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CCCs & SEPs

Total questions: 16

Worksheet time: 8mins

Name
Class
Date
1.
SEP stands for...
a)
Science and Engineering Practices
b)
Science Ecology Patterns
c)
Science Education Practices
d)
Student Education Patterns
2.
Which SEP are students using when creating a scale diagram of the solar system?
a)
engaging in argument from evidence
b)
planning and carrying out investigations
c)
developing and using models
d)
constructing explanations and designing solutions
3.
At the end of an experiment testing the rate of diffusion through different materials, a student group presents their findings to the class. Which SEP are they demonstrating?
a)
constructing explanations and designing solutions
b)
obtaining, evaluating, and communicating information
c)
engaging in argument from evidence
d)
using mathematics and computational thinking
4.
Deciding how to build and test a better popsicle stick bridge is an example of...
a)
Engage in an Argument from Evidence
b)
Plan and Carry Out Investigations
c)
Ask questions and define problems
d)
Use math and computational thinking
5.

Real scientific process often repeats and rearranges steps in the investigation in order to take the most logical process to new information.

a)

True

b)

False

6.

Which of the following are Science and Engineering Practices ?

(Choose all that apply)

a)

Asking questions and defining problems

b)

Planning an investigation

c)

Memorizing the first ten elements on the periodic table

d)

Analyzing and interpreting data

7.

When I design a computational version of a bridge to test designs and predict future behavior, I am..

a)
Engaging in an argument from evidence
b)
Asking questions and defining problems
c)
Planning and carrying out investigations
d)
Developing and Using Models
8.
Which of the following is NOT an example of a NGSS Cross Cutting concept?
a)
Patterns
b)
Cause and Effect
c)
Sequencing 
9.
Which of the following is NOT an example of a NGSS Cross Cutting concept?
a)
Scale, Proportion & Quantity
b)
Constructivism & Inquiry
c)
Systems & System Models
10.
Which of the following is NOT an example of a NGSS Cross Cutting concept?
a)
Phenomena & Scientific Learning
b)
Energy & Matter: Flows, Cycles & Conservation
c)
Structure & Function
d)
Stability & Change
11.

What are the CCCs?

a)

Create Content Creatively

b)

Cross Cutting Concepts

c)

Critical Collaborative Communication

d)

Cross Curricular Content

12.

This CCC is about the way in which an object or living thing is shaped determines what it can do

a)

Cause and effect

b)

Systems and system models

c)

Patterns

d)

Energy and matter

e)

Structure and function

13.

Over time, a system might stay the same or become different, depending on a variety of factors.

a)

Patterns

b)

Energy and Matter

c)

System and System Models

d)

Stability and Change

14.

When a scientist speaks of trends, she is looking into _______.

a)

patterns

b)

cause and effect

c)

scale, proportion and quantity

d)

energy and matter

15.

When something is too small or too large to see, we use _______________ to help us understand.

a)

models

b)

patterns

c)

structure and function

d)

energy and matter

16.

A toaster, a cell phone, a cat, a dog, and a blender represent_______________.

a)

systems

b)

stability and change

c)

cause and effect

d)

patterns