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 = ??
  • $f^{-1\ \ }\left(x\right)=\ \frac{\left(x-10\right)}{8}$
  • $f^{-1}\left(x\right)=\frac{\left(x+10\right)}{8}$
  • $f^{-1}\left(x\right)=\ \frac{\left(x-8\right)}{10}$
  • $f^{-1}\left(x\right)\ =\ \frac{\left(x\ +\ 8\right)}{10}$
Q.3
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.4
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.5
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.6
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.7
This step requires you to present your solution and prototype
  • create
  • plan
  • improve
  • share
Q.8
This step requires you to look at your constraints of the problem.
  • ask
  • imagine
  • plan
  • create
Q.9
In the EDP, this step requires you to test your model.
  • Plan
  • Improve
  • Create
  • Ask
Q.10
Spending more money to get stronger metal for a bridge is an example of
  • Trade-off
  • Constraints
  • Prototype
  • Technology
Q.11
In the engineering design process, which step requires to brainstorm possible solutions
  • ask
  • imagine
  • plan
  • create
Q.12
This step is where you will make a list of materials you will need for your prototype
  • Ask
  • Imagine
  • Plan
  • Create
Q.13
The step where you modify your design
  • Share
  • Improve
  • Imagine
  • Create
Q.14
The use of science and math to find solutions to a problem.
  • Technology
  • Engineering
  • Science
  • Trade-off
Q.15
Limitations or challenges
  • criteria
  • constraints
  • trade-off
  • prototype
Q.16
Is the application of science for the real-world purposes
  • Science
  • Engineering
  • Technology
  • Prototype
Q.17
The art of creating something that does not exist.
  • design
  • engineering
  • engineering design process
  • technology
Q.18
Share with others.
  • brainstorm
  • communicate results
  • plan/create
  • evaluate
  • state the problem/challenge
Q.19
Building a smaller scale, inexpensive model.
  • brainstorm
  • communicate results
  • plan/create
  • evaluate
  • state the problem/challenge
Q.20
The thing you want to work on.
  • brainstorm
  • communicate results
  • plan/create
  • evaluate
  • state the problem/challenge
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