential for helping children learn to think and
understand. - DThe No Child Left Behind Act recognizes the importance of science instruction in elementary school.
- EAll of the above.
4It is reasonable to consider an activity “science” if it exhibits which of the following characteristics?
- AIt focuses on explaining the natural world.
- BIt relies on evidence
- CIt involves testable ideas.
- DIt utilizes scientific behaviors
- EAll the above.
5The goal of science is
- Athe same as the goal of technology.
- Bto construct theories to explain or understand the natural world.
- Cto make modifications in the world to meet human needs
- Dto encourage Congress to pass legislation making the teaching of science in elementary and middle school mandatory for all states.
- EA and C
6Which of the following is part of the scientific approach to understanding the world?
- AQuestioning, investigating, and observing what happens.
- BTrying to make sense of observations.
- CUsing new knowledge to make predictions
- DTesting our predictions to see if our understanding is correct.
- EAll of the above.
7Responding to growing concerns about the quality of education (including science education) for all students in our nation, Congress
- Apublished Science for All Americans in1989
- Bdeveloped Benchmarks for Science Literacy: Project 2061 in 1993
- Ccreated the National Science Education Standards in 1997.
- Dpassed the No Child Left Behind (NCLB) Act in 2001
- Epublished Rising Above the Gathering Storm in 2006
8The Benchmarks for Science Literacy and the National Science Education Standards generally agree that there are four main themes that should be emphasized in elementary and middle school science. Which of the following is not one of them?
- AScientific inquiry
- BScientific knowledge
- CAttitudes and values that characterize science
- DScientific ideas are unchanging
- EScience, technology, and society
9When new evidence is found that does not support a theory, scientists should:
- Amaintain their support for the theory
- Bdoubt the validity of the new evidence.
- Cbe willing to modify or let go of old ideas
- Dassume that the universe has patterns, order and organization.
- EAll of the above
10An explanation of some aspect of the natural world that has undergone considerable testing and refinement is a
- Afact.
- Bconcept.
- Cprinciple.
- Dtheory.
- Emodel.
11The Science Framework for the 2009 National Assessment of Educational Progress (NAEP, 2008)
specifies content to be assessed by describing key facts, concepts, Principles, laws, and theories in three broad scientific disciplines:- Aearth/space, zoology, and forces & motion
- Bbiology, geology, and chemistry.
- Cphysical, life, and earth/space.
- Dmeteorology, astronomy, and botany
- Enone of the above
12In examining the state of science education in elementary and middle schools in our nation, the National Research Council (NRC) panel in their report: Taking Science to School: Learning and Teaching Science in Grades K—8:
- Acritiqued and evaluated the standards movement
- Bmade recommendations about science education for the future
- Creviewed contemporary studies from psychologists and educators about how children developed understanding in science.
- DAll of the above
- EA and B only
13Based on their examination, the NRC panel issued a call to
- Aincrease the K—12 science content taught and to emphasize the importance of knowing many facts in order to accumulate knowledge.
- Breduce the K—12 science content taught and to emphasize fewer well-chosen core concepts to focus more on understanding
14Which of the following is NOT necessarily a characteristic of students who are proficient in science:
- ACan repair or program a computer.
- BKnow, use, and interpret scientific information
- CGenerate and evaluate scientific evidence, and explanations.
- DUnderstand the nature and development of scientific knowledge
- EParticipate productively in scientific practices and discourse
15Your role as a teacher of science is
- Ato meet with students’ parents to find the root of their child’s misconceptions of the natural world.
- Bto be the sage on the stage and lead your students down the narrow path of knowledge.
- Cto help learners develop progressively more sophisticated explanations of natural phenomena over time
16The number of disciplinary core ideas in the framework
- Ais numerous in order to assure coverage of the plethora of ideas in science.
- Bis limited in order to avoid superficial coverage of too many disconnected topics.
- Callows for time to develop deeper investigations and understanding of important concepts.
- DA & C
- EB & C
17The goal of engineering is to
- Astudy the natural world
- Bstudy the supernatural world
- Cdesign solutions to address human needs or desires.
- Dkeep scientists out of the picture.
- EAll the above.
18It’s often easier to learn when you have
- Aan interest in the topic or skill to be learned
- Bsome familiarity with the topic or skill to be learned
- Cexcitement about the topic or skill you are learning.
- Dall of the above.
- EA & B only
19The opportunity to learn about science and engineering should
- Abe reserved for rural students as opposed to urban/suburban students because they have had more extensive, on-going experience with plants and animals.
- Bbe reserved for students in the top ten percent of their class because they have proven themselves to be high achievers.
- Cbe reserved for students from high income families because the parents can better provide their
children with opportunities to further their education beyond 12th grade. - Dnot be reserved for a privileged few.
20The framework committee recommended that K—12 science education in the United States should be organized around three unified dimensions. Those dimensions are:
- Aphysical science, earth/space science, and life science.
- Binquiry-based learning, direct instruction, and discovery learning
- Cscientific and engineering practices, cross-cutting concepts, and disciplinary core ideas.
- Dprocess skills, the 5-E lesson plan, and investigations.
21Models are representations of objects and interactions in a physical system. Models enable investigators to study phenomena that are difficult to study in the natural world. They can include
- Aphysical models such as model airplanes
- Bmathematical models such as an equation
- Cpropositional models such as rules for how things interact
- DAll of the above.
22In the Next Generation Science Standards, the second dimension of the framework is composed of big ideas, known as “crosscutting concepts” that are relevant across all science disciplines and engineering fields. They are reminiscent of:
- Athe “common themes” identified by Science for All Americans (AAAS, 1989).
- Bthe “common themes” identified by Project 2061: Benchmarks for Science Literacy (AAAS, 1993).
- Cthe “unifying concepts and processes” presented in the National Science Education Standards (NRC, 1996).
- DAll of the above.
- EA & B only.
23The NGSS (Next Generation Science Standards) are
- AMandated by the federal government
- BCurriculum
- CStudent performance expectations
- DAll of the above
- EA & B
24The National Academies of Science report, Rising Above the Gathering Storm (2006) stated that our global leadership position in science and technology is changing. Indicator/s of this is/are:
- AThe United States has become a net importer of high-technology products.
- BOther nations are graduating considerably more engineers, computer scientists, and information technologists than the United States.
- CU. S. companies are locating factories in and outsourcing jobs to foreign countries due to lower labor costs and availability of highly trained scientists and engineers.
- DU.S. K—12 students lag behind students from other countries on international assessments in math
and science. - EAll the above.
25During the 1960’s science educators
- Aidentified a set of discrete skills called science process skill
- Bthought children should memorize facts.
- Cstated that science is best learned by doing science.
- Dfelt that children should learn processes.
- EA, C, & D.
26Which of the following is NOT a reason why teacher candidates should know and understand the science
process skills?- AThere is no single accepted list of science process skills.
- BThey appear in many current state frameworks of science standards.
- CTeacher candidates’ understanding of them is assessed on many certification exams.
- DThey are useful tools for accomplishing inquiry tasks during the practice of science.
- ENone of the above.
27If you plan to emphasize the science process skills, which of the following approaches would you use?
- ATeach for scientific and technological conceptual understanding.
- BEncourage students to explore and investigate to find answers to their questions.
- CSelect an area of science and develop it from its historical roots up to the present
- DSelect an elementary or middle school textbook and use it to develop your curriculum
28Observing
- ARecord observations, measurements, inferences, experiments,
conclusions, etc., and present them to others. - BMake a forecast of a possible outcome based on known
patterns in data. - CDraw a tentative conclusion about observations based on
observations and prior knowledge. - DGather information using all appropriate senses and
instruments that extend the senses. - EQuantify variables using appropriate instruments and units
(standard or nonstandard). - FInvestigate by deliberately manipulating one variable at a time and observing the effect on a responding variable while holding all other variables constant.
- GGroup objects or organisms according to one or more common
properties. - HMake a statement to guide an investigation of a question.
- ARecord observations, measurements, inferences, experiments,
29Measuring
- ARecord observations, measurements, inferences, experiments,
conclusions, etc., and present them to others. - BMake a forecast of a possible outcome based on known
patterns in data. - CDraw a tentative conclusion about observations based on
observations and prior knowledge. - DGather information using all appropriate senses and
instruments that extend the senses. - EQuantify variables using appropriate instruments and units
(standard or nonstandard). - FInvestigate by deliberately manipulating one variable at a time
and observing the effect on a responding variable while
holding all other variables constant. - GGroup objects or organisms according to one or more common
properties. - HMake a statement to guide an investigation of a question
- ARecord observations, measurements, inferences, experiments,
30Classifying
- ARecord observations, measurements, inferences, experiments,
conclusions, etc., and present them to others. - BMake a forecast of a possible outcome based on known
patterns in data. - CDraw a tentative conclusion about observations based on
observations and prior knowledge. - DGather information using all appropriate senses and
instruments that extend the senses. - EQuantify variables using appropriate instruments and units
(standard or nonstandard). - FInvestigate by deliberately manipulating one variable at a time
and observing the effect on a responding variable while
holding all other variables constant. - GGroup objects or organisms according to one or more common
properties. - HMake a statement to guide an investigation of a question.
- ARecord observations, measurements, inferences, experiments,
31Inferring
- ARecord observations, measurements, inferences, experiments,
conclusions, etc., and present them to others. - BMake a forecast of a possible outcome based on known
patterns in data - CDraw a tentative conclusion about observations based on
observations and prior knowledge. - DGather information using all appropriate senses and
instruments that extend the senses. - EQuantify variables using appropriate instruments and units
(standard or nonstandard). - FInvestigate by deliberately manipulating one variable at a time
and observing the effect on a responding variable while
holding all other variables constant. - GGroup objects or organisms according to one or more common
properties. - HMake a statement to guide an investigation of a question.
- ARecord observations, measurements, inferences, experiments,
32Hypothesizing
- ARecord observations, measurements, inferences, experiments,
conclusions, etc., and present them to others. - BMake a forecast of a possible outcome based on known
patterns in data. - CDraw a tentative conclusion about observations based on
observations and prior knowledge. - DGather information using all appropriate senses and
instruments that extend the senses. - EQuantify variables using appropriate instruments and units
(standard or nonstandard). - FInvestigate by deliberately manipulating one variable at a time
and observing the effect on a responding variable while holding all other variables constant. - GGroup objects or organisms according to one or more common
properties. - HMake a statement to guide an investigation of a question
- ARecord observations, measurements, inferences, experiments,
33Communicating
- ARecord observations, measurements, inferences, experiments,
conclusions, etc., and present them to others - BMake a forecast of a possible outcome based on known
patterns in data. - CDraw a tentative conclusion about observations based on
observations and prior knowledge. - DGather information using all appropriate senses and
instruments that extend the senses. - EQuantify variables using appropriate instruments and units
(standard or nonstandard). - FInvestigate by deliberately manipulating one variable at a time
and observing the effect on a responding variable while
holding all other variables constant. - GGroup objects or organisms according to one or more common
properties. - HMake a statement to guide an investigation of a question.
- ARecord observations, measurements, inferences, experiments,
34Predicting
- ARecord observations, measurements, inferences, experiments,
conclusions, etc., and present them to others. - BMake a forecast of a possible outcome based on known
patterns in data. - CDraw a tentative conclusion about observations based on
observations and prior knowledge. - DGather information using all appropriate senses and
instruments that extend the senses. - EQuantify variables using appropriate instruments and units
(standard or nonstandard). - FInvestigate by deliberately manipulating one variable at a time and observing the effect on a responding variable while
holding all other variables constant - GGroup objects or organisms according to one or more common
properties - HMake a statement to guide an investigation of a question.
- ARecord observations, measurements, inferences, experiments,
35Experimenting
- ARecord observations, measurements, inferences, experiments,
conclusions, etc., and present them to others. - BMake a forecast of a possible outcome based on known
patterns in data. - CDraw a tentative conclusion about observations based on
observations and prior knowledge. - DGather information using all appropriate senses and
instruments that extend the senses. - EQuantify variables using appropriate instruments and units
(standard or nonstandard). - FInvestigate by deliberately manipulating one variable at a time and observing the effect on a responding variable while
holding all other variables constant. - GGroup objects or organisms according to one or more common
properties. - HMake a statement to guide an investigation of a question
- ARecord observations, measurements, inferences, experiments,
36Observations are either _________________________ or __________________________.
- Afact/opinion
- Bconcepts/theories
- Cqualitative/quantitative
- Dinferences/predictions
- EAll of the above.
37The difference between a guess and a prediction about the likelihood of a future event is the presence of
- Aopportunity.
- Bauthority.
- Cprior knowledge of patterns.
- Dself-confidence.
- Eall of the above.
38Children are most likely to use a combination of science processes when they use the process of
- Ameasuring
- Bexperimenting
- Cinferring
- Dcommunicating
39“The leaf was green and had jagged edges.” This statement is an example of
- Aa qualitative observation
- Ban interpretive inference
- Ca hypothesis
- Da prediction
- Ea quantitative observation
40A fourth grade class was studying the stretch of a rubber band when weights were added. The children added weights to the paper clip attached to the rubber band and measured the stretch of the rubber band using a ruler.
Which correctly identifies the manipulated and responding variables in this investigation?- AManipulated: ruler
Responding: amount of weight added - BManipulated: width of rubber band
Responding: stretch of rubber band - CManipulated: rubber band
Responding: ruler - DManipulated: the amount of weight added
Responding: the stretch of the rubber band - EManipulated: the stretch of the rubber band
Responding; the width of the rubber band
- AManipulated: ruler
41A fourth grade class was studying the stretch of a rubber band when weights were added. The children added weights to the paper clip attached to the rubber band and measured the stretch of the rubber band using a ruler.
Which type of investigation is the one described above?- ADescriptive
- BClassificatory
- CExperimental
- DModel
- ENone of the above.
42A fourth grade class was studying the stretch of a rubber band when weights were added. The children added weights to the paper clip attached to the rubber band and measured the stretch of the rubber band using a ruler.
What would be an appropriate hypothesis to guide the students’ investigation described above?- AThe thicker the rubber band, the less it will stretch when weights are added.
- BThe greater the added weight, the greater the stretch of the rubber band.
- CThe color of the rubber band determines how much it will stretch.
- DRubber bands break when too much weight is added.
43Students collected the following data in their rubber band investigation.
Mass of weights Added Total Stretch
0 g 0 cm
30 g 4 cm
60 g 8 cm
120 g 16 cm
Based on the data, what would be a reasonable prediction for the total stretch when 90 grams was added?- A3 cm
- B6 cm
- C12 cm
- D20 cm
44Students collected the following data in their rubber band investigation.
Mass of weights Added Total Stretch
0 g 0 cm
30 g 4 cm
60 g 8 cm
120 g 16 cm
Which of the following best describes the prediction of the total stretch when 90 grams was added?- AIt is an interpolation.
- BIt is an extrapolation.
- CIt is a guess.
- DIt is an inference.
45Students collected the following data in their rubber band investigation.
Mass of weights Added Total Stretch
0 g 0 cm
30 g 4 cm
60 g 8 cm
120 g 16 cm
Based on the data, what would be a reasonable prediction for the total stretch when 150 grams was added?- A3 cm
- B6.cm
- C12 cm
- D20 cm
46Students collected the following data in their rubber band investigation.
Mass of weights Added Total Stretch
0 g 0 cm
30 g 4 cm
60 g 8 cm
120 g 16 cm
Which of the following best describes the prediction of the total stretch when 150 grams was added?- AIt is an interpolation
- BIt is an extrapolation
- CIt is a guess.
- DIt is an inference.
47According to authors Contant, Bass, and Carin, science process skills
- Ashould be reserved for secondary science classes
- Bshould be treated as tools to be used in scientific inquiry.
- Cshould be taught in isolation in the absence of science content
- Dare very different from the problem solving skills presented in other subject areas
48You want to find out the effect of mass on the distance a toy truck will travel when it rolls down a ramp. Which of the following variables should be controlled in order to have a fair test?
- AAngle of the ramp
- BRelease position of the truck
- CSurface the truck rolls on after it leaves the ramp
- DWhether or not the truck’s doors are open or closed
- EAll of the above
49The bread became moldy because it was damp. This statement is an example of:
- Aan observation.
- Ban inference.
- Ca prediction.
- Da hypothesis.
- ENone of these
50Another name for the manipulated variable is the:
- Acontrol variable.
- Bdependent variable.
- Cindependent variable.
- Dresponding variable.
51Bar Graphs
- ADisplays the number of times an event occurs in a
large set. - BShows numerical data about variables that are related
and continuous. - CShows differences in data collected.
- ADisplays the number of times an event occurs in a
52Histograms
- ADisplays the number of times an event occurs in a
large set. - BShows numerical data about variables that are related
and continuous. - CShows differences in data collected.
- ADisplays the number of times an event occurs in a
53Line Graphs
- A Displays the number of times an event occurs in a
large set. - BShows numerical data about variables that are related
and continuous. - CShows differences in data collected.
- A Displays the number of times an event occurs in a
54Which investigation would you employ to answer the following focus question? “What different shapesof leaves grow on a sassafras tree”?
- ADescriptive Investigation
- BClassificatory Investigation
- CExperimental Investigation
- DModeling Investigation
- ENone of the above.
Information
- Description
- BIO 400 Azusa Pacific University
- Author
- Lauralee Johnson
- Language
- English
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