HONORS. Name. Teacher Hour

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1 HONORS Name Teacher Hour

2 HONORS 18 Unit 1: Part 2 Thinking Like a Scientist By the end of this unit, you should: KNOW: Section 1.3 Observation Data * Hypothesis Experiment * Independent variable * Dependent Variable Constant Other: Length Mass Volume Meter Gram Liter Quantitative Qualitative Words that are underlined and have a star* are key vocabulary words. These are the most important vocabulary words to know! After the vocab quiz, circle what you didn t get correct on the vocab quiz UNDERSTAND: Scientists use metric measurements as a standard. Scientists use a standardized process to investigate observed phenomena. (S.24.2) DO: Goal Progress on Goal What do I still need to study? 1) Choose the appropriate base unit of metric measurement. 2) Perform metric conversions within the "T, G, M, k, h, D, b, d, c, m, μ, n, p" prefixes. 3) Write an effective hypothesis as an if/then statement. 4) Write an effective conclusion in 5 part form. 5) S.24.2 understand a complex experimental design; identify 4 main scientific methods of inquiry (1.3) 6) E.24.1 select a simple hypothesis, prediction, or conclusion that is supported by two or more data presentations or models. 7) Solve metric inequalities

3 HONORS 19 The Metric System You are familiar with inches, feet, miles, pounds, quarts, and so on. You know that a car will go a certain number of miles per hour. Gas costs a certain number of dollars and cents per gallon. All these things are measurements in the English System. (This system is called English because it is primarily used in England and the United States. This system originated in you guessed it, England!) But, there is another system of measurement. This system is called the Metric System. The metric system is based on the number 10. There are, for example, 10 millimeters per centimeter. There are 1000 (10 times 10 times 10) meters per kilometer. (The prefix kilo- means one thousand times - so a kilometer is one thousand times the length of a meter.) There are one thousand milliliters in a liter. (The prefix milli- means one thousandth of - so one milliliter would be one one-thousandth of a liter.) The basic advantage to the metric system is that it is so easy to go from one unit to another. You just multiply or divide by 10! The English system, on the other hand, has no consistency between units, which makes it difficult to convert from one unit to another. This will be discussed more, soon. (adapted from Mike Edmondson). Questions from the reading: 1. What is the basic difference between the English and the metric system? 2. What number is the metric system based on? To go from one unit to another in the metric system, what do you do? 3. What does the prefix kilo mean? What does the prefix milli mean? 4. Is a millimeter more or less than a meter? How do you know? By how much?

4 HONORS 20 Metrics - Investigating Length What is Length? Length is a measurement of distance or dimension. Length is measured in centimeters (cm), meters (m), or kilometers (km). We will use rulers or meter sticks to measure length in class. Lots of Lengths: Station 1 Find the distance between the two index cards in the hallway in meters. Station 2 Find the dimensions of the desktop in centimeters. L= W= Station 3 Find the height of the door frame in meters. Station 4 Find the width of your hand in centimeters. Station 5 Use your shoe and a metric ruler to complete this section. Keep your shoes on for this one! (a) What is the length of your shoe to the nearest centimeter? (b) How many shoes would it take (heel to toe) to make 1 meter? (c) How many shoes would it take to make 1 kilometer? Station 6 Use ten pennies and a metric ruler to complete this section. (a) How tall is a stack of ten pennies in centimeters? (b) How tall would a stack of 100 pennies be in centimeters? (c) How tall would a stack of 1000 pennies be in centimeters? Practice with length units: Circle the BEST metric unit to use to measure each item: 1. The length of an eyelash mm cm m km 2. The height of a flagpole mm cm m km 3. The length of a strand of spaghetti mm cm m km 4. The distance from Monona, WI, to Cottage Grove, WI. mm cm m km

5 HONORS 21 Metrics - Investigating Mass Change so it goes faster What is mass? Mass is how heavy something is without gravity. Another way of describing mass is mass is how much matter an object has. Mass is measured in grams (g) or kilograms (kg) and will be measured using an electronic balance like the one to the right. Mix and Match Mass: Choose items from the container (coins, paper clips, marbles, rocks, washers) on your table that will be closest to the targeted mass. You may use a single item or mix and match items to reach the targeted mass. Have your teacher check your estimates before you find the actual mass! Targeted Mass Item(s) ESTIMATE Actual Mass Actual Item(s) and Amounts 1 gram 5 grams 10 grams 20 grams 50 grams 100 grams 200 grams 400 grams What information did you use to determine which items would account for the goal mass? Were you close in any of your predictions? Why or why not? DO NOT OVERLOAD THE SCALE Now that you have a better concept of what a gram is, pick a light object in the room. Guess what its mass is by feeling/lifting it: Actual mass: Practice with Mass Units Circle the BEST metric unit to use to measure each item. 1. Your mass: mg g kg 2. Amount of spices in a batch of cookies: mg g kg 3. Mass of 10 pennies: mg g kg

6 HONORS 22 Metrics - Investigating Volume What is volume? Volume is the amount of space occupied by a three-dimensional object. Volume can be measured in cubic units of length (cm 3, m 3 ) or in liters (L). In class we will either use a ruler and calculations (for solid objects) or a graduated cylinder (for liquid objects) to measure volume. Varieties of Volumes Activity 1 How Many Drops? Take a guess - How many drops of water will it take to equal 1 milliliter? drops. Procedure 1. Fill a small graduated cylinder with 7 ml of water. 2. Count the number of drops it takes to raise the water to 8 ml. Record the number. 3. Leave the water in the graduated cylinder and count the number of drops it takes to raise the water to 9 ml. Record the number. 4. Leave the water in the graduated cylinder and count the number of drops it takes to raise the water to 10 ml. Record the number. 5. Calculate your average and round to the nearest tenth. Questions 1. Based on your average, how close were you to your guess? 2. Based on your average, how many drops would it take to make 1 liter? Activity 2 How Big is the Box? Procedure 1. Use the formula to find the volume of the box. 2. Measure to the nearest centimeter (no decimals) before calculating your answer. Measurements and Calculations Length x Width x Height =Volume Practice with Volume Units Circle the best unit for measuring the volume of each item: 1. Amount of soda in 1 can: ml L 2. Water in a bathtub: ml L 3. Size of the room: cm 3 m 3 km 3

7 HONORS 23 The Metric System Practice 1. Define length: 2. What is the length of this line (from tip to tip) (MAKE SURE TO USE AND WRITE DOWN APPROPRIATE UNITS)? 3. What is the diameter of this circle? 4. What is the height of a desktop or tabletop from the floor? 5. Circle the best metric length to use when measuring each item: a. Length of a car: cm m km b. The distance between home and school: cm m km c. The length of long hair: mm cm m d. The length of an eyelash: mm cm m 6. Make a flashcard for length. 7. Define mass: 8. Name an object that has a mass of almost exactly one gram. 9. Name an object would probably have a mass of 1kg (1 kilogram = 1000g) 10. Circle the best metric length to use when measuring each item: a. Mass of a car: mg g kg b. The mass of one cup of mac n cheese: mg g kg c. The mass of a speck of dust: mg cg g 11. Make a flashcard for mass. 12. Define volume: 13. What is the volume of your Biology textbook? 14. What is the approximate volume of one drop of water? 15. Circle the best metric length to use when measuring each item: a. Amount of liquid in a one cup measuring cup: ml L b. Volume of liquid in the SRC fish tank (it s big): m 3 L c. The volume of a room: cm 3 m 3 km Make a flashcard for volume. 17. Circle the best metric length to use when measuring each item: a. The mass of a canoe: ml L cm 3 m 3 km 3 mm cm m km mg g kg b. The volume of your house: ml L cm 3 m 3 km 3 mm cm m km mg g kg c. The length of your book: ml L cm 3 m 3 km 3 mm cm m km mg g kg d. How wide your smile is: ml L cm 3 m 3 km 3 mm cm m km mg g kg e. The volume of a sink: ml L cm 3 m 3 km 3 mm cm m km mg g kg f. The mass of a salt shaker: ml L cm 3 m 3 km 3 mm cm m km mg g kg g. Diameter of a freckle: ml L cm 3 m 3 km 3 mm cm m km mg g kg

8 Tera Giga Mega Kilo Hecto Deka Deci Centi Milli Micro Nano Pico HONORS 24 Metric to Metric Conversions Recall that the metric system is based on the number ten. We will use the table below to convert any value (number) from one unit to another. Use the table to answer the practice problems below. BASE UNIT (in grams, meters, or liters) (T) (G) (M) (k) (h) (D) (d) (c) (m) (μ) (n) (p) 1,000,0 00,000, 000 units 1,000, 000,00 0 units 1,000, 000 units 1,00 0 units 100 units 10 units 1 unit 0.1 units 0.01 units units units units units To convert any unit to a larger unit, move the decimal place to the LEFT, or divide. To convert any unit to a smaller unit, move the decimal place to the RIGHT, or multiply. How am I going to be able to remember all of these prefixes? Make a pneumonic (new mon ick) device to help you remember the order of these units! Sample Problem: Ex. 1) Ishwor finds a pebble that has a mass of 16 grams. How many centigrams is this? Answer: 1,600 centigrams Reasoning: I started by locating grams on the conversion table. This is a base unit, found in the middle of the conversion table. I also located the prefix centi which is located two places to the right of the base unit. As the directions stated, I moved the decimal over two places to the right ,600. Practice Problems 1) One meter is equal to how many kilometers? 2) Convert 4 milliliters to liters. 3) One hundred dekagrams is equal to how many hectograms? 4) Convert 1 milliliter to dekaliters. 5) Convert 0.32 meters to centimeters. 6) The color red has a wavelength of meters. 7) How many kilometers is this? 8) How many centiliters are in a 2-liter bottle of soda?

9 HONORS 25 Metric Mania Challenge Write the correct abbreviation for each metric unit. Choose 6! 1) Kilogram 4) Meter 7) Gram 10) Gigameter 2) Milliliter 5) Millimeter 8) Liter 11) Microliter 3) Kilometer 6) Centimeter 9) Milligram 12) Picogram Try these conversions using the ladder method. Choose 5! 13) 2000 mg = g 14) 5 L = ml 15) 16 cm = mm 16) 104 km = m 17) 198 g = kg 18) 2500 m = Gm 19) 480 cm = pm 20) 75 ml = ML 21) 65 g = Dg 22) 5.6 kg = g 23) 50 cm = km 24) 6.3 cm = mm 25) 8 mm = Gm 26) 5.6 m = μm 27) 120 ng = g Compare using <, >, or =. Choose 4! 28) 63 cm 6 m 29) 1,500 ml 1.5 L 30) 43 mg 5 g 31) 5 g 508 mg 32) 536 cm 53.6 dm 33) 3.6 m 36 cm 34) 12 g 12,000 μg 35) hl 830 dl 36) 2.99 mm 299,000 pm Convert the following measurements: Choose 6! 37) 34 mm = cm 38) 3 km = m 39) 23.4 cm = m 40) 35 m = mm 41) 16 dg = g 42) kg = μg 43) 12,345 g = kg 44) 2 g = mg 45) 16,000,000 ml = ML 46) 2,098,333 pl = L 47) 456 cl = ml 48) 1,212,120 ml = Gm 49) 256 nm = m 50) 13 dg = Dg

10 HONORS 26 Metric-to-Metric Practice LENGTH: 1. What is the basic unit for length? 2. Circle the best unit for measuring each distance: a. Thickness of an eyelash: mm cm m b. Width of a cell: μm mm cm 3. Use a meter stick or metric ruler to find each measurement. a. Width of this page mm or cm b. Length of an unsharpened pencil cm MASS: 4. What is the basic unit for mass? Circle the best unit for measuring each mass: a. Amount of spices in a batch of cookies: mg g kg b. Your mass: mg g kg c. Mass of 10 cars: g kg Mg 5. Convert the following measurements: VOLUME: a. 16 mg = g b. 4.7 kg = g c. 12,345 g = Mg d. 2,ooo,ooo g = μg 6. What is the basic unit for volume? 7. Circle the best unit for measuring each volume: a. Amount of soda in 1 can: ml L b. Water in the ocean: ml L TL 8. Convert the following measurements: a ml = pl b. 23 kl = L c. 456,000,002 cl = GL d. 120nL= pl

11 HONORS 27 Writing a Hypothesis What Is a Hypothesis? A hypothesis is a tentative statement that proposes a possible explanation to some phenomenon or event. A useful hypothesis is a testable statement, which may include a prediction. How Are Hypotheses Written? Chocolate may cause pimples. Salt in soil may affect plant growth. Plant growth may be affected by the color of the light. Bacterial growth may be affected by temperature. Ultraviolet light may cause skin cancer. Temperature may cause leaves to change color. All of these are examples of hypotheses because they use the tentative word "may". However, their form is not particularly useful. Using the word may does not suggest how you would go about proving it. If these statements had not been written carefully, they might not have even been hypotheses at all. For example, if we say "Trees will change color when it gets cold." we are making a prediction. Or if we write, "Ultraviolet light causes skin cancer." could be a conclusion. One way to prevent making such easy mistakes is to formalize the form of the hypothesis. Formalized Hypotheses example: If people are exposed to more ultraviolet light, then the people will have a higher frequency of skin cancer. If plants experience low temperature, then the leaves will change color. Notice that these statements contain the words if and then. They are necessary in a formalized hypothesis. But not all if-then statements are hypotheses. For example, "If I play the lottery, then I will get rich." This is a simple prediction. In a formalized hypothesis, a tentative relationship is stated. For example, if the frequency of winning is related to frequency of buying lottery tickets. "Then" is followed by a prediction of what will happen if you increase or decrease the frequency of buying lottery tickets. If you always ask yourself that if one thing is related to another, then you should be able to test it. Formalized hypotheses contain two variables. One is "independent" and the other is "dependent." The independent variable is the one you, the "scientist" control and the dependent variable is the one that you observe and/or measure the results. General Formalized Hypotheses format: If this happens to the independent variable, then this will happen to the dependent variable. The ultimate value of a formalized hypothesis is it forces us to think about what results we should look for in an experiment. Adapted from

12 HONORS 28 Now it s your turn! Rewrite the first four hypotheses from the previous page as formalized hypotheses. When you are done, write one more original hypothesis of your own using this form. 1. Simple hypothesis: Chocolate may cause pimples. a. What are the variables? i. IV: ii. DV: b. Formalized hypothesis: If, then people will get more pimples. 2. Simple hypothesis: Salt in soil may affect plant growth. a. What are the variables? i. IV: ii. DV: b. Formalized hypothesis: If, then. 3. Simple hypothesis: Plant growth may be affected by the color of the light. a. What are the variables? i. IV: ii. DV: b. Formalized hypothesis: If, then. 4. Simple hypothesis: Bacterial growth may be affected by temperature. a. What are the variables? i. IV: ii. DV: b. Formalized hypothesis: 5. Write your own formalized hypothesis about whatever you want! Make sure it s not just a simple prediction or a conclusion.

13 HONORS 29 Practice for Sec1.3 and Writing Hypotheses 3. From the reading above, what are the four main components of scientific inquiry? 4. Rewrite this simple hypothesis as a formalized hypothesis: Carrots grow best in loose soil 5. Write a formalized hypothesis of your choice about bears anything you want.

14 HONORS 30 Writing a Conclusion Statement What is a discussion / conclusion section? A discussion / conclusion section of a lab report is a description of how the data collected during an experiment support or do not support the hypothesis. The discussion / conclusion section should contain the following: 1. A restatement of the original hypothesis 2. A conclusion statement of whether the hypothesis is supported or rejected by the data collected during the experiment (this statement is only one or two sentences long) a. supported means: b. rejected means: 3. An in-depth analysis how the data supports or rejects the original hypothesis. This should include actual references to the data 4. A discussion of experimental errors. What may have gone wrong or mislead your results. 5. A connection or application to the real-world The conclusion statement is often the most difficult part of the discussion / conclusion section to write, so let s practice! Example Question: How do different colors of light affect plant growth? Hypothesis: If plants are grown in a green color of light, then the plants will grow better than in other colors of light. Data: Type of Light Plant Growth (after 1 week) Red 13 cm Orange 12 cm Yellow 6 cm Green 5 cm Blue 10 cm Violet 14 cm Conclusion: 1) Restatement: In this experiment we were trying to find out if the color of light affects the growth of plants. 2) Conclusion Statement: The data rejects the hypothesis that plants grown in green light will grow more than plants grown in other colors of light. 3) In-depth Analysis: According to the data, plants grown in green light did not grow more than plants grown in other colors of light. For example, violet light grew the tallest plant at 14cm, followed by red, orange, blue, and yellow. Green actual grew the plant the least with an end height of 5cm. 4) Errors: During this experiment, there were no observed experimental errors. 5) Application: This explains why plants can grow in deep water. Blue light can travel through the water best and it should cause fairly good plant growth, given our results.

15 HONORS 31 Your turn! 1) Question: How does the amount of food Ms. NH feeds her dog affect how much the dog sleeps? Hypothesis: If Ms. NH feeds her dog more food, then the dog will sleep more. Data: Amount of Food per day Hours slept per day 0 g 10 5 g g g g g 20 Conclusion: 1) Restatement: Ms. NH wanted to see if the amount of food she fed her dog affected how long the dog slept. 2) Conclusion Statement: The data supports / rejects (circle one) the hypothesis that the more food Ms. NH feeds the dog the more she will sleep. 3) In-depth Analysis: According to the data, 3) Errors: One day Kizmut did not eat the total amount she was supposed to. However this day s data was not included in the data table. Also, sometimes Kizmut was fed at different times in the morning. This may have affected how much she ultimately slept. 4) Application: Now that Ms. NH knows this, 2) Question: Does the amount of daylight on a given day affect the average temperature for that day? Hypothesis: If there is more daylight in the day, then the higher the average temperature will be. Data Date Average amount of Daylight Average temperature in Madison, WI Dec hrs -5 C Feb hrs 0 C Oct hrs 9 C Apr hrs 10 C Aug hrs 20 C Jun hrs 21 C Conclusion: 1) Restatement: We wanted to find out if the amount of daylight affected the average daily temperature. 2) Conclusion Statement:

16 HONORS 32. 3) In-depth Analysis: 4) Errors: There were no known errors in this experiment. 5) Application: 3) Question: Does the age of Mr. Olsen s running shoes affect how fast he runs? Hypothesis: If the age of Mr. Olsen s running shoes old, then he will run slower. Data Mr. O's Running Pace v. Age of Shoes 9:36 8:24 7:12 Speed 6:00 (minutes 4:48 per mile) 3:36 2:24 1:12 0: Age of running shoes Conclusion: 1) Restatement: 2) Conclusion Statement:. 3) In-depth Analysis: 4) Errors: There are many other factors in Mr. Olsen s day that may affect how fast he runs such as daily diet, time of the day, etc. Clearly these factors may have affected the results. 5) Application: 4) Question: Does the type of plant that a fruit comes from affect its size?

17 HONORS 33 Hypothesis: If the type of plant that a fruit comes from is related to its mass, then fruits from the plant family Rutaceae are larger than fruits from the plant family Rosaceae. Data Table 1 Nutritional Value of Rutaceae fruits vs. Rosaceae fruits Fruit Average mass Vitamin C Caloric ratio (%) (g) (% DV) Carbohydrates Fats Protein Orange Rutaceae Lemon Grapefruit Apple Rosaceae Asian Pear Pear Conclusion: 1) Restatement: 2) Conclusion Statement:. 3) In-depth Analysis: 4) Errors: (b/c you were not there, make something up or state that there were no errors) 5) Application: Knowing the common characteristics of a species can be helpful when identifying new species. If you find an unfamiliar fruit, the weight of the fruit could be one piece of evidence for which class it belongs to. 5) Question: Does the type of plant that a fruit comes from affect its nutrient content? Hypothesis: If the type of fruit is related to how much Vitamin C it has, then fruits from the plant family Rutaceae have more Vitamin C than fruits from the plant family Rosaceae. Data - Refer to Table 1 from Question 4. Conclusion: (write the whole thing)

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19 HONORS 35 E.24.1 Practice & 3-Step Method College and career readiness standard E.24.1 requires students to: select a simple hypothesis, prediction, or conclusion that is supported by two or more data presentations or models. When we act as students of science, review new scientific findings, and act as simple consumers in society, it is important to be able to be able to identify a writer s position and be able to draw conclusions that are based on scientific facts. In the passages that follow, we will practice this skill. The 3-Step method for Conflicting Viewpoints Passages Step 1: Read & summarize the introduction. The introduction tells you what the passage is about, defines vocabulary, and may contain the answers to some questions. Underline keywords. Step 2: Answer the easier questions. Easy questions address only one experiment, viewpoint, table, or figure. Some easy questions can be answered with just the introduction. Summarize the 1 st viewpoint and answer questions about the 1 st viewpoint only. Then, summarize the 2 nd viewpoint and answer questions about the 2 nd viewpoint only. Step 3: Answer the harder questions. Harder questions address more than one experiment, viewpoint, table, or figure. Use the 3-step method to read and answer the following questions. Passage I (Lexile: 1060) Stomach ulcers are suspected if a patient complains of abdominal pain, heartburn, or acid reflux. Ulcers are painful because they are open sores in the digestive lining. These sores are sensitive to the highly acidic environment of the stomach. Ulcers are diagnosed through a test known as EGD. A tool called an endoscope examines the inside of the digestive tract for these sensitive regions. An endoscope is a camera and fiber optic light system mounted on a thin tube that can be inserted down the digestive tract. Ulcers can be diagnosed using the pictures taken using an endoscope. Two scientists discuss causes of ulcers. What problem or question will be discussed in the viewpoints that follow? Which easier question can be answered by this passage alone? Answer it. Scientist 1 Ulcers are caused by physical and mental stress. An individual who is experiencing painful symptoms associated with an ulcer can take antacids to neutralize stomach acid. However, this will only temporarily relieve the discomfort of the ulcer without healing it. The only treatment that will cure the ulcer is to change one s lifestyle to decrease stress. Some of the causes include smoking, spicy food, and emotional stress. Some individuals of certain blood types may also be more likely to developing ulcers. Summarize the writer s theory in one sentence. Which easier question can be answered by the Scientist 1 passage alone? Answer it.

20 HONORS Which hypothesis would Scientist 1 most likely support? (E.20.1) Scientist 2 A. If stomach ulcers are related to bacterial Peptic ulcers are caused by the presence of infection, then people whose bacterial bacteria known as H. pylori. These bacteria can live infection is cured will have fewer ulcers. B. If stomach ulcers are related to antacids, in acidic environments such as the stomach. When then people who take more antacids will H. pylorus is present in stomach, it can lead to an have fewer ulcers. increase in stomach acid. Treatment of an ulcer C. If stomach ulcers are related to diet, then involves antibiotics such as ampicillin. The people who eat spicy food will have fewer antibiotic will destroy the H. pylori population in ulcers. the digestive tract. Once the bacterial infection is D. If stomach ulcers are related to stress, the gone, the symptoms resolve and the lining of the people who reduce their stress levels will digestive tract is able to heal. Treatment with have fewer ulcers. antibiotics is most effective in people with type-o blood. 3. According to Scientist 2, which of the following would be an effective way to treat ulcers? (E.20.1) A. Antibiotics Summarize the writer s theory in one sentence. B. A change in diet C. Antacids D. Increased exercise Which easier question can be answered by the Scientist 2 passage alone? Answer it. Finally, which harder questions are left? Why are they considered harder? Answer it. 1. The information in the passage indicates that a diagnosis of an ulcer is made using: (I.16.3) A. antibiotics. B. stomach acid. C. endoscopy. D. antacids. 4. Both Scientists 1 and Scientist 2 would most likely conclude: (E.24.1) A. A symptom that can lead to the identification of ulcers is the coughing up of blood. B. An ulcer is an incurable disease because ulcers are difficult to locate. C. A relaxing activity such as meditation can lead to fewer ulcers. D. Ulcers are less of an issue in some people due to their blood types. 5. New data was recently gathered in which patients with ulcers that received many different types of treatments were more likely to have their ulcers cured than those who only received one type of treatment. Knowing this, which hypothesis would both Scientist 1 and Scientist 2 support? (E.24.1) A. If patients with ulcers receive more intensive treatment with antacids, then those patients will have fewer ulcers than those who do not use antacids. B. If patients with ulcers stop smoking and use antibiotics, then they will have fewer ulcers than patients that only stop smoking. C. If patients with ulcers stop smoking, then they will have fewer ulcers than patients that take antibiotics.

21 E.coli Resistance (%) HONORS 37 The 3-Step method for Data Representation Passages Step 1: Highlight keywords. Determine the general focus of the passage. Underline keywords in the questions. Step 2: Use the diagrams. Use the keywords to select the correct headings from the correct diagram. Find the data point or summarize the trends. If the info is not in the table, then read the text above the table. Step 3: Answer the question. Match the information from the diagram to one of the answer choices. Check that the text you have underlined and your analysis of the diagram support you answer. Use the 3-step method to read and answer the following questions. Hint: begin by quickly reading the introduction and underline key words. Then skip the rest of the passages for now and go identify the keywords in the questions. Also identify which questions are easier to answer now and which are harder and can be saver until later. Passage II (Lexile: 1010) Antibiotics are medications that kill bacteria that live within other living organisms. In veterinary medicine there are several groups of animal antibiotics that are good at treating many different bacterial infections. Antibiotic resistance occurs when an antibiotic is given while some bacteria have a DNA mutation. This mutation prevents them from dying. These bacteria reproduce while the remaining bacteria die. As a result, the animal will carry an entire population of resistant bacteria. Study 1 E. coli lives in the intestines of warmblooded organisms. They can help digest food. However, there are some strains of E. coli that produce toxins that can cause severe illness or death. These strains can be passed from livestock, such as pigs, to humans who eat them. Figure 1 shows the rate of E. coli resistance in pigs to several antibiotics over a 5-year period Ampicillin Year Tetracycline Neomycin Apramycin Sulphonamide Figure 1 Study 2 E. coli is used as a standard for studies with antibiotics. However, many other bacteria are far more harmful to pigs and to the humans that eat them. In Table 1, four other types of bacteria that cause infection in pigs were compared for their rates of resistance to several antibiotics in Table 1 Percent Resistance to Antibiotic P. A. S. A. Antibiotic multocida pleuropnemoniae suis progenesis Ampicillin Penicillin Tetracycline Sulphonamide Enrofloxacin

22 E.coli Resistance (%) x HONORS 39 Study 3 Resistance of E. coli to the antibiotic enrofloxacin was measured in baby pigs during their first year of life. Samples were taken from several groups of pigs over a period of four years. Results are shown in Figure less than 1 month 1-6 months greater than 6 months all ages Year Figure 2 Hint: Skim each question and underline where you intend on looking for that answer. Then answer all questions that deal with the same figure or study and answer them at the same time. 1. According to Figure 2, which age group shows the lowest percentage of ampicillin resistance for E. coli in 2001? (I.16.1) A. Pigs under 1 month old B. Pigs between 1 and 6 months C. Pigs over 6 months old D. Pigs of all ages Hint: Underline the keywords Figure 2, lowest percentage, and This is an easier question because you only need to look at Figure 2 to answer it. 2. According to the findings in Study 3, which of the following is an appropriate conclusion: (E.20.1) A. E. coli enrofloxacin resistance has been consistently on the rise in pigs over six months old. B. The year 2000 showed the highest rate of enrofloxacin resistance. C. There was a large increase of E.coli enrofloxacin resistance in pigs in 2002 because of the decline in humane conditions. D. All age groups showed an increase in E.coli enrofloxacin resistance over the last year of the study. Hint: You only need to look at Study 3 to answer this question. 3. When comparing the results from Study 1 and Study 2, one could conclude: (E.24.1) A. E. coli had a higher rate of ampicillin resistance than an any other bacteria tested. B. All bacteria tested had similarly low ampicillin resistance. C. All bacteria tested had similarly high ampicillin resistance. D. E. coli does not exhibit ampicillin resistance. Hint: This is a harder question because you have to look at both Study 1 and 2. Save this question for last. 4. When comparing the results from Study 2 and Study 3, one could conclude: (E.24.1) A. A. pleuropneumoniae exhibits about the same amount of enrofloxacin resistance as E. coli in pigs that are one to six months old. B. A. pleuropneumoniae exhibits more enrofloxacin resistance than E. coli in all ages of pigs. C. All types of bacteria tested have the same amount of enrofloxacin resistance in all ages of pigs tested. Hint: This is a harder question because you have to look at both Study 2 and 3. Save this question for last. 5. Studies show that those antibiotics that are in highest use have the greatest risk of developing resistance from bacteria. Based on this information and the data in Studies 1 and 2, which antibiotic is most widely used in pigs? (I.24.6) A. Ampicillin B. Enrofloxacin C. Penicillin D. Sulphonomide Hint: This is a harder question because you have to look at both Study 1 and 2. Save this question for last. Also, this is a different skill: Analyze given information when presented with new, simple information.

23 HONORS 40 Experimental Design Practice S.24.2 All experiments have certain components in common. Collectively, we categorize these components as part of the experimental design. Throughout the year we will become more familiar with these components as you practice identifying and constructing them yourself! Below are 3 scenarios, each representing a different experiment. Read each scenario and answer the questions that follow. A practice example has been completed for you below. Example Scenario: After studying about plants, members of John s biology class decided to investigate which type of compost would have the greatest effect on plant growth. John s group hypothesized that green compost would produce taller bean plants than brown compost. The plants received the same amount of sunlight, water and compost each day. At the end of 30 days the group recorded the height of the plants (cm), and plant health was described. Fill in the blanks for each of the following components of Experimental Design: Title: The Effect of Different Compost Types on Bean Plant Growth Hypothesis: If green compost is applied, then plant height will be taller. Constants: amount of light, amount of water, amount of compost Independent Variable (IV): Type of Compost Dependent Variable (DV): Plant Growth Quantitative Measurements: Height of plants (cm) Qualitative Measurements: Plant Health (description) Scenario #1: Ester became interested in insulation while her parents new house was being built in Cottage Grove. She decided to determine which insulation prevented heat loss the best. She filled each of 4 jars half full with hot, 90 F water. She sealed each jar with tin foil and inserted a thermometer though the foil into the water. Then she wrapped each jar with a different kind of insulation labeled A, B, C, and D. Type A was the type her parents were using on their new house, and she hypothesized that this kind was best. Ester then put the jars in a cool, dark closet in her house. Every minute for 10 minutes, she measured the temperature of the water in each jar. She repeated her experiment 5 times. 1. Which of the following statements is most likely to be Ester s hypothesis? (E.20.1) A. If a jar has more insulation than other jars, then the jar with the most insulation wrapped around it will maintain water temperature the best. B. Insulation will have no effect on the temperature of the water. C. If a jar is wrapped with insulation A, then Insulation A will prevent heat loss better than jars wrapped with insulations B, C, and D. D. If a jar is wrapped with insulation D, then Insulation D will prevent heat loss better than jars wrapped with insulations A, B, and C. 2. What are the Independent and Dependent Variables? (S.20.2) Independent Variable: Dependent Variable: 3. The temperature of each jar of water was observed and recorded every 10 minutes. Is the water temperature considered to be qualitative or quantitative data? (I.16.2)

24 HONORS 41 Scenario #2: Jamal wanted to find out if the amount of oil used to make popcorn affected the number of kernels that popped when cooked. He hypothesized that more kernels would pop if he used more oil. To test this, he poured 400 kernels of Pop Rite popcorn into four popcorn poppers so that each popper contained 100 kernels. Each popcorn popper contained different amounts of oil: 5 ml, 10 ml, 20 ml, and 30ml. For trial number one, each popcorn popper was turned on for 7 minutes. At the end of the 7 minutes, Jamal counted the number popcorn kernels that had popped. Jamal then did two more trials to conclude the experiment. 4. Which of the following is the dependent variable in this experiment? (S.20.2) A. The number of popped kernels. B. The amount of time that the popper was turned on. C. The amount of oil used in each popper. D. The number of trials that Jamal conducted. 2. Pretend that Jamal has run his experiment, collected the data, and graphed it on graph paper. What would be an appropriate title for his graph? A. Which popcorn popped best B. Which type of oil makes popcorn pop best C. The effects of oil temperature on the number of popcorn kernels popped D. The effects of oil amounts on the number of popped corn kernels 3. Which of the following is NOT a constant in this experiment? (S.20.2) A. The type of corn kernels popped in each trial. B. The amount of time that the oil was heated. C. The amounts of oil used in each popper. D. The number of corn kernels used in each trial. Scenario #3 Gloria has two dogs, a Labrador and a Poodle. She hypothesizes that Labradors and Poodles prefer yellow dog more than the brown-colored variety. Every day for 365 days, she put 8 different food combinations into small, white, dog-food bowls. Each bowl was filled with 12 ounces of food. Each day, Gloria recorded which combination of food that each of her dogs went to first. Gloria also recorded her dogs behaviors for one hour after they ate. The results are shown in the table below. Observed food choices of two dog breeds Color Shape Flavor Dog 1 Dog 2 - Poodle Labrador Yellow Star Chicken Yellow Star Beef 2 21 Yellow Circle Chicken Yellow Circle Beef 0 23 Brown Star Chicken Brown Star Beef 0 63 Brown Circle Chicken 1 71 Brown Circle Beef Which of the following is the dependent variable in this experiment? (S.24.2) A. The color of the food B. The breed of dog C. Choice of food D. The number of choices

25 HONORS Why did Gloria keep all of the dog food bowls the same shapes and colors? (S.24.2) A. Because her dogs could see them better than gray bowls. B. Because her dogs could see the light reflecting off of them, and this helped them find the food. C. Because different colored and sized bowls could confuse the dogs. D. Because if they were different shapes and colors, they may affect which food the dogs pick. 6. Which of the following pieces of experimental data could be considered to be qualitative? (I.16.2) A. The number of times each food combination was chosen. B. The dogs behaviors after eating their food. C. The number of days that the dogs choices were recorded. D. The serving size of food that was placed in each bowl. 7. Should Gloria ACCEPT or REJECT her hypothesis?. Why? 8. Which of the following conclusions best fits this experiment? (E.20.1) A. According to the data, Labradors prefer yellow food to brown food. B. According to the data, Poodles prefer yellow food to brown food. C. According to the data, Labradors prefer yellow food while Poodles prefer brown food. D. According to the data, Labradors prefer brown food to yellow food. 9. After Gloria conducted her experiment, she realized something very important dogs are colorblind! How does this change the conclusion of her experiment, considering the fact that her dogs can t see yellow or brown? (I.24.6)