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AGRI 1005 : Ag Test 1

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azuremammoth471
15 Mar 2019
School
LSU
Department
Agriculture
Course
AGRI 1005
Professor
All

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Document Summary

Science is a process for knowing it is one of the ways that we acquire knowledge about our world. Science is limited to acquiring knowledge of phenomena observable in the natural world. The scope of scientific inquiry is finite, and cannot be extended beyond what can be measured. Perhaps the major difference between science and other ways of knowing is that science and other ways of knowing is that science uses well-defined methods to test ideas and interpret results. Scientific inquiry often begins with formation of a hypothesis. Experiments are devised to test the hypothesis, the data from these experiments are analyzed, and conclusions are drawn as to whether the hypothesis is accepted or rejected. This is an abbreviated description of the scientific method, which is usually presented in elementary science texts as the way that science is done. Scientific method = hypothesis testing (not all science follows this method) Inductive reasoning: from specific to a general conclusion.

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Related Questions

Science can be defined as a systematic approach to acquiring knowledge. Science is based upon facts and evidence rather than beliefs or superstitions. To understand Biology and science, you must first examine how scientific knowledge is obtained. Science is a process that involves several steps. Read the description of the steps involved in the scientific method in the text paying close attention to the steps outlined in Section 1.3. Then pick one of the examples below and describe the steps of the scientific method you would use to test the question or find the solution to the problem. In other words, please design a virtual experiment (using the steps of the scientific method) to test the hypothesis you make about one of the questions listed below.

Be sure to identify the steps (observation, hypothesis, prediction, experiment/test, controls, results, conclusions). In your responses to each other, help each other identify the parts of the process properly so that the results can be clearly interpreted.???

Will chilling an onion before cutting it keep you from crying?

If you shake up different kinds or brands of soft drinks (e.g., carbonated), will they all spew the same amount?

Do all breakfast cereals that say they have 100% of the U.S. recommended daily allowance (RDA) for iron really have the same amount?

Are all potato chips equally greasy (you can crush them to get uniform samples and look at the diameter of a grease spot on brown paper)? Is greasiness different if different oils are used (e.g., peanut versus soybean)?

Does eating breakfast have an effect on school performance?

Do the same types of mold grow on all types of bread?

Does increasing the ethylene concentration ripen fruit more quickly?

Can you use a household water filter to remove flavor or color from other liquids?

Does the power of a microwave affect how well it makes popcorn?

Can you tell/taste the difference between ground beef, chuck, and round after they have been cooked?

please help me answer some science questions:

Question 1: Choose all answers that correctly complete the following statement:

Science is...

Question 1 options:

A)

a set of careful steps followed in order by people in lab coats.
B)

just a collection of facts.
C)

a process of learning about the natural world.
D)

unchanging and static - once we know a scientific fact it does not change.
E)

a method that can answer any question.
F)

testing ideas with evidence.

Question 2 : "What is the meaning of life?" is a question that cannot be answered by science because

Question 2 options:

A)

it is not an interesting enough question for scientists.
B)

it involves collaboration with others to fully answer.
C)

it deals with supernatural explanations.
D)

it only has one answer.

Question 3 : Ignaz Semmelweis wanted to explain the high rates childbed fever mortality in his hospital in the 1800s. How did he use science?

Question 3 options:

A)

He wore a lab coat while in the maternity ward. He did not wear a lab coat in the rest of the hospital.
B)

He tested the idea that doctors caused the deaths by comparing mortality rates of patients treated by doctors that disinfected their hands (in between patients) with the mortality rates of patients that had dirty-handed doctors.
C)

He read a scientific journal about bacterial causes of childbed fever.
D)

He changed birthing procedures so that women gave birth on their sides and were assisted by doctors that disinfected their hands.

Question 4 : When determining which hypothesis or model to accept, scientists should

Question 4 options:

A)

choose the most popular explanation.
B)

choose the hypothesis supported by evidence.
C)

go with their favorite hypothesis (as long as it's still shiny).
D)

support the most recent hypothesis to be proposed as a plausible explanation.

Question 5: What happens when new evidence does not support a current scientific hypothesis (or current understanding of a natural phenomenon)?

Choose all that are correct.

Question 5 options:

A)

We should re-evaluate the current understanding and possibly reject past ideas based on the new evidence.
B)

The scientific community labels the scientist that collected the evidence as an unreliable quack.
C)

Scientists throw out the new evidence since obviously the experimental design must be flawed.
D)

Scientists should test the idea in a novel way (inspire new ideas) to determine if the new evidence is consistent with a new understanding.

Question 6: To gain entrance to the Science club, you should:

Question 6 options:

A)

fabricate your data often to support your favorite hypothesis.
B)

take all the credit for yourself.
C)

check all the boxes on the science checklist. If you miss even one, you're denied your scientist ID card.
D)

behave scientifically (preferably in a lab coat).

Question 7 : Choose all the answers that correctly complete the following statement:

Scientists interact with the scientific community by...

Question 7 options:

A)

speaking at conferences.
B)

locking themselves in ivory towers.
C)

being inspired by other scientists and testing their ideas in new and novel ways.
D)

only listening to NPR (National Public Radio) on Science Fridays.
E)

publishing in science journals.

Question 8: Which of the following questions CANNOT be answered using the scientific method?

Question 8 options:

A)

How does migration affect the reproductive success of monarch butterflies?
B)

Should local communities invest money in sustainable farming practices instead of new infrastructure (e.g., roads and bridges)?
C)

How does coastal development affect wetland biodiversity (number and types of organisms present)?
D)

Is water a toxic substance?
E)

Do pesticides cause developmental changes in frogs?

Question 9 : Choose all of the following answers that correctly completes the following statement:

Representing the scientific method in a linear, cookbook sequence:

Question 9 options:

A)

incorporates the important concept of testing ideas with evidence
B)

does not capture how science really works.
C)

is too simplified.
D)

incorrectly implies that there is an endpoint to science. (If the scientific method is a simple progression, once a valid conclusion is reached, science is done!)

Item 1

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Other major issues involve the accepted methods by whichfidelity is measured. There are two major methods described in theliterature for fidelity measurement. The first is throughmathematical measurement that calculates the number ofidentical elements shared between the real world and thesimulation; the greater the number of shared identical elements,the higher the simulation fidelity. A second method tomeasure fidelity is through a trainees' performance matrix.

References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D., &Vincenzi, D. A. (2009). Simulation fidelity. In D. A. Vincenzi, J.A. Wise, M. Mouloua & P. A. Hancock (Eds.), Humanfactors insimulation and training (pp. 61-73). Boca Raton, FL: CRCPress.

Liu et al. (2009) identified two major methods for measuringfidelity. The first is a mathematical (objective) method thatrequires counting "the number of identical elements shared betweenthe real world and the simulation; the greater the number of sharedidentical elements, the higher the simulation fidelity" (p. 62).The second method involves a performance matrix that compares ahuman's performance in the simulation with that person's real-worldperformance, producing an indirect measure of fidelity.

References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D., &Vincenzi, D. A. (2009). Simulation fidelity. In D. A. Vincenzi, J.A. Wise, M. Mouloua & P. A. Hancock (Eds.), Humanfactors insimulation and training (pp. 61-73). Boca Raton, FL: CRCPress.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 2

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Science classrooms offer at least five ways to individualize andto enhance students'learning using games and simulations beyondwhat is possible in informal settings. First, teachers canassign students to teams based on detailed knowledge of learners'intellectual and psychosocial characteristics. Second, incontrast to relatively unguided learning in contexts outside ofschool, science teachers can alter their classroominstruction and support based on the feedback educational games andsimulations provide. Third, science games andsimulations are adaptable to students with special needs,allowing them to be mainstreamed in science classrooms. Fourth,educational games and simulations can prepare students to take fulladvantage of real world field trips in science classrooms. Fifth,teachers through their knowledge of students can relate virtualexperiences in science games and simulations to what is happeningin the real world or in their personal lives.

References:
Dede, C. (2009). Learning context: Gaming, gaming simulations, andscience learning in the classroom. Paper commissioned for theNational Research Council Workshop on Gaming and Simulations,October 6-7, Washington, DC. Retrieved from:http://www7.nationalacademies.org/
bose/Dede_Gaming_CommissionedPaper. pdf

According to Dede (2009), different games can be assigned andused based on students' characteristics. Information about studentperformance when playing games can help science teachers plansubsequent classroom activities. Games also can be utilized forstudents with special needs, which can be selected to match theirability levels.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 3

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Major changes within organizations are usuallyinitiated by those who are in power. Such decision-makerssponsor the change and then appoint someone else - perhaps thedirector of training - to be responsible for implementing andmanaging change. Whether the appointed change agent is in trainingdevelopment or not, there is often the implicit assumptionthat training will "solve the problem." And, indeed, training maysolve part of the problem.... The result is thatpotentially effective innovations suffer misuse, or even no use, inthe hands of uncommitted users.

References:
Dormant, D. (1986). The ABCDs of managing change. InIntroduction to Performance Technology(p. 238-256).Washington, D.C.: National Society of Performance andInstruction.

When major changes are initiated in organizations, "... there isoften the implicit assumption that training will 'solve theproblem.' And, indeed, training may solve part of the problem."(Dormant, 1986, p. 238).




References:
Dormant, D. (1986). The ABCDs of managing change. InIntroduction to Performance Technology(p. 238-256).Washington, D.C.: National Society of Performance andInstruction.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 4

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

There is no other way to accommodate the facts thatdifferent children learn at different rates and have differentlearning needs. But to have an attainment-based ratherthan time-based system, we must in turn have person-based progressrather than group-based progress. And that in tum requireschanging the role of the teacher to that of a coach orfacilitator/manager,rather than that of dispenser ofknowledge to groups of students who pass by at the ring of a belllike so many little widgets on an assembly line.

References:
Reigeluth, C. M. (1994). The imperative for systemic change. In C.M. Reigeluth & R. J. Garfinkle (Eds.). Systemic change ineducation. Englewood Cliffs, NJ: Educational TechnologyPublications.

In the new paradigm of the information age, rather than servingas a dispenser of knowledge as teachers did in the industrial age,their role must change to that of coach or facilitator of learning(Reigeluth, 1994). There is no other way to accommodate the factsthat different children learn at different rates and have differentlearning needs (Reigeluth, 1994, p. 8).

References:
Reigeluth, C. M. (1994). The imperative for systemic change. In C.M. Reigeluth & R. J. Garfinkle (Eds.). Systemic change ineducation. Englewood Cliffs, NJ: Educational TechnologyPublications.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 5

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

The philosophical position known as constructivismviewsknowledge as a human construction. The variousperspectives within constructivism are based on the premise thatknowledge is not part of an objective, external realitythat is separate from the individual.Instead,human knowledge, whether the bodies of content in publicdisciplines (such as mathematics or sociology) or knowledge of theindividual learner; is a human construction.

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.

Constructivist philosophers assert that knowledge is made byhumans themselves. Knowledge is not "out there" in some externalreality separate from us. It is we humans who create the content indisciplines such as math and biology. That knowledge would notexist without people making it.

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints