STEM Summative Part 1
This test will be your final test grade for the year. You will have 16 questions to complete today.
If you DO NOT finish, leave the tab open and do not submit the answers.
- 1.
What does STEM stand for?
- A.
Science, Theater, Engineering, Mathematics
- B.
Social Studies, Technology, Engineering, Mathematics
- C.
Science, Technology, Engineering, Mathematics
- D.
Science, Technology, Experts, Mathematics
Correct Answer
C. Science, Technology, Engineering, MathematicsExplanation
STEM stands for Science, Technology, Engineering, and Mathematics. This acronym represents the four disciplines that are crucial in the fields of innovation, research, and problem-solving. STEM education focuses on developing skills and knowledge in these areas to prepare students for careers in science, technology, engineering, and mathematics-related fields. By integrating these subjects, STEM education aims to foster critical thinking, creativity, collaboration, and problem-solving skills in students, which are essential for success in the 21st century.Rate this question:
-
- 2.
A _________________ is something that limits the number of solutions to a problem.
- A.
Consequence
- B.
Constraint
- C.
Comma
- D.
Container
Correct Answer
B. ConstraintExplanation
A constraint is something that limits the number of solutions to a problem. Constraints can be in the form of limitations, restrictions, or rules that need to be followed in order to find a solution. They define the boundaries within which a problem must be solved and help narrow down the possibilities, making the problem more manageable. By imposing constraints, the number of potential solutions is reduced, making it easier to identify the most suitable or optimal solution.Rate this question:
-
- 3.
The button on your jeans breaks while you are at your brother’s soccer game. Unfortunately, you don't have any extra clothes with you and your mom can’t drive you home to get a new pair. What is a REASONABLE solution to this problem?
- A.
Your mom drives you home to get another pair of jeans.
- B.
You wear the extra pair of pants you have with you.
- C.
You drive the car home.
- D.
Your friend lends you a pair of his soccer pants to wear.
Correct Answer
D. Your friend lends you a pair of his soccer pants to wear.Explanation
A reasonable solution to the problem of a broken button on your jeans while at your brother's soccer game would be to have your friend lend you a pair of his soccer pants to wear. This option allows you to have a temporary replacement for your broken jeans without having to go home or drive the car.Rate this question:
-
- 4.
You lost your only pencil and you have to take a test. Your teacher doesn’t have any pencils you can borrow and you are not allowed to use pen on the test. What are the constraints that limit your solutions to fixing your problem of not having a pencil?
- A.
You cannot use pen on the test
- B.
Your teacher doesn't have any pencils
- C.
Your teacher doesn't have any pencils AND you cannot use pen on the test
- D.
There are no constraints to this problem.
Correct Answer
C. Your teacher doesn't have any pencils AND you cannot use pen on the testExplanation
The constraints that limit your solutions to fixing the problem of not having a pencil are that you are not allowed to use pen on the test and your teacher doesn't have any pencils. These two constraints together restrict your options for finding a solution, as you cannot borrow a pencil and using a pen is not allowed. Therefore, the correct answer is that your teacher doesn't have any pencils AND you cannot use pen on the test.Rate this question:
-
- 5.
What characteristics make a set of GOOD instructions? Choose ALL that are correct.
- A.
Each step is short and to the point.
- B.
They are spoken slowly and clearly.
- C.
They are easy to understand.
- D.
They use really big words and each step is very long.
Correct Answer(s)
A. Each step is short and to the point.
B. They are spoken slowly and clearly.
C. They are easy to understand.Explanation
Good instructions should have each step presented in a concise and straightforward manner, ensuring that they are short and to the point. They should also be spoken slowly and clearly, making it easier for the recipient to follow along. Additionally, the instructions should be easy to understand, using simple language and avoiding the use of complex or confusing terms.Rate this question:
-
- 6.
The design loop has ___ steps.
- A.
7
- B.
6
- C.
5
- D.
4
Correct Answer
A. 7Explanation
The design loop consists of a series of steps that are followed in order to create and refine a design. These steps typically include problem definition, research, ideation, prototyping, testing, implementation, and evaluation. Therefore, the correct answer is 7, as there are seven steps in the design loop.Rate this question:
-
- 7.
F = m x aIf you were to drop an watermelon, that weighs 9kg, off of the roof of the school, how much force would it hit the ground with? Remember that the acceleration of gravity is 9.8 m/s2. Use the formula to solve the problem. (x = multiplication)
- A.
18.8 N
- B.
88.2 N
- C.
1.09 N
- D.
9.8 N
Correct Answer
B. 88.2 NExplanation
The correct answer is 88.2 N. This is because the formula F = m x a states that force is equal to mass multiplied by acceleration. In this case, the mass of the watermelon is 9 kg and the acceleration due to gravity is 9.8 m/s^2. By multiplying these values together, we get a force of 88.2 N.Rate this question:
-
- 8.
F = m x aA baseball with a mass of 1.5 kg is pitched at an acceleration of 6m/s2. How much force will the ball have if it were to hit a stationary batter?
- A.
1.5 N
- B.
4 N
- C.
6 N
- D.
9 N
Correct Answer
D. 9 NExplanation
According to Newton's second law of motion, force (F) is equal to mass (m) multiplied by acceleration (a). In this case, the mass of the baseball is given as 1.5 kg and the acceleration is given as 6 m/s^2. Therefore, the force exerted by the baseball can be calculated by multiplying the mass and acceleration: 1.5 kg x 6 m/s^2 = 9 N.Rate this question:
-
- 9.
If we were to drop an object, does the HEIGHT change how much FORCE it will hit the ground with?*Hint: think about the equation for FORCE (F = m x a)
- A.
Yes
- B.
No
Correct Answer
B. NoExplanation
The height of an object does not change the amount of force with which it will hit the ground. The force with which an object hits the ground is determined by its mass (m) and acceleration (a), as described by the equation F = m x a. The height from which the object is dropped only affects the potential energy it possesses, not the force of impact. Therefore, the answer is no.Rate this question:
-
- 10.
On a map, 5 inches represents 100 miles. How many inches would there be between two cities that are 2,500 miles apart? *Hint: set up a proportion
- A.
0.2 in.
- B.
125 in.
- C.
250 in.
- D.
50,000 in.
Correct Answer
B. 125 in.Explanation
Since 5 inches represents 100 miles, we can set up a proportion to find the number of inches between two cities that are 2,500 miles apart. The proportion would be 5 inches / 100 miles = x inches / 2,500 miles. Cross-multiplying gives us 100x = 5 * 2,500, which simplifies to 100x = 12,500. Dividing both sides by 100, we find that x = 125 inches. Therefore, there would be 125 inches between the two cities.Rate this question:
-
- 11.
An architect is making a scale model of a building that he will be designing. The scale model will be 125 inches tall. On the model, 5 in will represent 3 ft. How many feet tall will the building be? *Hint: set up a proportion
- A.
8 ft.
- B.
50 ft.
- C.
75 ft.
- D.
208 ft.
Correct Answer
C. 75 ft.Explanation
The scale model is 125 inches tall and 5 inches on the model represents 3 feet. To find the height of the actual building, we can set up a proportion: 5 inches / 125 inches = 3 feet / x feet. Cross-multiplying, we get 5x = 375. Dividing both sides by 5, we find that x = 75. Therefore, the building will be 75 feet tall.Rate this question:
-
- 12.
How many bridge TYPES did we learn about?
- A.
6
- B.
5
- C.
4
- D.
3
Correct Answer
A. 6Explanation
We learned about six different types of bridges.Rate this question:
-
- 13.
How many FORCES did we learn about?
- A.
6
- B.
5
- C.
4
- D.
3
Correct Answer
C. 4Explanation
The question asks about the number of forces that were learned about. The answer is 4, indicating that there were four forces that were covered or discussed in the context of the learning material.Rate this question:
-
- 14.
What is the definition of a bridge's "span length"?
- A.
The distance of the whole bridge.
- B.
The distance between two supports.
- C.
The distance from one bridge to another.
Correct Answer
B. The distance between two supports.Explanation
The definition of a bridge's "span length" refers to the distance between two supports. This means that it measures the distance from one support to another, indicating the length of the section of the bridge that is unsupported.Rate this question:
-
Quiz Review Timeline +
Our quizzes are rigorously reviewed, monitored and continuously updated by our expert board to maintain accuracy, relevance, and timeliness.
-
Current Version
-
Oct 20, 2024Quiz Edited by
ProProfs Editorial Team -
Jun 14, 2016Quiz Created by
Altersitzd
- Adult Learning Quizzes
- Blended Learning Quizzes
- Career Quizzes
- Coaching Quizzes
- Communication Quizzes
- Curriculum Quizzes
- Distance Learning Quizzes
- E Learning Quizzes
- Early Childhood Education Quizzes
- GCSE Quizzes
- Graduation Quizzes
- Kindergarten Quizzes
- Knowledge Quizzes
- Literacy Quizzes
- Online Assessment Quizzes
- Online Exam Quizzes
- Online Test Quizzes
- Physical Education Quizzes
- Qualification Quizzes
- Religious Education Quizzes
- School Quizzes
- Special Education Quizzes
- Study Quizzes
- Teaching Quizzes
- Theory Quizzes
- Thesis Quizzes
Back to top