STEM Summative Part 1

Reviewed by Editorial Team

The ProProfs editorial team is comprised of experienced subject matter experts. They've collectively created over 10,000 quizzes and lessons, serving over 100 million users. Our team includes in-house content moderators and subject matter experts, as well as a global network of rigorously trained contributors. All adhere to our comprehensive editorial guidelines, ensuring the delivery of high-quality content.

Learn about Our Editorial Process

| By Altersitzd

Altersitzd

Community Contributor

Quizzes Created: 2 | Total Attempts: 840

| Attempts: 569

Questions

Feedback

During the Quiz End of Quiz

Difficulty

Easy First Hard First Sequential

Share on Facebook Share on Twitter Share on Whatsapp Share on Pinterest Share on Email Copy to Clipboard Embed on your website

1/16 Questions

What does STEM stand for?
- Science, Theater, Engineering, Mathematics
- Social Studies, Technology, Engineering, Mathematics
- Science, Technology, Engineering, Mathematics
- Science, Technology, Experts, Mathematics

About This Quiz

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.

2.

A _________________ is something that limits the number of solutions to a problem.
- Consequence
- Constraint
- Comma
- Container
Correct Answer

A. Constraint

Explanation

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?
- Your mom drives you home to get another pair of jeans.
- You wear the extra pair of pants you have with you.
- You drive the car home.
- Your friend lends you a pair of his soccer pants to wear.
Correct Answer

A. 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:

1
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?
- You cannot use pen on the test
- Your teacher doesn't have any pencils
- Your teacher doesn't have any pencils AND you cannot use pen on the test
- There are no constraints to this problem.
Correct Answer

A. Your teacher doesn't have any pencils AND you cannot use pen on the test

Explanation

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.
- Each step is short and to the point.
- They are spoken slowly and clearly.
- They are easy to understand.
- They use really big words and each step is very long.
Correct Answer(s)

A. Each step is short and to the point.
A. They are spoken slowly and clearly.
A. 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:

1
6.

The design loop has ___ steps.
- 7
- 6
- 5
- 4
Correct Answer

A. 7

Explanation

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:

1
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)
- 18.8 N
- 88.2 N
- 1.09 N
- 9.8 N
Correct Answer

A. 88.2 N

Explanation

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?
- 1.5 N
- 4 N
- 6 N
- 9 N
Correct Answer

A. 9 N

Explanation

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)
- Yes
- No
Correct Answer

A. No

Explanation

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
- 0.2 in.
- 125 in.
- 250 in.
- 50,000 in.
Correct Answer

A. 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
- 8 ft.
- 50 ft.
- 75 ft.
- 208 ft.
Correct Answer

A. 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?
- 6
- 5
- 4
- 3
Correct Answer

A. 6

Explanation

We learned about six different types of bridges.

Rate this question:
13.

How many FORCES did we learn about?
- 6
- 5
- 4
- 3
Correct Answer

A. 4

Explanation

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"?
- The distance of the whole bridge.
- The distance between two supports.
- The distance from one bridge to another.
Correct Answer

A. 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 (Updated): Oct 20, 2024 +

Our quizzes are rigorously reviewed, monitored and continuously updated by our expert board to maintain accuracy, relevance, and timeliness.

Current Version
Oct 20, 2024

Quiz Edited by
ProProfs Editorial Team
Jun 14, 2016

Quiz Created by
Altersitzd

STEM Summative Part 1

What does STEM stand for?

Quiz Preview

A _________________ is something that limits the number of solutions to a problem.

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?

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?

What characteristics make a set of GOOD instructions? Choose ALL that are correct.

The design loop has ___ steps.

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)

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?

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)

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

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

How many bridge TYPES did we learn about?

How many FORCES did we learn about?

What is the definition of a bridge's "span length"?

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)

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?