Q.1
A student is tasked with figuring out why a recipe resulted in thin, flat cookies based on their knowledge of chemistry. Then, they are asked to come up with ways to improve the recipe. Which SEP are they using?
  • constructing explanations and designing solutions
  • obtaining, evauation, and communcating information
  • developing and using models
  • asking questions and defining problems
Q.2
f(x) =+ 8f\left(x\right)\ =\ 10x\ +\ 8f(x) =+f^-1 = ??
  • f−1  (x)= (x−10)8f^{-1\ \ }\left(x\right)=\ \frac{\left(x-10\right)}{8}f−1  (x)= 8(x−10)​
  • f−1(x)= (x−8)10f^{-1}\left(x\right)=\ \frac{\left(x-8\right)}{10}f−1(x)= 10(x−8)​
  • f−1(x)=(x+10)8f^{-1}\left(x\right)=\frac{\left(x+10\right)}{8}f−1(x)=8(x+10)​
  • f−1(x) = (x + 8)10f^{-1}\left(x\right)\ =\ \frac{\left(x\ +\ 8\right)}{10}f−1(x) = 10(x + 8)​
Q.3
F(x) = 4x+24x+24x+g(x) = x2x^2xFind gθfg\theta fgθf
  • (8x + 4)2\left(8x\ +\ 4\right)^2(8x + 4)2
  • (10x + 8)2\left(10x\ +\ 8\right)^2(10x + 8)2
  • (4x + 2)2\left(4x\ +\ 2\right)^2(4x + 2)2
  • (6x + 6)2\left(6x\ +\ 6\right)^2(6x + 6)2
Q.4
Which SEP are students using when finding the acceleration of an object using F=ma?
  • Engaging in argument from evidence
  • analyzing and interpreting data
  • using mathematics and computational thinking
  • planning and carrying out investigations
Q.5
While studying ecology, students compare and contrast the change in a deer population after different predators are introduced to their environment. They create a graph from a data table provided. Which SEP are students using?
  • planning and carrying out investigations
  • asking questions and defining problems
  • analyzing and interpreting data
  • developing and using models
Q.6
Students are testing which paper airplane design flies the farthest. Which SEP do they need to be successful when setting up their experiment?
  • engaging in argument from evidence
  • using mathematics and computational thinking
  • analyzing and interpreting data
  • planning and carrying out investigations
Q.7
For a genius hour project, students are asked to investigate a problem important to them. During the brainstorming process, students use the following SEP:
  • planning and carrying out investigations
  • analyzing and interpreting data
  • asking questions and defining problems
  • using mathematics and computational thinking
Q.8
This step requires you to present your solution and prototype
  • create
  • plan
  • improve
  • share
Q.9
This step requires you to look at your constraints of the problem.
  • ask
  • imagine
  • plan
  • create
Q.10
In the EDP, this step requires you to test your model.
  • Plan
  • Improve
  • Create
  • Ask
Q.11
Spending more money to get stronger metal for a bridge is an example of
  • Trade-off
  • Constraints
  • Prototype
  • Technology
Q.12
In the engineering design process, which step requires to brainstorm possible solutions
  • ask
  • imagine
  • plan
  • create
Q.13
This step is where you will make a list of materials you will need for your prototype
  • Ask
  • Imagine
  • Plan
  • Create
Q.14
The step where you modify your design
  • Share
  • Improve
  • Imagine
  • Create
Q.15
The use of science and math to find solutions to a problem.
  • Technology
  • Engineering
  • Science
  • Trade-off
Q.16
Limitations or challenges
  • criteria
  • constraints
  • trade-off
  • prototype
Q.17
Is the application of science for the real-world purposes
  • Science
  • Engineering
  • Technology
  • Prototype
Q.18
The art of creating something that does not exist.
  • design
  • engineering
  • engineering design process
  • technology
Q.19
Share with others.
  • brainstorm
  • communicate results
  • plan/create
  • evaluate
  • state the problem/challenge
Q.20
Building a smaller scale, inexpensive model.
  • brainstorm
  • communicate results
  • plan/create
  • evaluate
  • state the problem/challenge
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