Exit Check 1.1 - Observations

1.1.1

Which of the following is a possible quantitative observation about this picture?

• The blocks are made of wood

• That they block are light brown

• The blocks are about 15.5 cm long

• The blocks are not squares

Answer explanation

Remember to use your vocabulary page in your notes packet. Qualitative observations describe what something looks, feels, or sounds like using the five senses. Quantitative observations include numbers and units that show measurements.

1.1.1

Which of the following is a possible qualitative observation about this picture?

• The average tree diameter is 500 cm

• The light that filters through the trees are in the 510 nm range

• The forest floor is a healthy green color

• Average height of the trees is 50 ft.

Answer explanation

Remember to use your vocabulary page in your notes packet. Qualitative observations describe what something looks, feels, or sounds like using the five senses. Quantitative observations include numbers and units that show measurements.

1.1.2

Match the following quantities and units of measurement

• Mass

• kilograms

• Length

• Meters

• Time

• Seconds

Answer explanation

Use the quantities key on the back page of your vocabulary packet to review the standard units for each measurement. For digital tools, record the number and unit exactly as shown. For non-digital tools like a ruler, estimate one digit beyond what you can clearly read.

1.1.2

Match the following quantities and units of measurement

• Length

• grams

• Time

• years

• Mass

• millimeters

Answer explanation

Use the quantities key on the back page of your vocabulary packet to review the standard units for each measurement. For digital tools, record the number and unit exactly as shown. For non-digital tools like a ruler, estimate one digit beyond what you can clearly read.

1.1.2

Which of the following measurements is accurate and measures to the correct number of digits

(a)  

• 7.0 cm
• 7.5
• 3.0 cm
• 6.5 cm

Answer explanation

Use the quantities key on the back page of your vocabulary packet to review the standard units for each measurement. For digital tools, record the number and unit exactly as shown. For non-digital tools like a ruler, estimate one digit beyond what you can clearly read.

1.1.2

Which of the following measurements is accurate and measures to the correct number of digits

(a)  

• 21.16 g
• 21.164 g
• 21 g
• 21.1643 g

Answer explanation

Use the quantities key on the back page of your vocabulary packet to review the standard units for each measurement. For digital tools, record the number and unit exactly as shown. For non-digital tools like a ruler, estimate one digit beyond what you can clearly read.

1.1.2

Which of the following measurements is accurate and measures to the correct number of digits

(a)  

• 3.52 cm
• 3.10 cm
• .01 cm
• 31.00 cm

Answer explanation

Use the quantities key on the back page of your vocabulary packet to review the standard units for each measurement. For digital tools, record the number and unit exactly as shown. For non-digital tools like a ruler, estimate one digit beyond what you can clearly read.

1.1.2

Which of the following measurements is accurate and measures to the correct number of digits

• 1 min 23 seconds

• 1 min 23.44 seconds

• 1 min 20 seconds

• 1 min 23.4 seconds

Answer explanation

Use the quantities key on the back page of your vocabulary packet to review the standard units for each measurement. For digital tools, record the number and unit exactly as shown. For non-digital tools like a ruler, estimate one digit beyond what you can clearly read.

1.1.3

Identify qualitative observations in the following text:

A group of students were testing whether a battery-powered toy car would move differently on smooth and rough surfaces. On the tile floor, it made a loud rattling noise as it rolled. The car’s speed increased from 0.4 meters per second to 0.9 meters per second when it was placed on the smooth ramp. The students thought the car moved faster on the smooth surface because there was less friction slowing it down.

• A group of students were testing whether a battery-powered toy car would move differently on smooth and rough surfaces.

• The car’s speed increased from 0.4 meters per second to 0.9 meters per second on the smooth ramp.

• On the tile floor, it made a loud rattling noise as it rolled.

• The students thought the car moved faster on the smooth surface because there was less friction slowing it down.

Answer explanation

Remember that scientific observations are factual statements about what happened. They can be measurements, results of tests or surveys, or descriptions of events. Observations do not explain why something happens. Use your notes on qualitative and quantitative observations to help you identify them.

1.1.3

Identify quantitative observations in the following text:

A group of students were testing whether a battery-powered toy car would move differently on smooth and rough surfaces. On the tile floor, it made a loud rattling noise as it rolled. The car’s speed increased from 0.4 meters per second to 0.9 meters per second when it was placed on the smooth ramp. The students thought the car moved faster on the smooth surface because there was less friction slowing it down.

• A group of students were testing whether a battery-powered toy car would move differently on smooth and rough surfaces.

• The car’s speed increased from 0.4 meters per second to 0.9 meters per second on the smooth ramp.

• On the tile floor, it made a loud rattling noise as it rolled.

• The students thought the car moved faster on the smooth surface because there was less friction slowing it down.

Answer explanation

Remember that scientific observations are factual statements about what happened. They can be measurements, results of tests or surveys, or descriptions of events. Observations do not explain why something happens. Use your notes on qualitative and quantitative observations to help you identify them.

Tags

NGSS.MS-PS3-1