Thinking Like a Scientist!
Grade:
Unit Title:
Thinking Like a Scientist Practise Questions
Name:
_____________________________
Teacher:
_____________________________
MYP6 – Thinking Like a Scientist Practise Questions VIS Science Department
This booklet has been developed by the Vienna International School Science Department MYP Team.
Science Department Vienna International School Strasse Der Menschenrechte 1 A-1220 VIENNA AUSTRIA Phone: +43 1 203 5595 312 Fax: +43 1 203 5595 329.
MYP6 - Thinking Like a Scientist Practise Aug2013
2
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions A Good Plan Look at what the two students are doing in the pictures below. See if you can improve on their method.
MYP6 - Thinking Like a Scientist Practise Aug2013
3
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions An Improved Plan
Write an improved plan for the experiment on the last page. …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
MYP6 - Thinking Like a Scientist Practise Aug2013
4
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Plot Your Data
It is very useful to display your results on a chart or graph. The first quantity is the independent variable (the thing you changed). This is plotted on the xaxis (horizontal) The second quantity is the dependent variable (the thing you measured). This is plotted on the y-axis (vertical)
Axis Label & Unit _______________________________________________
Title _____________________________________________________________
Axis Label & Unit __________________________________________
MYP6 - Thinking Like a Scientist Practise Aug2013
5
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Plotting Data
Continuous data is often also called numeric data. Examples are the height of a grade 6 student, how high you can jump, how fast a bird can fly and the length of a piece of string. The important idea about continuous or numeric data is that it can have any value within a range. The height of a Grade 6 student can be any value from approximately 1m to 2m. The height that a Grade 6 student can jump will be any value from approximately 0.5m to 1.5m A bird can fly at any speed from a few km per hour to over 300 km per hour. A piece of string can have any length greater than zero cm.
Example. Suppose you did an experiment with a pendulum, like on page 42. Here are some results. Length of string, cm Time for 1 swing, s
5
10
20
30
40
50
60
0.4
0.7
0.9
1.1
1.3
1.4
1.5
The x-scale. The independent variable is the Length of string. Values for the length go up to 60cm and there are 10 large squares on the chart, going across. So choosing 1 large square for each 10cm would be a good choice. The y-scale. The dependent variable is the Time for 1 swing. Values up to 1.5 seconds, and there are 12 squares on the chart, going up. So choosing 1 large square equal to 0.2 s would be a good choice.. The graph now looks like the one on the next page.
MYP6 - Thinking Like a Scientist Practise Aug2013
6
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Plotting Data
Pendulum Experiment 2.4
2.2
2.0
1.8
Time for 1 swing / s
1.6
1.4
1.2
1.0
0.8
0.6
0.4
0.2
0.0 0
10
20
30
40
50
60
70
80
90
100
Length of string / cm
MYP6 - Thinking Like a Scientist Practise Aug2013
7
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Plotting Data
If your data is continuous, like the pendulum experiment, then you should draw a line (or curve) of best fit through your points. The line of best fit is the simplest line or curve that follows the trend of your data. It does not have to touch every data point. The pendulum data from earlier has been plotted below. A smooth curve has been drawn through the trend of the points.
Pendulum Experiment 2.4 2.2 2.0 1.8
Time for 1 swing / s
1.6 1.4 1.2 1.0 0.8 0.6 0.4 0.2 0.0 0
10
20
30
40
50
60
70
80
90
100
Length of string / cm
MYP6 - Thinking Like a Scientist Practise Aug2013
8
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Plotting Data
Another type of data is called discontinuous or categorical data. Examples are; •
The colour of your eyes.
•
Your shoe size
•
The number of Grade 6 students that there are in your year group.
The important idea is that discontinuous or categorical data must be one value from a range of categories. •
Your eye colour can be blue, brown, grey etc – one of a few different colours.
•
Your shoe size will be from approximately 20 to 50 (E.U. Scale)
•
The number of Grade 6 students will be from approximately 70 to 120.
Example. In an experiment, the number of different types of flower on the school field were counted. Here are the results. Flower Type
Average Number per m2
Daisy
25
Dandelion
12
Buttercup
5
Clover
8
Speedwell
20
The independent variable is the Flower Type, so this goes on the x-axis. The Dependent variable is the Average Number per m2, so this goes on the y-axis. This will be a bar (column) chart because the independent variable is discrete or discontinuous.
MYP6 - Thinking Like a Scientist Practise Aug2013
9
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Plotting Data
In this case a bar chart is used. The categories go on the x-axis. The number in each category is the y axis. You cannot draw a line of best fit through discontinuous data.
Flowers on the School Field 30 28 26 24 22
Number per m2
20 18 16 14 12 10 8 6 4 2 0 Daisy
Dandelion
Buttercup
Clover
Speedwell
Flower Type
MYP6 - Thinking Like a Scientist Practise Aug2013
10
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Plotting Data
Example. In an experiment, temperature of a cup of tea was measured. Here are the results. Time (in minutes)
Temperature (in °C)
0
80
1
70
2
62
3
56
4
51
5
47
6
43
7
40
The independent variable is ___________________________________, so this goes on the x-axis. The Dependent variable is ______________________________________, so this goes on the y-axis.
This data is discontinuous / continuous and so the chart will be a line or scatter-graph / bar chart
The x-axis goes from _____________ to _____________ and there are 10 large squares on the graph. I will use a scale of 1 large square equal to _______________ The y-axis goes from ____________ to _____________ and there are 12 large squares on the graph. I will use a scale of 1 large square equal to _______________
Now plot your data on the graph on the next page.
MYP6 - Thinking Like a Scientist Practise Aug2013
11
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Plotting Data
Axis Label & Unit _______________________________________________
Title _____________________________________________________________
Axis Label & Unit __________________________________________
MYP6 - Thinking Like a Scientist Practise Aug2013
12
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Describing Data
Draw a smooth curve of best fit through your data. Use this curve to answer the following questions. The results show that, as the time increases, …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
The shape of the line of best fit is …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
I can explain the results as follows. …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
MYP6 - Thinking Like a Scientist Practise Aug2013
13
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise with Lines of Best Fit
Draw a smooth line or curve through each of the following graphs. You need to decide what is the most appropriate – straight line or curve.
Distance Moved in 1 minute / mm
20.0 18.0 16.0 14.0 12.0 10.0 8.0 6.0 4.0 2.0 0.0 0
1
2
3
4
5
6
7
8
9
10
Number of Radioactive Atoms Remaining
Speed of Lady Bird / mm per second
1.20 1.00 0.80 0.60 0.40 0.20 0.00 0
2
4
6
8
10
12
Time / Years
MYP6 - Thinking Like a Scientist Practise Aug2013
14
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise with Lines of Best Fit
Draw a smooth line or curve through each of the following graphs. You need to decide what is the most appropriate – straight line or curve. 20.0
Number of Bacteria
16.0
12.0
8.0
4.0
0.0 0
2
4
6
8
10
12
40
50
60
Time / Seconds
Volume of CO2 produced / cm3
1.20 1.00 0.80 0.60 0.40 0.20 0.00 0
10
20
30 Time / Seconds
MYP6 - Thinking Like a Scientist Practise Aug2013
15
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise with Lines of Best Fit
Draw a smooth line or curve through each of the following graphs. You need to decide what is the most appropriate – straight line or curve. 2.00
Wavelength / m
1.60
1.20
0.80
0.40
0.00 0
10
20
30
40
50
60
Frequency / Hz
1200
Number of Gas Particles
1000 800 600 400 200 0 0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
Energy of Gas Particles / J
MYP6 - Thinking Like a Scientist Practise Aug2013
16
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 1
Gary poured 50 cm3 of water into a measuring cylinder. He then put a steel ball into the measuring cylinder.
What is the new reading on the measuring cylinder? ……………….....……............... ……………… ……............... What is the volume of the steel ball? ………………………………........................................
Gary then repeated the experiment with different objects. object
Mass g
volume cm3
aluminium figure
230
85
lead weight
800
70
steel block
200
25
wood puzzle
400
500
Which object is the heaviest? ............................................ Which object takes up the most space? ............................................
MYP6 - Thinking Like a Scientist Practise Aug2013 13
17
VIS Science Dep Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 2
Jay collected pond snails from the school pond. He measured the lengths of all their shells.
mm 10
20
30
40
50
What is the length of the shell above? ……........................ Jay made a tally chart of the lengths of all the shells he found. range of lengths of shells / mm
0-5
6-10
11-15
16-20
21-25
26-30
number of shells
l
l
l
lll
llll
l
What was the most common range of lengths of shells that Jay collected? ..................................................... Jay then displayed his results in a bar chart.
MYP6 - Thinking Like a Scientist Practise Aug2013
18
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 2
Snail Shell Lengths 4.5
Number of shells in range
4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 0-5
6 - 10
11 - 15
16-20
21-25
26-30
Ranges of shell lengths / mm
a) On the chart above, draw the bar for the number of shells measuring 16-20 mm. b) Look at Jay’s results and decide if each conclusion below is true or false or if you cannot tell. Tick the correct box for each conclusion.
Conclusions
true
false
cannot tell
The oldest snails have the darkest shells. He did not find any shells longer than 30 mm. He found a total of eight snails. All the snails he found are the same type.
MYP6 - Thinking Like a Scientist Practise Aug2013
19
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 3
Some pupils investigated different materials used to make rucksacks. Here are some of the questions they asked.
a) Which pupil asked a question that cannot be investigated? Tick the correct box. bo Aysha
Philip
Zoe
Shaun
b) Give a reason to your answer. ……………………………………………………………………………..……………………………………………….…… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………..……………………………………………….…… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………..……………………………………………….…… ……………………………………………………………………………………………………………………………………
MYP6 - Thinking Like a Scientist Practise Aug2013 13
20
VIS Science Dep Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 3
Zara took four different rucksack materials and investigated how waterproof they were. She poured 100 cm3 of water through each material in turn. She measured the volume of water passing through each material in 30 minutes.
c) Give one way of making Zara’s test fair. ……………………………………………………………………………..……………………………………………….…… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… d) Look at the photograph of the investigation. Name one measuring instrument Zara used. ……………………………………………………………………………..……………………………………………….…… ……………………………………………………………………………..……………………………………………….…… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
MYP6 - Thinking Like a Scientist Practise Aug2013 13
21
VIS Science Dep Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 3
The table below shows Zara’s results. material
volume of water passing through each material (cm3)
A
11
B
5
C
20
D
15
e) Which material was the most waterproof? Tick the correct box. A f)
B
C
D
Explain your answer. …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
MYP6 - Thinking Like a Scientist Practise Aug2013
22
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 4
Two pupils investigated the effect of temperature on how fast oil flows through a funnel. They used the equipment in the photograph below.
They measured the time taken for all the oil to flow fl through the funnel. a) What equipment did they use to measure the time? …………………………………………………………………………………………………………………………………… b) Complete the table below to show what they should do with each factor in their investigation. Tick one box for each factor. factor
change it
keep it the same
measure it
temperature of the oil type of oil volume of oil time taken for all the oil to flow through the funnel
MYP6 - Thinking Like a Scientist Practise Aug2013 13
23
VIS Science Dep Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 4
c) Look at their results in the table below. Temperature of oil time taken for all the oil to flow (°C) through the funnel (s) 22
131
40
35
60
22
80
19
What happens to the time taken for the oil to flow through the funnel as its temperature increases? …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
d) How long would it take for all the oil to flow through the funnel at 15°C? Choose from the following times. Tick the correct box. 15 seconds 80 seconds 131 seconds 180 seconds
MYP6 - Thinking Like a Scientist Practise Aug2013
24
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 5
Abi investigated how adding salt to water affects the way an object floats. She used the apparatus below.
tube to measure the length of the test-tube test tube above the water level. She used a scale inside a test-tube a) What factor did Abi change as she carried out her investigation (the independent variable)? ....................................................................................... ...................................................................................................... ..........................................................................................
b) Abi plotted her results on a graph, shown on the next page. i)
On the graph, circle the result which does not fit the pattern.
ii)
Suggest one reason for this result.
....................................................................................... .................................................................................................................................... .......................................................................................... ....................................................................................... .................................................................................................................................... ...................................................... ....................................................................................... .................................................................................................................................... .......................................................................................... ....................................................................................... .................................................................................................................................... ..........................................................................................
MYP6 - Thinking Like a Scientist Practise Aug2013 13
25
VIS Science Dep Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 5
Salty Water Experiment
Length of test tube above water / mm
44 42 40 38 36 34 32 30 28 0
2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
32
Mass of salt added / g
c) Abi and Robert wrote the conclusions listed below. Look at the graph of their results and tick whether each conclusion is true or false or whether you cannot tell. Conclusions
True
False
Cannot tell
The more salt added, the higher the test-tube floats in the water. The length of the test-tube is 8 cm. When 10 g of salt is added, the length of the test-tube above the water will be 34 mm. Doubling the amount of salt doubles the length of the test-tube above the water.
MYP6 - Thinking Like a Scientist Practise Aug2013
26
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 6
Two pupils were given a sample of ‘biological’ washing powder and a sample of ‘non-biological’ ‘non washing powder. They investigated how the two powders compare in removing remo egg-stains stains from cloth.
Here is their report; Our report •
We put ‘biological’ powder into one bowl and ‘non-biological’ ‘non biological’ powder into the other bowl. We added water.
•
We put some egg-stained stained cloth into each bowl.
•
We left the bowls for 30 minutes.
•
We dried out the cloth and saw what happened
MYP6 - Thinking Like a Scientist Practise Aug2013 13
27
VIS Science Dep Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Practise Question 6
Look at their report. a) Give one way they made their investigation fair. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. .................................................................................................................................................................................
b) Give two ways they could improve their investigation. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. .................................................................................................................................................................................
c) What should they observe to compare the two types of washing powder? ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. ................................................................................................................................................................................. .................................................................................................................................................................................
MYP6 - Thinking Like a Scientist Practise Aug2013
28
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Word Search A
E
C N
B
C
P M T
O
E
U
C
G M R
V N
B
S
X
A
F
P
H
R
E
E
K
O
Y
X
U
L
P
X
R
A
K
X
H O
S
G U O
J
B
N
J
I
L
P M N
B
Y
F
T
L
A
P
T
E
V
I
I
D H W
I
Z
O B
A
K
B M E
C
X W H
I
P
Q
E
L
E
S
V
T
V
T
F
O C
V
U
X
K
F
X
Z
L
U G
P
H
T
D
L
J
A N
B
A
L
N
B
S
V
X
R
C
I
I
U U M D
I
P
A
C W A W N
E
G N A
R
D D G H
W E
L
F
B
S
C
G
I
H H
S
T
Y M S
A
I
B
I
T
P
U
E
L
D
K
X
I
O O
J
Y
I
I
I
F M X
C
T M E M M H
F
H
T
T
V N
I
O D U
P
Q
F
S
X
K
A N O
S
I
A
C
A
L
I
N N O U
T
U
Y
T
N
I
A
Z
E
O O G W L
D U
B
A
E
U
X
L
T
Y
S
J
C
L
N G G
B
A
V
U
S
N
S
B
D
L
V
U
R
L
H
Y
E
Z
U
S
A
T
O
P
P
A N
B
A
L
A N C
E
E
R
X
K
E
A
B
C
A
S
D N U
S
B
Z W
I
W Y
T
Q W
Q
B
J
R
S
I
F
V
D G
B
D A
I
Z
A
A
P
Y
G
J
J
D M T
H
E
I
Z O
F
C
E
L
N
I
H
Y
E
T
F W O
F
D
E
L
N W L
O
S
Q
E M D
C
J
O
K
I
H H
K
X
K
B W V
L
B W Q A
V
B
N
Z
A
G
V
X
A M W R
T
V
G D N
E
B
G Q A
S
X
T
I
I
A
Z
I
C
H M Y
I
V
U
J
Z
Z
A
I
S
T
I
M K
L
G
S
O
T
S
E
S
T
K
H
L
V
S
U Q W K
Z
K
L
L
L
S
B
I
J
J
V
J
N
L
I
W Z
F
T M A
V
B M B
U
E
E
E
A D
D
T
C
P
C
D
C
F
J
F
T
A
R
B
Y
E
N M S
C
U
R
F
Z
E
F M V
X
L
S
T
P
Y M S
C
P
I
A
Y M E
K
Y
X
G
R
L
Q Q
F
F
Q
Y
R
Y
L
U H
T
F
H W B
E W D Q
T M G
R
A
E
R
A
G
E
V
Z
S M A U
F M S
A
V
X
C
J
K
N
I
N Q W
I
S
Q
F
N
T
X
E
Z
L
R
K M B
X
P
V
P
L
Z M O
E
Z
N
U
R T
G
A
T R
F
A
Y
P M O C A
I
J Z Z
Words ANALYSIS
AVERAGE
BEAKER
COMPARISON
CONCLUSION
EVALUATE
EXPLANATION
GRAPH
HYPOTHESIS
INVESTIGATION
LINE OF BEST FIT
MEASURING CYLINDER
RANGE
RESULTS
TABLE
TOP PAN BALANCE
MYP6 - Thinking Like a Scientist Practise Aug2013
29
VIS Science Department
15/08/2013
MYP6 – Thinking Like a Scientist Practise Questions Cross Word
Across
Down
1. Used to obtain accurate volumes of liquids [9, 2. A hundred of these in 1m [10] 8] 3. There are one million of these in 1s [11]
4. device for timing [9]
5. A thousand of these in a Tonne [8]
7. Used to measure lengths [5]
6. Prefix meaning million [4] 8. 3600 seconds [4] 9. Also known as a cubic centimetre [10]
MYP6 - Thinking Like a Scientist Practise Aug2013 13
30
VIS Science Dep Department
15/08/2013