DOCUMENT RESUME SE 031 310 :TITLE Probing the Natural ... · Edward Haenisch, Wabash College *Michael Kasha, The Florida State University. Russell P. Kropp, The Florida State University

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SE 031 310

Bonar, John R., Ed.: Hathway, James A., Ed.Probing the Natural World, Level III,, Record Book,Student Guide: Investtqating Variation. IntermediateScience Currilculum Study.Florida State'Univ., Tallahassee. Dept. of ScienceEducation.National Science Foundation, Washington, D.C.': Officeof Education (DHEW),.Washington,"D.C.7262p.: For related documents, see SE 031 300-330, ED035 559,-560, FD 049 032, and ED 052 940.

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'IDENTIFIERS *Intermediate Science Curriculum Study

ABSTRACTThis is the student's edition of the Record Book

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Intermediate Science Curriculum StUdy (ISCS) for level III students(grade 91.. Space isprovided for answers td the questions from thestudent text as welIkas for the opti,onal excursions and the selfevaluatiion. An introductory note to the student explains how to usethe book. (SA)

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Probing_the Natural orf'

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INTERMEDIATE SCIENCE CURRICULUM STUDY.

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® 1972 THE FLORIDA-STATE UNIVERSITY

All rights reserved Printed In the United States of Ameilca Published simuttaneously tnCanada . Copyright is claimed until 1977. Except for the rights to materials reserved by others,the Publishers and the coperight owner hereby grant permission to domestic persons of theUnited States and'Canada for use of this work wj1tut charge in the English language in theUnited States and Canada atter 1977 provided that flhe publications incorporating materialscovered by the copyrights contain an aknowledgrrnt of them and a statement that thepublication ts not endorsed by the copyright owner. For conditions of use and permission to usematerials contained herein for foreign publications in other than the English language, apply to thecopyright owner. This publication, or parts thereof. may not be reproduced in anyform byphotographic. elettrostatic. mechanical, or any other method, tor any use, including informationstorage and retrieval, without written permission from the publisher..

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ISCS STAFF

David D. Redfteld Co-DirectgrW illiam R. Snyder. Co-DirectorErnest Burkman, Steering Conumare Chairman

Laura M. Bell. Artist°John ft Sonar. Editor

Mennen A. Browne. ArtistHarold L Budi, Administration

Robert L. Cocawousher, Art DirectorBetsy Conlon Kahan°. Evaluation .

&man P. Darrow, Field DialkTeacher EducationI George 0. Diwson. Teacher &ideation

James A. Hathway. Editor

ISCS ADVISORY COMMITTEE

i:2:°*t.S*'peirfey ', 7 ',4

14tA" ilea. 1°

'John S. Huwhinson. fieM inal Teacher Education*Sally Diana Katcher, Art Director'Jane Larsen. Art Director

Adrian 13, Lovell. AdminisualionAudley C. McDonald: Adminisiration'W. T. Myers, Administration

Lynn' H. Rogers. Artist ,

Stephen C. Smith. AnutLois S. Wilson. Assistant Editor

J. Myron Atkin. University of IllinoisBetsy Conlon Balzano, State 1niuersuy of New York at BrockportWerner A. Baum, University 07 Rhode Island -

Herman Branson, Itincoln UniversityMartha Duncan Camp, The Florida State University

Clifton.B. Clark, University of North Carolina at GreensboroSteve Edwards, The Florida State UniversityRobert M. Gagne. The Florida Stat UniversityEdward Haenisch, Wabash College*Michael Kasha, The Florida State UniversityRussell P. Kropp, The Florida State UniversityJ. Stanley Marshall, The Florida State UniversityWilliam-Y. Mayer, University of ColoradoHerman Parker, Univetsity of VirginiaCraig Sipe, State University of New York_at Albany*Harry Sisler, Universityaf FloridaClifford Swartz, State University of New York at 'Stony BrookClaude A. Macalester CollegeOates Willar4 Manhasset Junior High Schoo4 Manhaiset, N.Y.Herbert btu, Science Writer, Tavernier, Florida

itensirmerew"

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MATERIALS DEVELOPMENT CONTRIBUTORS

This list includes writing-comfen-nce paracipams and others who made uvula-an: contribtaloru tothe nwterials. including text and an tor the expermwmal editions.

Janet Anderson. Nyack. N. Y Gerald R Bakker. Earlhant College F rank Balzano. F S.0 Harald N. Bliss,Mayville State College. Olaf A. Boeffiker. Oregon Stole Unw Calvin I Bolin, FS 11. Earl Brakken. DuoHarbors. Mom Robby R. Brown. ES.1.! Robert J Callahan. Jr (deceased) Bnan W. Cams, University ofMinors Lois II. Case. Lombard, Ill Clifton II Clark, Universal of North Carolina at Greensboro. Sara P.Craig. EAU. John D. Cunningham. Keene State College David II. Dasenbrock. F.S.U. Doris DasenbmdcFS. U. ( Jeff C. Davis, University of South Honda Allan 0 Dawson. Dearborn Putdic Schools. Mich. George

DaWson. FS.0 G5r9t H DcBocr. I S.1' Howard E. De(.'amp. Glenn Ellyn. In lames V. DeRose,-Wewrenrre--Square- Witham- Ar.Dislitn-. C4rner/-4:-oliege-....Will.K..Lasley,..N.PrOl'af.t.1°145i°n° staleCollege Donald C . Edinger. Univenity of Arizona. Camillo Fano. University of Chicago Labora-t.Oi;

Ronald A. Fisher. Maquoketa, Iowa. Edwin ji. Fkmmmg. S. Paul K. Flood. F.S.0 Harper W. Frantz,Pasadena City College (Emeritus). Earl Friesen. San Francisco State College. Bob Galati, Fullerton. Calif.1 David Gasenda. The University of Texas. Chalks A. Gilman. Winchester. N. H Robert J. CoIl. Jaeltsonvilk

University. Ralph H. Granger, Jr.. Walpole. N.H. H Winter Griffith. F.S.U. William Gunn. Miami. Florida

, John Hart. Xavier University. John R Hassard. Georgia State University J. Dudley Henon, Purdue Unifier-

sity. Father Franc's Heyden. SJ.. Georgetown University. Leonard Filmes, Sarasota. Florida. Evelyn M.

Hurlburt. Montgomery Junior C'ollege John R. Jablonski. Boston (Inmeisity. Bert M. Johnson, Eastern

Michigan Universlly. Roger S. Jones. University of Minnesota. Leonard A. Kalal. Colorado School of Mines.

Theodore M. Kellogg. Univerfuy of Rhode Island Elizabeth A. Kendzior. University flllinois. F. J. King.

F.S. U. David Klasson. Milkille. Calif KeR, Kramer. Wnght State University. Wdlian H. Long, F.S.U.

Robert Lepper. Califorma State College. Harold G. Liebherr. Milwaukee. His. William D. Larsoa, College "of St. Thomas. Mabk M. Lund, Beaverton, Oregon. H. I). Luttrell. North Texas State University. -Maxwell

Maddock. F.S.U. Solomon Maltnsky. Sarasota Florida. Eloise A. Mann. Sarasota Florida. Harken W.McAda..Universiti7'of California at Santa Barbara Auley A. McAuley. Michigan .pate University. E. Wesley

McNair. F.S.U. Manlyn MkIo. F.S.1! r. Floyd V. hionaghan. Michigan State University Rufus F. MOnon,

Westport Conn. Tamson Myer. F.S.#. Gerald Neufeld. ES.11 James Okey. Unwersiiy of CaliforniaLawrence E..eliver. ESC. Larry O'Rear. Alice. Texas. Herman Parker. University of Virginia. Harry A.Pearson. Western Australia _lames E. Perham. Randolph-Macon Woman's College. Darrell G. Phillips.University of Iowa. Howard Pierce. F.S.1.1. David Pochk. F.S.U. Charles 0. Pollard, Georgia Institute of

Technology. Glenn F. Powers. Northeast Louisiana State College. Ernest Gene Preston, Lauisvilk Ky.Edward Ramey. F.S.12. Earl R. Rich. Univerwy Miaqii. John Schaft Slrracuse Liniversity.. Carroll A.Sant. Wilhanuburg, Iowa. Earle S. Scott, Ripon Collegt; Thomas R. Spalding. FS.U. Michael E. Stoat&

.._,.,Liniversity of Texas. Sister Agnes Joseph Sun. Man-grove College. Clifford Swartz, State University of New

Fork. Thomas Teaks. F.S. U. -Bill W . Tillery . University of Wyoming Roriald Townsend:. University of Iowa

Momiccai 1 reblow. Bloolifsburg State College. Henry J. Triezenherg... National Union of Christian Schizo&PauTA. Vestal. Rollins Cofiege. Robert L. V icker-. Western Australia. Frederick B. Voight. F.S.U. Claude A_

Welch. Macalester College Paul Westmeycr. F.S.U.. Earl Williams. University of Tampa..., G..R. Wihuna.Jr.. University of South Alabama Harry. K. Wong. Atherton. California. Charks M. Woolheater, F.S.U.

Jay A. Young. King's Collewe. Victor J. Xoung. Queensborough Community College. ,

40-1The genesis of some of the ISCS material stems from a summer writing conference in I964, The \t

participants were:

Frances Abbott. Miami-Dade Junior College. Ronald Atwood, Universlly of Kentucky. George Assousa,

Carnegie Institute.rColin H. Barrow. University of West Indies_ Aggy Bazzel. F.S.U. Robert Binger

(deceased).- Donald Bucklin. University of Wisconsin. Martha Duncan Camp. ES.U. Roy Campbell.Broward Camay Board of Public Instruction. Fla. Bruce E. Clean. Tallahassee Junior College: Ann-cik

Hall, Pensacola. Florida. Charles Hokolmb, Mississippi State College. Robert Kemman. Mt. ProspeCt.

HI. .prcgory O'Berry,Coral Gables. Florida Elra Palmer. Baltimore.. James Van Pierce. Indiana University

Southeast; Guenter Schwarz, F.S.L'. James E. Smeland. F.S.C. C. Richard Tiflis. Pine Jog Nature Centre.

Florida Peggy Wiegand. Emory University. Elizabeth Woodward, Augusta Colkge John Woolever. Sar-

asosa. Florida.

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Lex6L-wl

1` n't 71;0. Ak. ,

, et*1..ittleala -.,t2'.'1,'`alt,21i2litaidt'

1,

*

Foreirord

A pupil's experiences between the aies of 1 1 and 16 probably shape is

ultimate view of kience and of ihe natural world. During these years9

most youngsters become more adept at thinking, conceptually. Sinceconcepts are at the heart of science,' this is the age at which most stu-dents first gain the ability to study science in a really organized way.Here, too, the commitment for or against science as an interest or avocation is often Made.

hiradoxically, the students at this critical age have been the onesleast affected by the recent effort to produce new science instructionalinaterials. Despite a number of commendable efforts, to improve the

, situation, the middle years stand today as a comparatively weak link in 1

science education between the rapidly changing elementary curriculumand the recently revitalized high school science courses. This volumeand its accompanying materials represent one. attempt to provide asound approach to& instruction for this relatively ,uncharted level.

1.4 tlie outset the organizers of the ISCS PrOject decided that it_would be shortsighted a9d unwi:se to try to fill the gap in middleschool science education by sitriply writing another textbook. We choseinstead to challenge some of the most 'firmly established conceptsabout how to teach and just *hitt scienee material can and should betaught to adolescent& The ISCS staff have tended to mIstrust whatituthorities.believe about schools, teachers, children, and teaching ntil

we have had the chance.to test these assumptions in actual classr6oms

rs

I..

*

with real children. As conflicts have arisen, our policy has been io relymore uporwhat we saw happening in the schools than upon whatauthorities said could or would hap0n. It is largely because or .thispolicy that the ISCS materials represent a substantial departure from fluthe norm. . .

- The primary difference between the acs progrant and more Icon-., Ventional. approaches is the faCt that it alloirs each Student- to, travel

t A0

.tt

I.

.r

at his own pace, and it permits the scope and sequence of instructionto vary with his interests, abilities, and backgroUnd. The ISCS writershave systematically tried to give the.student.more of a role in deciding 101`what he should study next and how soon he should study it. When thematerials are used as intended, the ISCS teacher serves more as, a .

"tisk easer" than a "task master.", It is his job .to help the studenianswer the questions that arise from his own study rather than to tryto anticipate and package what the student needs to know.

There is nothing radically new in the ISCS approach to instruction.Outstanding tea ers froin Socrates to Mark Hopkins have stressed theneed to personal ze education. ISCS has tried to do something morethan pay lip servfve to this goal..ISCS' major contribution has been todesign a .system whereby an average teacher,, operating under normal

--asnstraitits;-in--mr-ordinarysclassroom with.-ordinaty children; Can-in--'deed give maximum attention to each student's progress.

The developmeni of the ISCS material has been a group effort fromthe outset. It began in 1962, when outstanding educators met to decidewhat might be done to improve middle-grade science teaching. Therecommendations of these conferences were converted into a tentativeplan for a set of instruc.tional materials by ,a small group of FloridaState University faculty members. Small-scale writing session's con-ducted on the Florida Staie campus during 1964 and 1965 reSulted inpilot curriculum materials that were tested in selected Floyida schools .during the 1965-66 school year. All this preliminary work Nas sup-ported by'funds generously provided by The Florida State University.

In June .of 1966, financial support was provided by the United StatesOffice of Education, and the preliminary effort was formalized into '41

the ISCS Project. Later, the National Science Foundation made sev-eral additional grants in support of the ISCS effort.

The first draft of these materials was produced in 1968, 'during asummer writing conferefice. The conferees were scientists, scienct4;educators, and junior high school teachers drawn from all ever 3he

'United States. The original materials have been revised three timesprior to their publication in this vOlume. More than 150 writers havecontributed to the material% and more than 180,000 children, in 46states, have been involved ii their field testing.

We sincerely hope that the teacheis and stulents who will use thiswip find that"the great amount of time, money, and effort.

that has gone into its development has been worthwhile.

. . ...Tallathassee, Florida The DirectorsFebrufoy 1972 INTERmEDucnE SCTENCE CURRICULUM SIUDY

i.

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14.1

Contents,

4A,. 4

a

FOREWORD

NOTES TO .THE STUDENT

CHAPTER§

1 The Road Ahead2 Tallies anct.Tables3 Home-on the Range4 How Do You Measure Up?

/. 5 Personalizing the Population

ix

1

511

1320

EXCURSIONS

1-1 in Metric 29.MeasuringMostly2-1 On the Average 30

Contihgency fables 31.2-2

3-1 Worth a Thousand Words 32

4-1 Angles and Protractors 34

4-2 Depth Perception 35

4.3 No TWo Alike 36

5-1 Sampling Populations 37

HOW WELL AM I DOING? 38

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SELF -EVALUATIONS

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SE Lic-- EVALUATION ANSWER KEY

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MY PROGRESS 54

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Notes to ihe Studente

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Tiais Record Book iS where 'you should write your answers.My to fiLl in the answer to each question as. you come to it.If the lines are not long enough for your answers, use the mar-

de

gin, too.Fill in the blank tables with the data from your experiments.

ANL* the uids to plot your graphs. Naturally, the answersdepend on wIrat has come before in the particular chapter orexcursion. Do your reading in the textbook and use this bookonly for writing clown yotir answers.

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01-1. Chapter 1:The RoadAhead ."

Activity 1-1.

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o o o o o o o o o o o o 0,o 0 o o o o o o o o o o o o o o 0 o .0 0-0.0 o o o o o

O 00000000000000000000000000000000 00 0 0 0 00o o o o .0 o o o o o o o o o o o o o o G 0 0 0 0 0 0 0 0 0 0 0 0 0, 0. 0 0 0 0 0 0

0000,000000000000000000000090000000000000O 000.000000000000000000000000000d00000000O 000000000000000000000000000000000000000 -

O 000000000000.000000000000.000000000000.000O 000000000000000000000006000000000000000,O 000000000.0000000000000000000,00000000000O 0000,000 0 0 4 o o o o 0 o o o o o o o o 0 o o 0 o o o o o o 0 o o o o 0.

O 000000000000 0.0 0 0 0 0 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

o o o o o o o o o o o o o o.o o o o o o o o o o 00000000000000000-0 o 00 o o o o 0 o o o d0000000000000 0 o o o o o o o o o o o oO

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O 000 o o o 0 0 0 0 0 0 0 0 0 0 0 0 .0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

O 00000-00000000000000000000_000000000000.00O 0 0 0 0 0 0 00 o o o o o o o o o o o o o 00,0 o o o o o o o .0 o o o o o o'0 0 o o o o o o 0 o o o o o o o o 6.0 o 0 o o o o o o o o o o o o o o o o o 0 o

w 00000,op00000.00000000000000somool.O0000,O 000000.0000000000_60000000000000000000000O 0.00000000.00000000000 0000000000o.000000kooO 000,000 0 0 0 0 0 .0 0 0 0 0 0 0 0 (1 0 0 8 0 0 0 0 4 ) 0 0 0 0 0 0 0 0 0 0 0

O 00000000000000000.0000000000.000000000000. o o 0 0-0 .0 000000 oo0.900000 o.o o 0.0 opoo 0.4 o 0 0 o o

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Table 1-1

Numkr of Zeros Crossed Out Handedness

PartnerRight

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Left . -.....

0 1 -2.

0 1 -3.

Table 1-2

Name

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HandednessMeasure .,,.

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Partner

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3.

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4

a ; 410. *440;4. - ",0". wadvf. I, .6. : ,,

6.

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8.

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10.

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13.

14.

15.

16.

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01-7.

014.

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Table 1-3

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Subject Going-out Reading Going-in Reading

Partner,

Self .

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17.

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Table 2-1

Eyedness

Right

Left

Tallies (checks) Totals

Problem Break 2-1

MY 'Plan for measuring right- or left-eyedness:

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Chapter 2Tallies andTables

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Teaeher Check 5

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Data:

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Observations:

D 2-2 (Answers will viary.)

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Table 2-2

Trial I..

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Ttial 2 Trial 3 Thal 4 Tria1.5t

Tat 6 Average

Self ,

.- 4

Partner .

ulo

Table 2-3

Average Grabbiness ...

Measures Tally-

Totals,

\ 25-34 .

35-44

45-54

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Problem !..r:eak 2-2

Question: Do you react faster(Cir slower)-to a sudden sound or touchthan you do to a visual (sighl) stimulus?

--Procedure:

Data:

Conclusion:

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Figure 24

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Table 24

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Teacher Check

Teacher aleck

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,rr- - `r" -,Jgt `..Problem Break 2-3

Questions:

Question 1:

1. Is there any coryelation between sex and reaction timein students of your age?

2. Is there any correlation between handedness and eyed-ness in girls of your age?

ActuAlGrabbi-nessscoresforboysand girls

10

Boy

ActualGrabbi-nessscorescontinued

Boy Girl

Totals

Averags

22

044.

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Question 2:

Girls:Handedness

jEyedness

RE LE

RH

LH

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Teacher Check

03-1. Chapter 3Home orithe Range

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03-15.

03-16.

1113 -17tt.

"7

130 '.".toZN

04-1. Chapter 4How Do YouMeasure Up?

04-2.

04-3:

04-4.

04-5.

04741.

044.

25

aP

Csti

13

rAnr; ..- .1" .

4.wrOAT

4

14

-

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a*

4

1111111111111111111.

Table 4-2

Student

,

Trial 1

_

Thal 2 Trial 3 Average,

Self .

, .

- c,

.

° °

- Student 1 ., 0

. _

.

Student 2 _. _. .

.

Student 3.

c. .

Student 4.

°.

.,.. .- ,

Student 5 ._

.) . .

.

Student 6 .., . ,'. .

.

..

Strident 7 . . . . .,

1r

Student 8 .. c.

.

.) .)

Student 9A

0 0 . ... . .

Student 10

.

. . c,

. . .

. .

04-8.

04-9.

04-10.

Problem Break 4-1 ".

Procedure for measuring vertical field of vision:

0

1L

1.1 S' 1. r11.:34 . 1b'h' L'1'f "471 -

'`41 a"A c

4E-

41.

Si

--

4

e,)

e

Data:

4"

1

.Conclusions:

04-11.

'4,1 ;

04-12.

Table 4-3

Distance (cjrn) Between PointsWhen They Are Fclt as One

.,

Trial 1 Thal 2 AverageV..,

AreaTeued - Self Partner Self Vartner Self - Partner

N . ,

. .,

Back of forearm- 40

4 ._

a ..

Back of neck

Palm of hand .

. .

Back.Of hand. r ,. .

Solcoffoot-

iL

27

fe.

I

15* .

S.5", -A

< ,

44+ .r

,5.

1;13.r:

jrle .;

44'

-

tvr. .

p!'

2;.4 - .

5-

table 44

,40.1,t-4kWotc,W19,4-#.7.14:-Wi00,1tteilttve5'ioOrttritr6t-4,:14,'-

;,, ,

sp,t4iiiisigaiibie,&*

ArcaTested Self

..

,Classmates .

1 2 3....... 4 5 6 7 8 9 . 10

Back offorearm

. ,

_ .

( .

.

Back ofneck .

-

... ,.

I

Palm ofhand,

%I

.

,.

.

.

,

-,

t

...

I

. .

Back ofhand .

, -i .

.

Sole offoot

..

.,

,

, ..

.

- ..

.

.

Histogram -of Data in Table 4-4

f

'*i

.1

D: T.1>air)'(0.,`' :rtf-

r4lt. ct, -.C44-'

04-13.

Table 4-5

\re'

'.`1":1,-Vi'est:31.:*r

,Tea"?

Range Mean Mode

Back of forearm CM to all CM , CM_ __:____. .

_Back of neck cm to cm CM CM

.

Palm of.Wild

4cm to CM CM CM._ c- ,---

Back of hand

_

Cill to CM

-S

CM CM_Sole of foot -._ CITI to CM Cill CITI_ . . --

04-14.

04-15.

04-16.

Table 4-6 cik

BLIND 'SPOT DISTANCE Fog EACH EYE

k, : Right Left

.. .

Disappearing distance.

.

Reappearing dahance

,!,

Total blin ( dt;"iii nce (TBD)(disappearing minus reappearing)

0.

17

18:

s , .

;-pi sop' hi- gaol, )-41 ;e, s

'11041' 211 ti

04-10

04-19.

04-20.

Activity 4-17

My plan for deciding how much my partner's guesses were off indirection and distance:

A

11

'

w.

( s:A'r14 ''...141-s,e,&"°1,s'i&ItAtt:Vth;igal:

04-21.

1,

0442.

Pieblem Break 4-2

My plan for measuring judgment of one-minute interval:

42:

ta.

e e',VF:190.44;41/4:441e!,771'.1 ,:.invr.'T.-.4irsaa..7, I rt

Data (or myself, partner, and classmates:

4-23.

El 4-24.

El 4-25.

Chapter '5 Be sure to identify e*ach problem break by number. Describe Your plan,.

show all data, and give your conclusions. ..:, ,,,

Personalizing the ,

Populatiori ...

20

a

F. 4

a."

'

- F-* *A.-

.; -Ai .

- 1t+, _MI,- 0. 41' e 'qt. . 0,-

v*t

4 mr,

sr.rit

t.

1,4

F.

A .' "^,

Be sure to identity each problem break by number. Describe your plan,show all data, and give your conclusions.

ar

' 34

, 4 ." N.

Lti,apshvi .

vk

,;piriA:,x--'',i-v '01 .10._

%- 1'0P,

f-1,0

Be sure to identify each problem break by number. Describe your plan,show all data, and give will- conclusions,

0

*4

a

27, ici :

P

OM,

23

,$) ,A , ^, t; kt.i"

:A, :,.a,1";

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Be sure to identify each problem break by numbei . Describe your plan,show all data, and give your conclusions.

No.V:- .,

Be sure to identify each ptoblem break by number. Describe your plan,show all data, and give your Conclusions.

S.

st.

e4)

2 5,

37

'''*? :

s

i'$ ..'

-

Pl.

04.

05-

06.

07-08. A and E 15.7 mm

A and F 16.8 cm

A and G 18.4 cm

Excursion 1-1MeasuringMostly inMetric

A and H mm

A and Je cm

A and K _ cmA and .1- _ cm

.1

.$ .,-rW ''sr,

Ititer',41-tip

..

Excursion 2-1 LiiOn the Average

, 30.

.r

`-

.L,

Alr '

.5..

I.

Table 1

Index finger cm

Middle finger cm

Ring finger cm

Pinky .

'.:

cm

3.

94:

Table 4

ilr

HEIGHTS,OF NINTH-GRAljE STUDENTS.

OriginalMeasurement (cm) -

y

,

,

Rounded-off.Measurement (dm)

Number of RuleOpplied

..

, 180.4 .

. ....

172.6. fSic ' ..

174.74 .

,.

_

...

. .

-,,,

176.5.

. .

. .

.

181.5X

.4.

,.

. ...,

.

.

o

180.2 .. - . .

4 4 0

to

4

.

4s:clz ; 1,- .' *. 40Tyr,

, .

179.8.

180.3

.

. ..

.

182.9

. .

176.4,

173.6-

.-.-

179.2 k

. 161.1 /,

. . .

_ ..

169.9.,

,

,

Teachetheck

Di

Table 4

Eyedness

RE. LE

RH

LH

Total.

a,

14r ,

2

sG.

4:.

EXcurpfon,2-2C9iitingenay

Total',

31

03-

[14.

08-

j=16

07.

08-C.

08-. -411.

'Excursion 3-1Wortp a

Thouspnd Words

-

11

al. Figure 4

11)./

/.

11,

,-. - -as; , -..'''"..2'; ';''. ',,,, ---z .te ', ' 3.,' 4 ' ',,,k,..g.l'i-';,f1P! , ,, , '- -` -,`7', ", ., ,,,.-1-','4.4.;

',,, '-,4-46,-,:t-f '. , ---....' - ',. : '. -.,,,.' :,

....,'`-...,',Ft',:--,.

t.V.e.,:.'".2. ' =. iF..!:'..a c 4; ..... -,./ f. .'s-',. '..!,,,,, .. ,...ii, ....,-, !!-,...,M,,,!,>4.,::.,,.. , . ,

. - .. -

I._ "14' ',s,..,

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4.1 .

=611.4

. .1

1=11

4

cl..101.111

1111111

...

it

,

.

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t

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110

,

.

-.t

_ - - e

Figure 5

1

..

Excursion 4-1An.gles ancLProtractors

a

rv+

02.

El 3-

E14.

05. Construct a 65° angle.

4:14,R

,

Table 1

Figure 8 Angle Size

a

Ne

-;

+'. ° v","

fl +1. f,1

CA Construct anglcs of 720, 300 , 115°.

a,

,

Table 1

Eye(s)

DISTANCE BETWEEN A AND B(in cm) A

Trial 1 Trial 21

AVerage.

.- Right onlyp

.

Left only ..

,

Both eyes,

.-s

' ';`..

x r,' r. VA;-,)`

ExcursionDepthPerception

, .t.- 4S-if--A

IL

444,

'13

02_

03a

Additional Experiments

Excursion 44 ol.

-

No Two Alike Table 1

36

PRINT PATTERN FOR EACH tINGER

Thumb 1 2 4

Right hand

Left hand

OM. 46

4-, A -

?;.

Aidirmregi

I.'';, `".

p.

.f"St. if.

'

'904.k.441,? ,

Liz

03-

04.

kDI.

ito

Excursion 5-1SamplingPopulations

04.

03.

-4 7

37

e'14 ' - e'ff

How Welt.Am I Doing?You probably wonder what yoy are expected to learn in this lcienee-course. You would like to knok how well you are doing. This sectionof the book will help you find out. It contains a Sell-Evaluation foreach chapters if you can answer all the questions, you're doing verywell.

The Self-Evaluations are for your benefit. Your teacher will not usethe results to give you a grade. Instead; you will grade yourself, sinceyou are able to check your own arlswers as you go along.

Here's how to use the Self-Evalaittions. When you finish a chaptei;take the Self-Evaluation for that chapter. After answering the questitns,turn to the Answer Key that is at the end of this section. The AnswerKey will tell you whether your answers were -right or wrong.

Som_s questions can be answered in more than one way. Your answersto these questions may not quite agree with those in the Answer Key.If you miss a question, review the material upon which it was basedbefore going on to the next chaver. Page references are frequentlyincluded in the Answer Key to tfrlp you review.

On page 54 of this booklet, there is a grid, which you di use to ,keep a record of your own progress.

't

le

`444.

38

,

1.444.4:4%4

:41`54St

S.5''? y

4 It 1"..

...\ r;;'"itt

.s

4-, , , r.',

2,441,11-.-ek=keiadii2210 tVz!iSig,k,.L'

(

...,

Circle the excursion for this chapter if ru completed-it.1-I

s.

1 . Wilat is meant by an operational defini9on?

Cil

SELF ALUATION 1

SUppo e ou were interested in measuringlike variability of heartrate (pulse rate) ong the students in your class. Give an operational Ifdefinition of heart ate. , .

N.

01-3. Measure the lengths of the tines below to' the nearest millimeter.

a.

C. 39

SELF-EVALUAT1ON 2 Circle any of the excursions for this chapter that you completed.2-1; 22

40

)11--

02-1. Calculate the average of\the numbers given below.a. 24.6i 21.9 31.8

b. 1.8 1.4 2.3 1.4 2.1

02-1. a. What is meant by an either-or variation?

b. What is rgeant by a contihuous variation?

02-3. In this chapter, you have been.making data tables. Why do we

bother making tables of tke data?

02-4. Indicate whether the fiAloVving are either-or variations of con-tinuous variations. )a. large or small

b. odd or even

c. dead or alive

d. fast or slow

2-5. Susan wanted to see if there was some relationship betvieen thehandedness of tile students in her class and whether they were boysor girls. The data she collected is on the next page.

sr.i.

N..

0,- . A p P.7. 4,2 ,;.P; :

.!". ,.

,.`4.(,4 4 77k7AA,- 1132.;19,

4

(

Susangirl 7-leftMikeboy --rightHenry boy rightJanegirlrightMarthagirlrightBillboyrightLarryboyrightJohnboyleft

Debbie girl --rightWesley ft zEveretboy---rightMaria irl rightPatrick rightIsabel--girl kft

ghtJimboy ght

a. Dratv and fill in a data table that would allow you to see anypatterns more clearly. 40.

b. How many girls are right-handed?

e. Is there any relationship between sex and handedness in this

class?

d. Explain'your answer to c

any of the excursions for this chapter that you completed. SELF-EVALUATION 3

. ',In -A% ,, . . ,A.r . . , .. .

i%V3FArlY1.,,TP°17N1W.'.ilk! '77:170, '77

,"'.`

, .

L

42

/a'

,

r.1"40--tthw..7.-0117;0.7., .1771tV 2," ;;TOIrrir#C ' "

9:17

,

i ;

-.11a2V4.-

03-1. George and Susan were having trouble with histograms, so theirteacher gave them a set of data and asked them to try anothex one.They set to work and soon produced the histograms shown below.

George's Histogram

12

10

a

4

Ii

25-30 30-35 35-40 40-45

_Susan's Histogram

12

10

6

2

L\

45-59 50-55

25-29 30236 37-44, ,50-59 , 60-69

When they took their histograms to their teficher, he said that they stillwere not quite right. Can you help Ahem find, their mistakes?

,a. What _mistake did George make?, .

.1!

s .

tI'

,

:4'4

X At

-4*

0,-- !I 011

1

b. What mistake did Susan make?

n3-2. Nancy helps the.school librarian. She wondered tvhether therewas any variability in. the nurnher of times a book was read during-a year. She picked out forty books and looked to see how many timeseach one had been signed out in the last year. Vse her data to answerthe questions that Ibllow:

.,- VI It . .04 0...

Book Times Out1

Book

'

Timcs Out Book.

Times Out Book.

Times Out.

1

23456789

'710 .

,

i

'3

713

015

103

21,1

7

.

-,:

11 k

12

i3 ,14

15

16

.1718

19

20

I

'

.

12

07

. 528

14

018

10

,21

2223

.24-25

2621282930

,

k

.,

1

. 21 .

716

11

2413 .

10

20

.

6

.

31

3/.33 ,34353637383940

-

13

10

15

- 018

7.

11

14. 9

5 - ...

a. Group the data into five groups and plot the data on the histogramgiven bplow.

5 3

43

N-",

b. What is the range of the data?

c. What is the mode

d. What is the mean?

e. If a book is signed out 8 times a year, is it above, or below, the

mode?

t. Is the book that is signed out 8 times a year above, or below, the

_mean?,

SELF-EVALUATION 4 Circle any of thexcursions for this chapter that you completed.4-1; 4-2; 4-3

4.4

,rs

04-1. In your investigations of human variation, you have used several

trials for each. measurement Why was One trial not enough?

04-2. When you investigated the sense of touch, you had the person

you were testing close his eyes. WhY?

A

"rAd.....-tt12.`"4,' A

:

" '

d.:?-.0 7-

II...403t4d41.4

F

A

,:,t - t,5

..) . . opf .+49. , 4

'f ; 1.`A

.H4-3. Design .an investigation that would allow you to test whethera person has thc same angle of vision in his Itft eye as in his righteye. Include the data table you would use to record the data.

9

Data Table

.4%

a-

0 44. 'One of the girls in the class asked all the boys whether theyhad ever built a model airplane. She found that 3 boys had and 12boys.bad not.

a. With this data, can you predict whether Henry, one of the boys

in your class, has built a model airplane or. not?0

5545

,,.. -, :',."0 --,;-t ." -''. 1.-4-...-S4-'1

ijkrc." I, ., ... , .,. 1,.....t., .4z s. .,.. - ' z , ...,,,: ^ ..-4:44,11,..ifo.o.,-.-:e-.9..,,4,-,....-:*-7,-..'... .,, ...-. , -i% ,9?, 4' -:-74.^.';;;;-,1,4-, -

,' ,k, . 7..E 1,.., ' -,,,-',-......-9:....:-;,..,..19.. -$::,52: : ' " °.. ..- ' . '. ... .. ' 1.... :K j'.;'11.1.4..

,. ,,,,,,,ft..1,,'I :: .. - ,4- ?' e . ., ,-.: .1.-,

. '..1. ..... .''-';;.: -..,'.." ". '.I,:.4:-' '-'' -' ..." I. f

. '''': 6.

. '... ..,;:...,:p,,, ..-...

b. Explain your answer to a

-

OP

SELF-EVALUATION 5 Circle the excursion for this chapter if you completed- it.5-1

46

".^ .

VI

D5-1. Whenlpeople take a poll or opinion survey, they generally tryto .take Ta random sample of- the group they. are interested in. Forexample, they may take every tenth name in an alphabetic list of thepeople in the group. Why is, it important to have a "random" sample?

-r-

,:::4416,44,:A,tf'-'471N 1.ft,0, 1

054. The science club in a school was trying to raise some moneyto go on a special field trip to a science museum in a nearby city. Theycame up with the idea of renting a feature-length science film andcharging twenty cents admission. To see whether enough studcnts wouldcome out to see the film, they asked Bob and Pat to make a surveyof the students to see how many would want to come_ Late that after-noon, thcy reported bacIL Bob said that 75% of the students he talkedto would come. Pat said that only 20% of the students she talked towould come. How would you account for these different responses?

1

7

0,

te, '11-

47

.

,

'.

SELF-EVALUAT1ON ANSWER KEY

SELF-EVALUATION 11-1. You should have included two ideas in your answer. TAn opera nal definition should tellyou how to determine if a thing is present or not and how to measure w much of it is presentRead over text pages 6 and 7 if you had difficulties with this question.

12. Any one of several answers could be correct. You should have includ a method of detectingthe heart beat, such as using a stethoscope or feeling the pulse in the 's Min. TO IlleaSUrethe rate of the pulse, you must also have mentioned a means of counting e number of beatsover a period of timeperhaps 30 seconds or 60 seconds. You should have included theconditions under which the measurement is to be made. For example, the n sits still in achair for five minutes before you measure his heart rate.

1-3. a. 16 mmb. 71 mmc. 46 mm

If you missed any of these measurements, you should review Excursion 1-1:

SELF-EVALUATION 22-1. a. 26.1

b. 1.8If you missed either of these answers, you should take another look at Excursion 2-1.

2-2. a. An either-or variation is one that appears in one form or the other with no gradationsin between.

b. A oontinuous variation is one that can take on many different yalues. If you had problemswith either answer, you should reread pages 20 and 21.

2-3. Data tables SefliC to organize the data so that it is easier to see relationships. Reread pages21. to 23 if you had difficulties with this question.

2-4. AL continuousb. either-orC. either-or4. continuous

You should reread pageV.20 and 21 if you had difficulty deciding which were continuous andwhich were ilther-oc variations. 49

+A.

:1,

so

V.1

2-5. a_ Your data table shouki be similar to thc one shown below. liii ts much different, youshould take another look at pages 22 and 23 of the teat.

Boy

Girl

HANDEDNESS

LEFT

2

2

RIGHT

8

4

b. Four girls arAight-handed.c. Yesd. A larger fraction of the girls than of the boys are left-handed.

SELF-EVALUATION 33-1. a. George's histogram has overlapping groups_ If he has a value of 40, he is not inne ofwhether it goes in thc 35-40 group or the 40-45 group.

b. Susan's histogram has groups that arc unequal in size. Her 30-36 groups is not as wide

as her 50-59 group.

3-2. a. Your histogram should be similar to thc one shown below. Check over Excursion 3-1

if it is much different.

14A

12

10

" 8

6

44

2

.0-4 5-9 10-14 15-19 20-24

Number of Times Checked Outb. 24. The smallest number is 0 and the lafgest is 24.c. 7. Five books circulated seven times a year.(Reread pages 28 and 29. if you had problems

finding the mode.d. 945 check-outs/year. See Eitcursion 2-1 if you had difficulty with this.

e. It is above the mode.1. It is below the mean. 59

x34.;;Ak,k4'4'f,--q!

. .

e ?Ti".ert s 4

44,

SELF-EVALUATION 44-1. In most investigations, several trials arc uscd to increasje the accuracy of the result. Whenseveral triaLs are used, the 'Cruns in measurement tend to cancel out.

4-2. Perhaps the most important reason was so that tlft person could not see whether you weretouching him with one toothpick or two. II he can see the two points touching him, he will seemto be able TO feel two points no.matter what their separation. You may want to investigait thisfltrther.

4-3. You may have used a setup similar to the one you used for the angle of vision measuremtntin Activities 4-2 to 4-9. You should have stated that the person should cover one eye and thcnthe other whin making the measurements, and that several ttials should be used for eachmeasurement Your data table should look similar to .the one shown below.

Student Trial I

Angle,:of VisionLeft Eye

Trial 2 Trial 3 Avg. Trial . I.

Angle bf VisionRight Eye

Trial 2

If you had difficulty designing the investigation, you should cheek over pages 37 to 40.

44. a. No, you cannot tell for sure whether Henry has built a model airplane or notb. Once you have grouped the data, it is impossible to be certain about any one individual.

You can, however, make an educated guess and say that Henry has not built a model airplane,since most of the boys in the class have not built a mociel airplane. Remember, though, lhatthis Is only a good guess and not a certainty.

a

"

6 0

a

`"s eatYL

Trial 3

44

Avg.

51

S.

SELF-EVALUATION 55-1. If a sample is not chosen at random, your 'results may not icprescnt thc actual feelings ofthc group. In other words, you may have a based sample Fol exampk. you might want to findout how many hooks a student in your school reads coch month. If you went to thc library during.a spare pcnod and asked the students there how many books they have icad during the last month, )

you woulA gct tdmuch.dafercnt result than if you asked the same number of students m the jcafeteria Curing lunch. Take another look at Exctuslon 5-1 if you had difficult/ with this question('

5-2. There are two things that could have gone wrong. One of thc samples may have been biased,or thcy may not have asked the same questions. Rob may have raved about the interesting filmand told evsryone that admission was only twenty cents, while Pat may have made the moviesound loss Itinerating and not really, worth paying twenty cents to sec. If you don't think thatthe questions and the tone of voice make a difference in how people answer, try one of yourInvestigations from this chapter with different sets of questions_

4.

116

i.

C

h.

My ProgressKeep track of your progress in the course by plotting the percent correctfor each Self-Evaluation as you complete it.

N umber correctPercent correct = X 100N umber of q uestions

To find how you are doing, draw lines connecting these 'points. Afteryou've tested yourself on all chapters, you may want to draw a best-fitline. But in the meantime, unless you always get the same percentcorrect, your graph may go up and down like a series of mountain-.peaks.

, 4 A. 1 IP d.3

-100

90

80

70

60

50

40

30

RECORD OF MY PROGRESS

-AO

20q(

2 3 4 5CRAPTERSei

02

5.5

;-A-Ixhi

:,/

.1.<4

A . 5r.t- ",,'5