6_1_1_OSE_Lesson_1_Test_Bank_TR_DOC.docx

[]{#_gjdgxs.anchor}Lesson 1: OpenSciEd^®^ *6.1 Light & Matter* © Carolina Biological Supply Company Test banks for OpenSciEd Middle School provide optional assessment opportunities in addition to those included with the instructional materials. Test banks contain editable, multi-dimensional questi...

[]{#_gjdgxs.anchor}Lesson 1: OpenSciEd^®^ *6.1 Light & Matter* © Carolina Biological Supply Company Test banks for OpenSciEd Middle School provide optional assessment opportunities in addition to those included with the instructional materials. Test banks contain editable, multi-dimensional questions for each lesson in three formats. Create your own tests using the question banks; do not administer as provided. Select, modify, and reorganize the questions to meet the unique needs of all students.  **Multiple Choice:** Multi-dimensional questions that include 4-5 answer options. The correct answer is ALWAYS listed first. Answers should be shuffled by the teacher before assigning them to students.   **Evidence-supported Response:** A scenario or question that provides three correct or partially correct responses. Students choose the best response and then support their claim with evidence. Scoring guidance is provided for the teacher. In some cases, further guidance is provided for students who may need additional support with their response.** **  **Scenario-based Free Response:** A scenario presented with three open-ended questions. Scoring guidance is provided for the teacher to gauge student understanding.  Jump to question type: [[Multiple Choice]](#multiple-choice-questions) [[Evidence-supported Response]](#evidence-supported-response-questions) [[Scenario-based Free Response]](#scenario-based-free-response-questions) Multiple-choice Questions ========================= Why does the music teacher see the music student? a. b. c. d. Why does the music student see himself and not the teacher? a. b. c. d. What important part do we need to include in the scale model to investigate the mirror-window phenomenon? a. b. c. d. How are the parts of the box model alike and different from the real world in explaining the mirror-window phenomenon? a. b. c. d. What might be a limitation of using the box model to explore the mirror-window phenomenon? a. b. c. d. What is the goal of our consensus discussion on the mirror-window diagrams? a. b. c. d. How does the classroom norm of being respectful help during our science discussion? a. b. c. d. What phenomenon are we trying to explain with our diagrams and discussion? a. b. c. d. Why is it important to include a one-way mirror in the scale model for investigating the phenomenon? a. b. c. d. When creating a scale model to investigate the mirror-window phenomenon, what is an important part to include? a. b. c. d. What purpose does a diagram serve when explaining scientific phenomena? a. b. c. d. Why are noticings and wonderings important in a science class? a. b. c. d. What does comparing diagrams with a partner help with? a. b. c. d. What is the value of having classroom norms? a. b. c. d. Why is it important to consider the limitations of a model? a. b. c. d. What does systems thinking involve in the context of scientific exploration? a. b. c. d. Based on the lesson activities, evaluate which step would be most effective in helping the class understand why the music student sees himself instead of the teacher. a. b. c. d. Why do you record noticings and wonderings while watching the video? a. b. c. d. What is the main phenomenon explored in Lesson 1? a. b. c. d. What are classroom norms designed to facilitate in a science class? a. b. c. d. What purpose do scale models serve according to the lesson? a. b. c. d. How does creating a diagram help in understanding a phenomenon? a. b. c. d. What type of questions are encouraged for building towards asking questions from observations of phenomena? a. b. c. d. Why do you compare your diagram with a partner\'s? a. b. c. d. Evidence-supported Response Questions ===================================== What role do diagrams play in understanding the mirror-window phenomenon discussed in class? Choose the best answer and explain. 1. 2. 3. In discussing classroom norms, why is it important for everyone\'s ideas to be valued? Choose the best answer and explain. 1. 2. 3. Why is preparing a \'Notice and Wonder\' chart important when introducing a new phenomenon in class? Choose the best answer and explain! 1. 2. 3. What is the significance of adding a scale model in the investigation of the mirror-window phenomenon? Choose the best answer and explain! 1. 2. 3. Why is it important to critique ideas and not people during science discussions? Choose the best answer and explain. 1. 2. 3. How do classroom norms support the construction of a consensus model in science lessons? Choose the best answer and explain. 1. 2. 3. What is the purpose of mapping the box model to the real-world phenomenon in the mirror-window activity? Choose the best answer and explain. 1. 2. 3. Scenario-based Free-response Questions ====================================== Imagine you are in a classroom with a large, one-way mirror. On one side, there is a music teacher giving a lesson. On the other side, a music student is practicing scales. The music teacher can see the music student clearly, but when the music student looks at the mirror, he only sees his reflection and not the teacher. 1. 2. 3. 1. 2. 3. Imagine you are in a science laboratory, and you are using a periscope to see above a wall that you cannot see over directly. You can see a mirror at an angle that helps reflect the view. The periscope lets you see things that are not in your direct line of sight. 1. 2. 3. 1. 2. 3. In a classroom experiment, students use a flashlight and a piece of transparent glass. One student holds the flashlight on one side of the glass, illuminating the classroom, while another student looks through the glass from the other side. They notice that the glass seems to reflect light on one side while still being transparent. 1. 2. 3. 1. 2. 3. Imagine you are at an amusement park looking at a hall of mirrors. As you move through the hall, you see distorted images of yourself---some mirrors make you look tall and skinny, while others make you look short and wide. This experience makes you curious about how different shapes of mirrors affect reflections. 1. 2. 3. 1. 2. 3. Imagine you are watching a magician perform a trick where he appears to make an object disappear by covering it with a cloth and then removing the cloth to reveal nothing underneath. You are curious about how the magician used light and mirrors to create this illusion. 1. 2. 3. 1. 2. 3. Imagine you are looking through a window during a sunny day with the blinds partially closed. You see patterns of light and shadow on the floor, created by the gaps in the blinds. This makes you think about how light can be blocked and redirected to create such patterns. 1. 2. 3. 1. 2. 3. [[Back to top]](#_gjdgxs)