Refer to the following scenario to answer Questions 3 through 7.
Hemlocks are a common type of tree in the northern forests of the United States. In studying one forest, a forester noticed that mature hemlocks were abundant but there were very few young hemlocks. She wondered why there were so few young hemlocks. By reading the records that other foresters in that area had kept, she learned that the population of deer living in the forest had doubled in the last five years. By reading studies on forests that other scientists had performed, she also learned that deer in similar forests like to eat young hemlocks and the young trees of other species.
Which question most closely relates to the forester's observations and the collected scientific data on forests?
A- Why are there so many deer in the forest?
B- Did a lack of rain cause the hemlocks to stop reproducing?
C- Are deer eating most of the young hemlocks?
D- Do the young hemlocks have a disease?
(My guess is C)
In the scenario, the forester wonders why one forest had mature hemlocks and very few young hemlocks. Which part of a scientific method does this best illustrate?
A- making an observation and asking a question
B-setting up an experiment
C-forming a hypothesis
D- communicating the results of a study
(mu guess is A)
Which statement is a hypothesis that would best address the question "Are deer eating the young hemlocks and preventing them from growing?"
A- Deer will eat young hemlocks, but not old hemlocks
B- If the hemlocks are tasty to the deer, the deer will eat them.
C- Deer are eating young hemlocks.
D- If deer are eating young hemlocks, then keeping deer away from the young trees will allow the trees to grow.
(my guess is D)
To test her hypothesis, the forester set up an experiment. She placed fencing around a group of 15 young hemlocks to prevent deer from eating them. She left a group of 15 young trees with no fencing around them. Each day, she examined the trees for evidence that deer had been eating their twigs and branches, and counted the number of trees with visible bite marks.
Which is the control group for this experiment?
A- the young trees without fencing
B- the young trees surrounded by fencing
C- the number of deer in the forest
the fencing
D- the fencing
(my guess is B)
Please help!
I agree with all of your answers. :-)
Ok, thank you so much! :)
You're very welcome.
The correct answers are as follows:
3. The question that most closely relates to the forester's observations and the collected scientific data on forests is C- Are deer eating most of the young hemlocks?
This question is closely related because the forester observed that there were abundant mature hemlocks but very few young hemlocks. By reading the collected scientific data, she learned that deer in similar forests like to eat young hemlocks and the young trees of other species. Therefore, it would make sense for her to ask if deer are eating most of the young hemlocks, as this would provide a potential explanation for the lack of young hemlocks in the forest.
4. The part of the scientific method that best illustrates the forester's wondering about the lack of young hemlocks is A- making an observation and asking a question.
In the scenario, the forester observed that there were abundant mature hemlocks but very few young hemlocks. This observation led her to wonder why there were so few young hemlocks. This process of making an observation and asking a question is one of the initial steps in the scientific method.
5. The hypothesis that would best address the question "Are deer eating the young hemlocks and preventing them from growing?" is D- If deer are eating young hemlocks, then keeping deer away from the young trees will allow the trees to grow.
This hypothesis directly addresses the question by stating that if deer are eating young hemlocks, then preventing deer from accessing the young trees will allow them to grow. It establishes a cause-and-effect relationship between the presence of deer and the growth of young hemlocks.
6. The control group for the experiment is A- the young trees without fencing.
In an experiment, the control group is the group that does not receive any treatment or intervention. In this case, the control group is the group of young trees without fencing. The purpose of having a control group is to provide a baseline for comparison and to ensure that any observed effects can be attributed to the independent variable (in this case, the presence or absence of fencing).
I hope this helps!