PES Skill Sheets.book - Capital High School

7. Yes, there is a relationship between the variables.
8. As the time spent washing cars increases, the money in the
cash box increases.
9. If the theater club worked for five hours a Saturday for at least
14 Saturdays, they could earn $1050. This amount is based on
earning $75 during the five hour period (assuming $20 is the
starting amount of money in the cash box). Between April
and the fall, there would the Saturdays in May, June, July, and
August for doing the car wash; a total of about 16 Saturdays.
This would be enough time to earn $1000.
Practice set 2: Bar Graph
1. Graph title: “Percentage of teenagers that are employed in
four cities.”
2. The two variables represented on the x-axis are cities (four are
represented) and gender (boys and girls). The variable
represented on the y-axis is the percentage of teenagers that
are employed. The range of values is from 0 to 80.
3. The highest percentages of boys and girls employed is in city
C. The lowest percentages is in city D. The percentages of
boys and girls employed is about the same in city A which has
the second highest percentage of teenagers employed. Girls
employed outnumber boys employed in cities B and D.
4. In cities A and C, the percentage of boys employed is greater
than the percentage of girls employed. In cities B and D, the
percentage of girls employed is greater than the percentage of
boys employed.
5. Answers will vary. Sample Answer:
The type of businesses in city C are suited to hiring workers
that can only work in the afternoons or evenings for a pay rate
that is suitable to teenagers. The type of jobs in city D are
more suited to people who can work full time.
6. Answers will vary. Sample Answer:
In city C, the kinds of jobs that are available to teenagers may
be more suited for boys. The opposite is true for city B; there,
the jobs may be more suitable and appealing to girls. By
doing a survey of the teens in city C, this hypothesis could be
tested.
Practice set 3: Pie graph
1. Graph title: “Percent distribution of jobs held by teenagers.”
Skill Sheet 1.4: Recognizing Patterns on Graphs
1. A, E, F
2. B, C
3. A, B, F
Skill Sheet 2.1: Scientific Processes
1. Maria and Elena’s question is: Does hot water in an ice cube
tray freeze faster than cold water in an ice cube tray?
2. Maria’s hypothesis: Hot water will take longer to freeze into
solid ice cubes than cold water, because the hot water
molecules have to slow down more than cold water molecules
to enter the solid state and become ice.
3. Examples of variables include:
Amount of water in each ice cube tray “slot” must be
uniform.
Each ice cube tray must be made of same material, “slots” in
all trays must be identical.
Placement of trays in freezer must provide equal cooling.
All “hot” water must be at the same initial temperature.
All “cold” water must be at the same initial temperature.
4. Examples of measurements include:
Initial temperature of hot water.
Initial temperature of cold water.
Volume of water to fill each ice cube tray “slot.”
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2. Types of jobs held by teenagers and the percentages.
3. No units are used in this graph. Instead, the graph is showing
how categories (jobs in this case) are related to each other.
4. The majority of jobs held by teenagers are in the retail
industry (28%). Working teenagers are next likely to work in
the food service industry (23%) and administrative support
(21%). Other kinds of jobs held by teenagers include freight
and stock handling (15%) and farm work (10%). Three
percent of working teenagers participate in jobs that are not
included in these categories.
5. Answers will vary. A sample hypothesis based on this data is:
The numbers of teenage girls and boys working in each job
category is equal. I could test this hypothesis by interviewing
employed teenagers that represent each job category. I would
compare the numbers of girls and boys working in each
category to see if my hypothesis is correct.
6. Answers will vary.
Practice set 4: Line graph
1. Graph title: “Springfield High School Population 1970-2005”
2. The two variables are the year and the number of students.
3. The range of x-axis values is the 35 years between 1970 and
2005. The range of y-axis values is 900-1,400 students, a
population difference of 500 students.
4. The student population rose sharply between 1970 and 1980,
from just over 1,000 students to almost 1,400 students. Then
the population plummeted to about 1,000 students between
1980 and 1985.
5. a. Student answers will vary. Possible reasons include an
economic decline in the district (perhaps a major industry
closed), a government home buyout (this can happen in
conjunction with a major airport expansion, for example),
or the school district may have built a new high school to
ease overcrowding.
b. Student answers will vary. Students could call the district
office, ask a school staff member who was there during
that time period, or ask a friend or relative who lived in
the district.
6. This is a line graph, not a scatterplot, because the x-values
have no cause-and-effect relationship with the y-values.
4. C, E
5. D
6. A
Time taken for water to freeze solid.
5. Sample procedure in 9 steps:
(1) Place 1 liter of water in a refrigerator to chill for 1 hour.
(2) Boil water in pot on a stove (water will be 100°C).
(3) Using pot holders, a kitchen funnel, and a medicinemeasuring
cup, carefully measure out 15 mL of boiling water
into each slot in two labeled ice cube trays.
(4) Remove chilled water from refrigerator, measure
temperature.
(5) Carefully measure 15 mL chilled water into each slot in
two labeled ice cube trays.
(6) Place trays on bottom shelf of freezer, along the back wall.
(7) Start timer.
(8) After 1/2 hour, begin checking trays every 15 minutes to
see if solid ice has formed in any tray.
(9) Stop timing when at least one tray has solid ice cubes in it.
6. The average time was 3 hours and 15 minutes.