What is the correct scientific notation for 200,000?
2 x 108
2 x 105
2 x 104
2 x 109
What is the correct scientific notation for 10000?
1 x 103
1 x 10-4
1 x 10-3
1 x 104
What is the meaning of 4.32 x 10-2?
0.0432
0.00432
0.432
432
What is the meaning of 4.32 x 103?
0.00432
432
4320
0.0432
Arrange the following values from smallest (top) to largest (bottom)
• 10-5
• 10-2
• 1
• 101
• 104
• 106
10^-3
10^-2
, 1
10^1
10^4
10^6
Which is not a step of the scientific method?
Making a specific and measurable prediction about the outcome
Changing multiple variables in the same trial
Repeating the experiment
Determining reasonable constants, controls, and variables
What is the purpose of a negative control?
To disprove the experiment
To provide a point of comparison
To disprove the hypothesis
To act as an unknown
Before we continue with the next steps of the scientific method by continuing to look at this
real-world situation, try your hand at formulating a hypothesis based on the following
situation:
• The premium gas at the pump is more expensive, and you wonder if this gas will
improve your gas mileage.
Which would be a possible hypothesis?
I wonder if the gas will make my car go further.
The premium gas will improve the gas mileage of your vehicle as compared to standard
unleaded gas.
The premium gas will improve the performance of your car.
The premium gas is more costly.
Does the data in the table support our hypothesis?
Planting marigolds within two feet of lettuce will reduce the amount of lettuce being chewed on
by rabbits.
Percent of lettuce heads chewed by
Group
rabbits
Lettuce patch with marigolds 8.3%
Lettuce patch with repellent 4.2%
Lettuce patch with no additional 87.5%
, Percent of lettuce heads chewed by
Group
rabbits
treatment
Yes
No
se what you have learned about results and interpretation to interpret the data in this
activity. An experiment was performed to test the hypothesis:
Use of flashcards improves student retention of chemistry terminology in a classroom
setting. In this experiment, 5,000 students across 70 campuses were randomly split into two
groups.
1. Group 1 used flashcards to study chemistry terminology.
2. Group 2 did not use flashcards to study chemistry terminology.
The same content, teaching methods, and exams were used in all classes. The questions that
identified chemistry terminology were identified from each quiz and the average % correct
on terminology questions over the course of the session was collected for each group.
The results of the experiment appear below. Answer the questions below based on the
data and your understanding of the scientific method.
Average % of chemistry terminology questions
Group
answered correctly
Group 1 (flashcard
84.09%
use)
Group 2 (no flashcard
68.78%
use)
Question
Note: You will not have another attempt on this question if you navigate away. Please take
your time answering this question before moving forward.
What would be an appropriate interpretation of this data?
Students that used flashcards tended to perform more poorly on terminology questions.
Flashcard appears to assist in retention of chemistry terminology.
Group 1 students were more intelligent overall than group 2 students.
Flashcards should be used for all subjects in all classes to improve grades.
Use what you have learned about results and interpretation to interpret the data in this
activity. An experiment was performed to test the hypothesis:
Use of flashcards improves student retention of chemistry terminology in a classroom
setting. In this experiment, 5,000 students across 70 campuses were randomly split into two
groups.
1. Group 1 used flashcards to study chemistry terminology.
2. Group 2 did not use flashcards to study chemistry terminology.
2 x 108
2 x 105
2 x 104
2 x 109
What is the correct scientific notation for 10000?
1 x 103
1 x 10-4
1 x 10-3
1 x 104
What is the meaning of 4.32 x 10-2?
0.0432
0.00432
0.432
432
What is the meaning of 4.32 x 103?
0.00432
432
4320
0.0432
Arrange the following values from smallest (top) to largest (bottom)
• 10-5
• 10-2
• 1
• 101
• 104
• 106
10^-3
10^-2
, 1
10^1
10^4
10^6
Which is not a step of the scientific method?
Making a specific and measurable prediction about the outcome
Changing multiple variables in the same trial
Repeating the experiment
Determining reasonable constants, controls, and variables
What is the purpose of a negative control?
To disprove the experiment
To provide a point of comparison
To disprove the hypothesis
To act as an unknown
Before we continue with the next steps of the scientific method by continuing to look at this
real-world situation, try your hand at formulating a hypothesis based on the following
situation:
• The premium gas at the pump is more expensive, and you wonder if this gas will
improve your gas mileage.
Which would be a possible hypothesis?
I wonder if the gas will make my car go further.
The premium gas will improve the gas mileage of your vehicle as compared to standard
unleaded gas.
The premium gas will improve the performance of your car.
The premium gas is more costly.
Does the data in the table support our hypothesis?
Planting marigolds within two feet of lettuce will reduce the amount of lettuce being chewed on
by rabbits.
Percent of lettuce heads chewed by
Group
rabbits
Lettuce patch with marigolds 8.3%
Lettuce patch with repellent 4.2%
Lettuce patch with no additional 87.5%
, Percent of lettuce heads chewed by
Group
rabbits
treatment
Yes
No
se what you have learned about results and interpretation to interpret the data in this
activity. An experiment was performed to test the hypothesis:
Use of flashcards improves student retention of chemistry terminology in a classroom
setting. In this experiment, 5,000 students across 70 campuses were randomly split into two
groups.
1. Group 1 used flashcards to study chemistry terminology.
2. Group 2 did not use flashcards to study chemistry terminology.
The same content, teaching methods, and exams were used in all classes. The questions that
identified chemistry terminology were identified from each quiz and the average % correct
on terminology questions over the course of the session was collected for each group.
The results of the experiment appear below. Answer the questions below based on the
data and your understanding of the scientific method.
Average % of chemistry terminology questions
Group
answered correctly
Group 1 (flashcard
84.09%
use)
Group 2 (no flashcard
68.78%
use)
Question
Note: You will not have another attempt on this question if you navigate away. Please take
your time answering this question before moving forward.
What would be an appropriate interpretation of this data?
Students that used flashcards tended to perform more poorly on terminology questions.
Flashcard appears to assist in retention of chemistry terminology.
Group 1 students were more intelligent overall than group 2 students.
Flashcards should be used for all subjects in all classes to improve grades.
Use what you have learned about results and interpretation to interpret the data in this
activity. An experiment was performed to test the hypothesis:
Use of flashcards improves student retention of chemistry terminology in a classroom
setting. In this experiment, 5,000 students across 70 campuses were randomly split into two
groups.
1. Group 1 used flashcards to study chemistry terminology.
2. Group 2 did not use flashcards to study chemistry terminology.
