Science: Middle School: Grades 6, 7 and 8 Quiz - Communicating Results (Questions)

This Science quiz is called 'Communicating Results' and it has been written by teachers to help you if you are studying the subject at middle school. Playing educational quizzes is a fabulous way to learn if you are in the 6th, 7th or 8th grade - aged 11 to 14.

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This quiz is all about the conclusions we can reach after conducting an experiment, and the different ways of sharing our findings.

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Communicating results is about sharing discoveries. Scientists are often imagined as working day and night in lonely laboratories - investigating and observing and measuring. But that is only part of a scientist's work. What would happen if scientists never told anyone about their findings? One of the most important parts of an investigation is the end, where you display your results and tell everyone what you've discovered. There are many ways you can do this - bar charts, graphs, tables etc. You just have to choose the best one.

Try this Communicating Results quiz to see if you know how to go about sharing your findings.

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1. In an investigation, what are 'results'?
[ ] Measurements
[ ] Observations
[ ] Predictions
[ ] Measurements and observations
2. How should your measurements be recorded?
[ ] On some scraps of paper
[ ] On a mind map
[ ] In a table
[ ] It's not necessary to record your measurements
3. How should recorded results be displayed?
[ ] In a bar chart
[ ] In a line graph
[ ] In a scatter graph
[ ] In any of the above
4. The time taken to melt ice cubes wrapped in different insulating materials has been measured and these measurements recorded. How could these measurements be displayed in a bar chart?
[ ] The size of the ice cube on the x-axis; the different materials on the y-axis
[ ] The different materials on the x-axis; the time taken to melt on the y-axis
[ ] The time taken to melt on the x-axis; the size of the ice cubes on the y-axis
[ ] The different materials on the x-axis; the temperature of the ice cubes on the y-axis
5. The strength of different magnets could be tested by counting how many paper clips they could hold. If you were creating a bar chart to display the results, how might you label it?
[ ] The type of magnet on the x-axis; the amount of time on the y-axis
[ ] The type of magnet on the x-axis; the number of paper clips on the y-axis
[ ] The weight of the magnets on the x-axis; the length of time on the y-axis
[ ] The distance of the magnets on the x-axis; the number of paper clips on the y-axis
6. Which of the following would be a good title for a bar chart describing the strength of different magnets by counting how many paper clips they could hold?
[ ] How heavy are paper clips?
[ ] How strong are magnets?
[ ] Why do magnets attract paper clips?
[ ] Which magnet should you buy?
7. Which of the following would be a suitable conclusion to an investigation?
[ ] Cars always make large shadows
[ ] The closer to a source of light an object is, the larger its shadow will be
[ ] Taller people make shadows
[ ] Shorter people don't make shadows
8. Which of the following would be a suitable conclusion to an investigation?
[ ] Woodlice like warm habitats
[ ] Woodlice like cool habitats
[ ] The more damp the habitat, the more woodlice it will have
[ ] Woodlice hate living in damp conditions
9. Fill in the gaps in this sentence:
The _____ the temperature of the water, the ____ sugar it dissolves.
[ ] smaller, most
[ ] larger, lots
[ ] higher, lots
[ ] lower, less
10. Fill in the gaps in this sentence:
The _______ the insulating material, the ______ it takes ice cream to melt.
[ ] thicker, longer
[ ] more, shorter
[ ] warmer, cooler
[ ] higher, thinner
Science: Middle School: Grades 6, 7 and 8 Quiz - Communicating Results (Answers)
1. In an investigation, what are 'results'?
[ ] Measurements
[ ] Observations
[ ] Predictions
[x] Measurements and observations
Things you see, like a change in color, and things you can measure, like an increase in temperature, are results
2. How should your measurements be recorded?
[ ] On some scraps of paper
[ ] On a mind map
[x] In a table
[ ] It's not necessary to record your measurements
Using a table helps you to record your results accurately. Scraps of paper are not very reliable and you might forget what each number means or which measurement it is
3. How should recorded results be displayed?
[ ] In a bar chart
[ ] In a line graph
[ ] In a scatter graph
[x] In any of the above
Different graphs and charts might be better suited to different types of results
4. The time taken to melt ice cubes wrapped in different insulating materials has been measured and these measurements recorded. How could these measurements be displayed in a bar chart?
[ ] The size of the ice cube on the x-axis; the different materials on the y-axis
[x] The different materials on the x-axis; the time taken to melt on the y-axis
[ ] The time taken to melt on the x-axis; the size of the ice cubes on the y-axis
[ ] The different materials on the x-axis; the temperature of the ice cubes on the y-axis
In order to make sure the test would be fair, the ice cubes would all have to be the same size at the beginning
5. The strength of different magnets could be tested by counting how many paper clips they could hold. If you were creating a bar chart to display the results, how might you label it?
[ ] The type of magnet on the x-axis; the amount of time on the y-axis
[x] The type of magnet on the x-axis; the number of paper clips on the y-axis
[ ] The weight of the magnets on the x-axis; the length of time on the y-axis
[ ] The distance of the magnets on the x-axis; the number of paper clips on the y-axis
Time and distance were not a part of this test!
6. Which of the following would be a good title for a bar chart describing the strength of different magnets by counting how many paper clips they could hold?
[ ] How heavy are paper clips?
[x] How strong are magnets?
[ ] Why do magnets attract paper clips?
[ ] Which magnet should you buy?
It is the strength of the magnets that is being tested
7. Which of the following would be a suitable conclusion to an investigation?
[ ] Cars always make large shadows
[x] The closer to a source of light an object is, the larger its shadow will be
[ ] Taller people make shadows
[ ] Shorter people don't make shadows
Conclusions use words like 'shorter', 'colder', 'lower', 'louder', etc. They will also show the relationship between the variable you changed and the variable you measured
8. Which of the following would be a suitable conclusion to an investigation?
[ ] Woodlice like warm habitats
[ ] Woodlice like cool habitats
[x] The more damp the habitat, the more woodlice it will have
[ ] Woodlice hate living in damp conditions
It's important to use scientific language in your conclusion
9. Fill in the gaps in this sentence:
The _____ the temperature of the water, the ____ sugar it dissolves.
[ ] smaller, most
[ ] larger, lots
[ ] higher, lots
[x] lower, less
The lower the temperature of the water, the less sugar it dissolves
10. Fill in the gaps in this sentence:
The _______ the insulating material, the ______ it takes ice cream to melt.
[x] thicker, longer
[ ] more, shorter
[ ] warmer, cooler
[ ] higher, thinner
The thicker the insulating material, the longer it takes ice cream to melt