Luke worked in a restaurant that had a vegetable garden.

Part of his job was to trim the stems

from, or prune, the tomato plants. He wondered if pruning the plants actually affected how the
tomatoes grew. Luke thought that tomatoes would grow larger on the plants that he pruned
than on unpruned plants. So, Luke pruned twelve of his tomato plants and left another twelve
unpruned. He weighed the tomatoes that he picked from the plants each week. After one
month, he compared the average weight from each group to see if tomatoes grew larger on the
plants that he pruned. His results showed that the pruned plants did have heavier tomatoes! He
presented his experiment and results to his coworkers, and they discussed his conclusions. They
decided to continue to prune the tomato plants.
-------------------------------------------------------------------
Develop the hypothesis

 Hint: To develop the hypothesis, you use prior knowledge to propose a poss
ible explanation and to make a prediction that can be tested.

Mimi’s friends followed the “five-second rule”: they would eat food that had dropped on the
floor, but only if it was on the floor for less than five seconds, so the amount of time on the
floor wouldn’t affect how much bacteria stuck to the food. She placed twelve boiled noodles on
the kitchen floor, picked up six after three seconds, and picked up the rest after ten seconds.
Then, she touched each noodle to a separate Petri dish used to grow bacteria. After one week,
the bacteria that had transferred from each noodle to its Petri dish had grown to visible
clusters. Because there were more bacteria on the ten-second dishes than the three-second
dishes, Mimi reasoned that the longer food sat on the floor, the more bacteria stuck to the
food. She showed her friends pictures of the Petri dishes and a graph of her results.
---------------------------------
Wendy watched boats on the river. She noticed that some of the boats were V-shaped, and
other boats seemed to have flat bottoms. She speculated that the shape of the boat bottom
might affect how much weight the boat could hold, so that flat-bottomed boats would hold
more weight. So, she decided to make several aluminum foil boats to float in the bathtub. She
make ten boats with flat bottoms and ten boats with V-shaped bottoms, and then she counted
the number of pennies it took ot sink each boat in the water. Wendy compared the average
number of pennies it took to sink the boats in each of the two groups. Because the flat-
bottomed boats held more pennies, she reasoned that the shape of the boat bottom affected
how much weight the boat could hold.
--------------------------------------

 To develop the hypothesis, you use prior knowledge to propose a possible e

xplanation and to make a prediction that can be tested.
Farah lived in a dry climate and wanted to find ways to save water. She
learned that people can reuse greywater, which is water that has been used
in sinks, tubs, and washing machines. She wondered if she could water her
petunia plants with greywater. Because greywater can contain grease and
chemicals, she predicted that plants watered with greywater would have
less-healthy leaves than those watered with tap water. For three months,
she watered eight petunia plants with greywater and another eight with tap
water, and then she counted the number of dying leaves on each plant.
When she compared the percentage of dying leaves between the two
groups, she found no difference between plants watered with tap water and
those watered with greywater. So, Farah decided that the type of water used
did not have a major impact on leaf health. She began watering all of her
petunia plants with greywater.

------------------------------------------------

-----------------------------------------------------------

To identify the question, you pose a question that focuses on a problem.

Duncan worked for a laundry service that washed tablecloths for restaurants.
Duncan’s manager wanted to know if they were using more bleach than was
needed to remove stains from the tablecloths. Duncan usually washed each load of
tablecloths with one cup of bleach. He thought that he could reduce the amount of
bleach, but he expected decreasing it by more than 25 percent would make the
bleach less effective. So, he counted the tablecloths with stains left after washing
five loads of tablecloths with one cup of bleach, five loads with ¾ of a cup of
bleach, and five loads with ½ of a cup of bleach. Then, he compared the percentage
of tablecloths in each group that had stains left to see if loads with less bleach had
fewer stains removed.

-----------------------

Emma grew roses for a flower shop. One day, she noticed tumor-like growths on
her rose stems. She read a book about plant diseases and learned that the plants
had crown gall disease, which is caused by a type of bacteria. She read that allicin,
a chemical in garlic, can kill bacteria. She was curious if garlic could prevent more
tumors from forming on her plants. She sprayed garlic juice on ten infected plants
and water on another ten. After one month, she compared the number of new
tumors on plants in each group and found no difference between the groups. She
thought that the concentration of allicin in her garlic spray might be too low, so
spraying the plants with pure allicin would decrease the number of new tumors.
 She repeated her experiment, this time spraying the plants with a solution of pure
allicin.

--------------------------------------

 Hint: To identify the question, you pose a question that focuses on a proble
m.

Bonnie baked bread for a bakery. She stored her bread in clear bins in the
back of the bakery, but she sometimes found mold growing on the bread.
Bonnie wondered if exposure to light affects mold growth. She predicted that
less mold would grow on her bread if she stored it in dark bins. For two
weeks, Bonnie stored half of her bread in dark bins and the other half in
clear bins. She found that the same amount of mold grew on bread in both
types of bins. She also noticed that bread in bins stored closer to the oven
had the most mold. Based on her experiment, Bonnie decided that light did
not affect the total amount of mold that grew on her bread. Bonnie thought
that temperature might affect mold growth and that less mold would grow
on bread stored in cold conditions.

---------------------------------

 To identify the question, you pose a question that focuses on a problem.

Zach had a hydrangea plant that produced blue flowers. He moved his plant
from a pot to a planter bed in his yard, and the next time the plant flowered,
the flowers were pink! Zach tested the soils and found that the pH, or
acidity, of the soil differed between the pot and the planter bed. This led him
to wonder if soil pH could affect the color of hydrangea flowers. Zach filled
five pots with soil with a pH of 5.0 and another five pots with soil with a pH
of 6.5. He planted six hydrangea seeds in each pot. Because the plants
 grown in pH 6.5 soil bloomed pink, while those grown in pH 5.0 soil bloomed
blue, he deduced that soil pH influences hydrangea flower color. He shared
his results on his favorite gardening blog.

------------------------------------

 To identify the question, you pose a question that focuses on a problem.

Mimi was playing an apple bobbing game at a party. During the game, she
began to wonder if a fruit's size is related to whether it floats or sinks. She
speculated that smaller fruits would float but larger fruits would sink. So,
Mimi gathered five limes, five mangoes, and five pumpkins, placed the fruits
in the large tub of water, and recorded whether they floated or sank after
five minutes. She found that the mangoes sank, while the limes and
pumpkins floated. Since both the smallest and the largest fruits floated, she
deduced that size alone does not determine if fruit floats. But, since the
pumpkins weighed more than the mangoes, Mimi also didn't think that
heavier fruits would always sink. Mimi told her friend about her
observations. Her friend suggested that density might determine if fruits
floated, so more dense fruits would sink, and less dense fruits would float.

--------------------------------

----------------------------------

To test the hypothesis, you make a series of observations or design and carry out
an experiment that will support or reject the hypothesis.

Trevor worked in a candy factory. He was making a new recipe for fudge that called
for cooling the fudge at room temperature instead of at the usuall cold
temperature. The fudge turned out grainy. Trevor thought that the cooling
temperature affected the fudge’s texture, and that fudge cooled at a low
temperature would be less grainy that fudge cooled at room temperature. Trevor
make six new batches of fudge. He cooled half of each batch at 40’F and the other
half at room temperature of 75’F, and then he measured the graininess of the
batches. He found that fudge cooled at 40’F was less grainy than fudge cooled at
75’F. Trevor shared his results with his assistant, and they changed the recipe so
that it included instructions to cool the fudge at 40’F.

---------------------------------------

 To test the hypothesis, you make a series of observations or design and car
ry out an experiment that will support or reject the hypothesis.
Tessa watched boats on the river. She noticed that some of the boats were
V-shaped, and other boats seemed to have flat bottoms. She speculated that
the shape of the boat bottom might affect how much weight the boat could
hold, so that flat-bottomed boats would hold more weight. So, she decided
to make several aluminum foil boats to float in the bathtub. She made ten
boats with flat bottoms and ten boats with V-shaped bottoms, and then she
counted the number of pennies it took to sink each boat in the water. Tessa
compared the average number of pennies it took to sink the boats in each of
the two groups. Because the flat-bottomed boats held more pennies, she
reasoned that the shape of the boat bottom affected how much weight the
boat could hold.

-----------------------------------------

------------------------------------------------------

To analyze the data, you examine the data and look for patterns that support the h
ypothesis.

Before practice, the members of the Oak Grove High School basketball team inflated the team’s
basketballs to a pressure of 8 pounds per square inch. The team members wondered if the air
pressure in the basketballs would affect bounciness . They thought that if bounciness depended
on air pressure, then basketballs inflated to a higher pressure would bounce higher. The team
members inflated ten basketballs to different pressures and dropped each ball three times from
a ladder. They measured how high the basketball bounced each time. Then, they made a graph
to see if the basketballs inflated to a higher pressure bounced higher. From the graph, they
concluded that the basketballs with a higher pressure were bouncier. The team members
shared their graph with other sports teams at their school. The soccer team decided to test for
the same pattern with soccer balls.
------------
Every morning, Edmond watched hummingbirds in his garden, and he wanted to get a feeder to
attract more hummingbirds. He noticed that hummingbirds often drank nectar from brightly
colored flowers. He wondered if the color of the feeder would influence how often
hummingbirds visited it. Edmond hung a red feeder next to a white feeder in three locations
around his garden. Every day for a week, he spent an hour tallying the number of hummingbird
visits to each feeder. At the end of the week, he compared the average number of visits to each
feeder, and he found that there were more visits to the red feeders than to the white feeders.
Edmond deduced that the red feeders were more attractive to hummingbirds than the white
feeders. He decided to repeat his experiment to determine if feeders painted other bright
colors, such as orange and yellow, would also attract hummingbirds.
-------------------------------------------------------------------------------------
 To analyze the data.

Angie worked at a science museum. She was preparing a rocket

demonstration, and she wanted her rockets to go as high as possible. She
knew that a more aerodynamic rocket would reach a higher altitude. She
thought that a rocket with a pointed nose would be more aerodynamic than
a rocket with a rounded nose, so pointed-nose rockets would reach a higher
altitude. She took twelve identical rockets and attached a pointed nose to
half the rockets and a rounded nose to the other half. She launched each
rocket five times and measured its peak altitude. She calculated the average
peak altitude for each type of rocket and made a graph to see if pointed-
nose rockets went higher. Her results showed that, to her surprise, the
rounded-nose rockets actually went higher than the pointed-nose rockets.
During the demonstration, she showed museum guests a poster that
explained her experiment and included her graph.

-------------------------------------------------

 To analyze the data, you examine the data and look for patterns that suppo
rt the hypothesis.

After a severe ice storm, Bryan wondered how he could melt ice on the
sidewalk. He had heard that sand, when heated by the sun, could melt ice.
So, Bryan got twenty ice cubes that were equal in weight. He sprinkled sand
on half the ice cubes and left the other half unsanded. He placed all the
cubes outside for one hour and then brushed off the sand and reweighed
them. Bryan compared the average weight of each type of cube to see if the
sanded cubes melted more than the unsanded cubes. He decided that sand
did not speed up melting, since the two types of ice cubes were similar
weights. Then, he read that salt makes ice melt at a cooler temperature. He
predicted that because the melting temperature would be lowered, ice cubes
would melt faster if he applied salt to them.

-----------------------------------------------

To revise the hypothesis, you use the results of the investigation to come up with a
new explanation and to make new predictions.

Gabby baked bread for a bakery. She stored her bread in clear bins in the back of
the bakery, but she sometimes found mold growing on the bread. Gabby wondered
if exposure to light affects mold growth. She predicted that less mold would grow
on her bread if she stored it in dark bins. For two weeks, Gabby stored half of her
 bread in dark bins and the other in clear bins. She found that the same amount of
mold grew on bread in both types of bins. She also noticed that bread in bins stored
closer to the oven had the most mold. Based on her experiment, Gabby decided
that light did not affect the total amount of mold that grew on her bread. Gabby
thought that temperature might affect mold growth and that less mold would grow
on bread stored in cold conditions.

--------------

Ms. O’Connor explained to her science class that objects fall at the same speed
even if they have different masses. The class wanted to explore that idea by
dropping objects with different masses. The students dropped seven balls, apples,
scarves, and pieces of paper out of their classroom window and recorded how long
it took each object to reach the ground. The students found that the balls and
apples plunged to the ground at similar speeds, but the scarves and paper got
caught in the wind and drifted to the ground at slower speeds. The students
concluded that objects of different masses don’t always fall at the same speed.
They thought that shape affects how quickly an object falls, and that objects of the
same shape will fall to the ground at the same speed even if they have different
masses.

--------------------

 To revise the hypothesis, you use the results of the investigation to come u
p with a new explanation and to make new predictions.

Ms. Bowen explained to her science class that objects fall at the same speed
even if they have different masses. The class wanted to explore that idea by
dropping objects with different masses. The students dropped seven balls,
apples, scarves, and pieces of paper out of their classroom window and
recorded how long it took each object to reach the ground. The students
found that the balls and apples plunged to the ground at similar speeds, but
the scarves and paper got caught in the wind and drifted to the ground at
slower speeds. The students concluded that objects of different masses don't
always fall at the same speed. They thought that shape affects how quickly
an object falls, and that objects of the same shape will fall to the ground at
the same speed even if they have different masses.

------------------------------------------

-------------------------

To draw a conclusion, you decide if the results support the hypothesis.

After a severe ice storm, Danny wondered how he could melt ice on the sidewalk.
He had heard that sand, when heated by the sun, could melt ice. So, Danny got
 twenty ice cubes that were equal in weight. He sprinkled sand on half the ice cubes
and left the other half unsanded. He placed all the cubes outside for one hour and
then brushed off the sand and reweighed them. Danny compared the average
weight of each type of cube to see if the sanded cubes melted more than the
unsanded cubes. He decided that the sand did not speed up melting, since the two
types of ice cubes were similar weights. Then, he read that salt makes ice melt at a
cooler temperature. He predicted that because the melting temperature would be
lowered, ice cubes would melt faster if he applied salt to them.

--------------

Elise was a deejay who used a bubble machine at her events. She wanted to know
how to make the bubbles last longer. She read in a book that bubbles burst
because the liquid that makes up the bubbles evaporates. She knew that warm
liquids evaporate faster than cold liquids. So, Elise thought that the temperature of
the bubble solution could affect how long the bubbles lasted, with colder bubbles
lasting longer. Elise heated six bottles of bubble solution to 110’F, kept six bottles
at 75’F, and cooled six bottles to 40’F, and then she measured how long bubbles
from each of the bottles lasted. Because the bubbles from the colder solution lasted
longer than bubbles from the other solutions, Elise reasoned that temperature does
affect bubble lifespan. For her next deejay event, she iced the bubble solution
before she loaded it into the bubble machine.

----------------------------------

 To draw a conclusion, you decide if the results support the hypothesis.

Every morning, Hugo watched hummingbirds in his garden, and he wanted

to get a feeder to attract more hummingbirds. He noticed that
hummingbirds often drank nectar from brightly colored flowers. He
wondered if the color of the feeder would influence how often hummingbirds
visited it. Hugo hung a red feeder next to a white feeder in three locations
around his garden. Every day for a week, he spent an hour tallying the
number of hummingbird visits to each feeder. At the end of the week, he
compared the average number of visits to each feeder, and he found that
there were more visits to the red feeders than to the white feeders. Hugo
deduced that the red feeders were more attractive to hummingbirds than
the white feeders. He decided to repeat his experiment to determine if
feeders painted other bright colors, such as orange and yellow, would also
attract hummingbirds.

-------------------------------------

----------------

To communicate the findings

 ----------------------------------------

 To communicate findings, you tell others about your investigation.

Nathan worked in a candy factory. He was making a new recipe for fudge
that called for cooling the fudge at room temperature instead of at the usual
cold temperature. The fudge turned out grainy. Nathan thought that the
cooling temperature affected the fudge's texture, and that fudge cooled at a
low temperature would be less grainy than fudge cooled at room
temperature. Nathan made six new batches of fudge. He cooled half of each
batch at 40°F and the other half at room temperature of 75°F, and then he
measured the graininess of the batches. He found that fudge cooled at 40°F
was less grainy than fudge cooled at 75°F. Nathan shared his results with his
assistant, and they changed the recipe so that it included instructions to cool
the fudge at 40°F.

-----------------------------------

To communicating the findings.

Pam's friends followed the "five-second rule": they would eat food that had
dropped on the floor, but only if it was on the floor for less than five
seconds. Pam thought bacteria would stick to food as soon as it touched the
floor, so the amount of time on the floor wouldn't affect how much bacteria
stuck to the food. She placed twelve boiled noodles on the kitchen floor,
picked up six after three seconds, and picked up the rest after ten seconds.
Then, she touched each noodle to a separate Petri dish used to grow
bacteria. After one week, the bacteria that had transferred from each noodle
to its Petri dish had grown to visible clusters. Because there were more
bacteria on the ten-second dishes than the three-second dishes, Pam
reasoned that the longer food sat on the floor, the more bacteria stuck to
the food. She showed her friends pictures of the Petri dishes and a graph of
her results.

---------------------------------

Social Studies (6th Grade) Civics

The Legislative Branch is described in Article I of the United States
Constitution. Read Section 1 of Article I. Then answer the question.
All legislative powers herein granted shall be vested in a Congress of the Uni
ted States, which shall consist of a Senate and House of Representatives.
legislative:law-making
vested in:given to
consist:be made up of

According to the passage, which statements are true? Select all that apply.

Congress does not have legislative power.

The Congress of the United States makes laws.

The Senate is a part of Congress.

The House of Representatives is a part of Congress.

--------------
Look at the table of English definitions of Latin words and prefixes. Then
complete the text below.
-----------------------
Look at the table of English definitions of Latin words and prefixes. Then
complete the text below.
Latin English
uni- one
bi- two
tri- three
camerachamber

Complete the text.

The United States Congress is a legislature made up of two chambers. It is k
nown as a ------------ legislature.

Bicameral 2. Bicameral 3. Tricameral 4. unicameral

--------------------------
Each member of the House of Representatives represents an area of a state
known as a
district.
Read the following passage about how districts are determined. Then follow
the instructions below.
Every ten years, the United States government takes a
census,
or a count of the number of people in the country. After the census, House
seats are
apportioned,
or distributed, between the states based on population. Then, each state
draws its own district lines. Those districts are supposed to be about equal in
population.

Put the following events in order.

earlier
House seats are redistributed between the states based on their populations.
The government takes a census to count the number of people in the
country.
Representatives are elected to represent each new district.
If their number of representatives change, states draw new district lines.
later
------------------