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Name ____________________________
Teacher _______________Hour _______
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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
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
Progress on Goal
What do I still need to study?
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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?
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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
2. The height of a flagpole
mm
mm
cm
cm
3. The length of a strand of spaghetti
m
km
m
km
mm
cm
m
4. The distance from Monona, WI, to Cottage Grove, WI.
km
mm
cm
m
km
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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:
3. Mass of 10 pennies:
mg
g
kg
mg
g
kg
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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 (cm3, m3) 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: cm3 m3 km3
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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): m3 L
c. The volume of a room: cm3 m3 km3
16. 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 cm3 m3 km3 mm cm m km mg g kg
b. The volume of your house: mL L cm3 m3 km3 mm cm m km mg g kg
c. The length of your book:
mL L cm3 m3 km3 mm cm m km mg g kg
d. How wide your smile is:
mL L cm3 m3 km3 mm cm m km mg g kg
e. The volume of a sink:
f.
mL L cm3 m3 km3 mm cm m km mg g kg
The mass of a salt shaker: mL L cm3 m3 km3 mm cm m km mg g kg
g. Diameter of a freckle:
mL L cm3 m3 km3 mm cm m km mg g kg
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Metric to Metric Conversions
(D)
1,000,0
00,000,
000
1,000,
000,00
0
1,000,
000
units
units
units
1,00
100
10
0
units units
units
1 unit
Pico
Deka
(h)
Nano
Hecto
(k)
Micro
Kilo
(M)
Milli
Mega
(G)
Centi
Giga
(T)
BASE
UNIT
(in
grams,
meters,
or
liters)
Deci
Tera
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.
(d)
(c)
(m)
(μ)
(n)
(p)
0.1 0.01
units units
To convert any unit to a larger unit, move the
decimal place to the LEFT, or divide.
0.00
1
units
0.0000
01
0.0000
00001
0.0000
000000
01
units
units
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.
16.  160.  1,600.
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 0.0000007 meters.
7) How many kilometers is this? __________________
8) How many centiliters are in a 2-liter bottle of soda? _______________________
units
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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
18) 2500 m = __________ Gm
23) 50 cm = __________ km
14) 5 L = __________ mL
19) 480 cm = __________ pm
24) 6.3 cm = __________ mm
15) 16 cm = __________ mm
20) 75 mL = __________ ML
25) 8 mm = __________ Gm
16) 104 km = __________ m
21) 65 g = __________ Dg
26) 5.6 m = __________ μm
17) 198 g = __________ kg
22) 5.6 kg = __________ g
27) 120 ng = __________ g
Compare using <, >, or =. Choose 4!
28) 63 cm
6m
29) 1,500 mL
30) 43 mg
31) 5 g
1.5 L
5g
32) 536 cm
33) 3.6 m
508 mg
34) 12 g
53.6 dm
36 cm
12,000 μg
35) 0.083 hL
830 dL
36) 2.99 mm
299,000 pm
Convert the following measurements: Choose 6!
37) 34 mm = ____________ cm
44) 2 g = ____________ mg
38) 3 km = ____________ m
45) 16,000,000 mL = ____________ ML
39) 23.4 cm = ____________ m
46) 2,098,333 pL = ____________ L
40) 35 m = ____________ mm
47) 456 cL = ____________ mL
41) 16 dg = ____________ g
48) 1,212,120 mL = ____________ Gm
42) .000897 kg = ____________ μg
49) 256 nm = ____________ m
43) 12,345 g = ____________ kg
50)
13 dg = ____________ Dg
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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:
a. 16 mg = _______ g
b. 4.7 kg = _______ g
c. 12,345 g = _______ Mg
d. 2,ooo,ooo g = _______ μg
VOLUME:
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. .000002 mL = _______pL
c. 456,000,002 cL = _______ GL
b. 23 kL = _______ L
d. 120nL=_______pL
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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 http://www.accessexcellence.org/LC/TL/filson/writhypo.php
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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.
______________________________________________________________________________________
______________________________________________________________________________________
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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. ________________________
______________________________________________________________________________________
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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.
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Your turn!
1)
31
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
0g
5g
10 g
15 g
20 g
25 g
10
11
13
14
16
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
Dec. 1
Feb. 1
Oct. 1
Apr. 1
Aug. 1
Jun. 1
Average amount of Daylight
10.0 hrs
11.5 hrs
11.7 hrs
13.2 hrs
13.5 hrs
15 hrs
Average temperature in Madison,
WI
-5 C
0 C
9 C
10 C
20 C
21 C
Conclusion: 1) Restatement: We wanted to find out if the amount of daylight affected the average daily
temperature. 2) Conclusion Statement: _____________________________________________________
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______________________________________________________________________________________.
______________________________________________________________________________________
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.
Mr. O's Running Pace v. Age of Shoes
Data
9:36
8:24
7:12
Speed 6:00
(minutes 4:48
per mile) 3:36
2:24
1:12
0:00
1
2
3
4
5
6
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?
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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
Orange
141
106
91
4
Rutaceae
Lemon
166
74
78
9
Grapefruit
256
146
90
3
Apple
138
11
95
3
Rosaceae
Asian Pear
122
8
91
5
Pear
84
12
96
2
Protein
5
13
7
2
4
2
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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______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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E.24.1 Practice & 3-Step Method
35
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 1st viewpoint and
answer questions about the 1st viewpoint only. Then, summarize the 2nd viewpoint and answer questions
about the 2nd 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.
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.
What problem or question will be discussed in the
______________________________________________
viewpoints that follow?
______________________________________________ ______________________________________________
______________________________________________ ______________________________________________
______________________________________________ ______________________________________________
______________________________________________
Which easier question can be answered by the Scientist
1 passage alone? _____ Answer it.
HONORS
36
2. Which hypothesis would Scientist 1 most likely
support? (E.20.1)
A. If stomach ulcers are related to bacterial
Scientist 2
infection, then people whose bacterial
Peptic ulcers are caused by the presence of
infection is cured will have fewer ulcers.
bacteria known as H. pylori. These bacteria can live
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
people who reduce their stress levels will
gone, the symptoms resolve and the lining of the
have fewer ulcers.
digestive tract is able to heal. Treatment with
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
______________________________________________
______________________________________________ 4. Both Scientists 1 and Scientist 2 would most likely
______________________________________________
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”? ________________________
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
______________________________________________
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.
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.
HONORS
The 3-Step method for Data Representation Passages
37
 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.
 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.
E.coli Resistance (%) xxxx
Use the 3-step method to read and answer the following questions.
100
80
60
40
20
0
1998
1999
Ampicillin
Tetracycline
Neomycin
Apramycin
Sulphonamide
2000
Year
2001
2002
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 2002.
Table 1
Percent Resistance to Antibiotic
P.
A.
S.
A.
Antibiotic multocida pleuropnemoniae suis progenesis
Ampicillin
4
3
0
0
Penicillin
0
0
0
0
Tetracycline
9
25
92
0
Sulphonamide
7
13
6
10
Enrofloxacin
0
4
0
0
HONORS
39
Study 3
E.coli Resistance (%) xxxx
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 2.
less than 1 month
1-6 months
greater than 6 months
all ages
25
20
15
10
5
0
1999
2000
2001
2002
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

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.

Year
Figure 2

 Hint: You only need to look at Study 3 to
answer this question.
Hint: Underline the keywords Figure 2, lowest
percentage, and 2001. 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: 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.
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)
__________________________________
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
50
23
Yellow
Star
Beef
2
21
Yellow
Circle
Chicken
300
23
Yellow
Circle
Beef
0
23
Brown
Star
Chicken
12
75
Brown
Star
Beef
0
63
Brown
Circle
Chicken
1
71
Brown
Circle
Beef
0
72
4. 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
HONORS
42
5. 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)
______________________________________________________________________________________________
______________________________________________________________________________________________