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Door Closer Damage Control Module 1

IL Career & Technical Ed Math & Science Project 2008

Teaching Guide

For

Door Closer Damage Control

Illinois Transportation, Distribution and Logistics Math and Science Project

2008



Table of Contents Acknowledgements

Jed A. Miller, structural designer, Smurfit-Stone Container Corporation

Amanda Nixon, Galesburg High School, Galesburg, IL

Problem Solving Activity Overview of Module

� Scenario Focus (Pathway, Job Titles, Related Subject Matter)

� Description of the Problem to be solved

� TDL Cluster Knowledge and Skills and Performance Elements Addressed

� Illinois Learning Standards Addressed

� Objectives

� Measurement Criteria

� Teacher Notes

� Time Required to Complete Problem

� Support Materials and Resources Necessary for Completion of Scenario

Lesson 1 with Handout 1 and 2

Lesson 2 with Handout 3 and 4

Lesson 3 with Handout 5




Lesson 7 Teacher Assessment Materials

• Final Evaluation

• Rubric

• Sample Student Work

Appendix

• Glossary of Terms

• Toolbox Bibliography

• Pre/Post Test and Answers



Scenario Focus Primary Career Pathway: Logistics Planning and Management

Occupation/Job Titles Related to this Scenario: structural designer and quality control engineer

Recommended Teaching Subject Areas: math, industrial technology

Teacher/Writer Information Amanda Nixon, [email protected], (309) 343- 4146

Business/Industry/Government Partner

Smurfit-Stone Container Corporation, 1-800-331-7838

Scenario Problem Statement and Performance Elements You are a structural designer for Smurfit-Stone Container Corporation. LCN, the maker of door

closers, has had problems with damage occurring to the cover box of the door closer during

shipping. LCN’s quality control engineer has determined the damage can be reduced by a

different corrugated cardboard insert. You need to design a new insert that will reduce damage

without increasing costs. You have 2 weeks to develop a new insert and present the model to

LCN’s representative.

Cluster Knowledge and Skills and Performance Elements

• Determine packaging, transporting, storage, and handling requirements

• Identify and evaluate alternative solutions

• Present and explain information on packaging and material handling solutions

Illinois Learning Standards:

Mathematics: • Calculate by an appropriate method the length, width, height, perimeter, area, volume,

surface area… of common geometric figures or combinations of geometric figures. (I-

7C.6)

• Construct, read, interpret, infer, predict, draw conclusion, and evaluate data from various

displays, including histograms and scatter plots. (H-10A.1)

• Justify the results of symbol manipulations, including those carried out by technology. (I-

8A.7)



Science: • Create and conduct technological design testing objectively, sketching schematic of

design or predictions, or incorporating the appropriate safety, available technology, and

equipment (H-11B.2)

• Represent results of analysis to produce findings comparing data sets according to the

design criteria, evaluating multiple prototype solutions to the overall design success

criteria, or proposing explanations for sources of error in the data set with regards to

product design flaws, or model limitations (H-11B.4)

What I want students to Know What I want student to be Able to Do • Corrugated cardboard vocabulary • LCN’s door closer vocabulary • Definition of logistics and

transportation • Career opportunities in

logistics/manufacturing

• Calculate failure rate of a corrugated

cardboard box

• Calculate scoring allowances for

dimensions of box

• Interpret schematic drawing to find

dimensions of box

• Make a model of recommended insert

• Present recommendations in

professional manner

Objectives:

• Use McKee formula to determine failure rate of a corrugated cardboard box

• Write and solve polynomial equations involving volume of rectangular prisms.

• Present recommended insert

• Make a model of recommended insert

• Learn about role of logistics and distribution within manufacturing/retail industry

Measurement Criteria of an acceptable solution 1. Developed a schematic drawing of a model in proper dimension.

2. Developed a model of the recommended insert.

3. All calculations were correct and utilized McKee formula calculations.

4. Presented solutions in oral presentation that

• Was interesting

• Covered topic in depth with details and examples

5. Workload was divided and shared equally by all team members.

6. Product showed original thought and creativity.



Teacher Notes: Students should have a good working knowledge of math and formulas. If you would like to give a

pre and post test on the math skills taught in this problem solving activity, there is a test in the

appendix with answers.

Please review the materials needed prior to starting the problem solving activity. These can be

found in the Overview section and in the Toolbox Bibliography in the Appendix. You will need to

make copies of some of the handouts for students to use.

Time Required to Complete Problem: approximately 12 hours if include pre and post test administration

Types of Materials included in this Module: 1. Lesson plans for each topic with student activities

2. A copy of student handouts for duplication.

3. Problem Statement and Helpful Website Handouts

4. Static compression Packet

5. Door Closer Rubric for Assessment

Support Materials and Resources Necessary for Completion of Scenario:

• Fibre Box Handbook, Great Northern Packaging Corporation

• Computer lab with internet access

• Distribution DVD—What in the World is the Global Supply Chain? (Available from

CSCMP, Council of Supply Chain Management Professionals, 2805 Butterfield Rd., #200,

Oak Brook, IL 60523 or www.cscmp.org.)

• Calculators are required for the Algebra II course where I implemented the module.

(I recommend a TI-30X IIS or B – solar or battery)

• Larson et al, Algebra II (2004), McDougal Littell, - incorporated into Ch.6 on Polynomials

• Tinker Toys

• Florist foam

• Graph Paper



Lesson 1 TOPIC Problem Introduction TIME ESTIMATE 85 minutes

OBJECTIVES

• Students will be able underatand problem statement and develop list of questions needed to

solve the problem.

• Students will discover the products made by Smurfit-Stone and LCN and how the

companies need each other.

MATERIALS & RESOURCES

• Handout 1 – The Problem Statement

• Handout 2 – Information about Smurfit-Stone and LCN

• Websites: http://www.smurfit-stone.com:8080/content/

. http://www.lcnclosers.com/

Lesson Description & Activities Steps No. of

Minutes

ACTIVITIES

1 15 - Introduce Problem Based Scenario

- View DVD on Logistics/Transportation

2 20

- Distribute Handout 1, Problem Statement and brainstorm questions.

3 25 – 40

- Go to computer lab to explore the websites and answer KWHL

questions using Handout 2, Information About Smurfit-Stone and

LCN.

- If needed, add more questions to research as a result of

brainstorming.

4 25

- Return to the classroom and discuss answers to KWHL questions on

Handout 2.

(I used these to jumpstart our intro into McKee formula)



Problem Statement:

You are the structural designer for Smurfit-Stone Container Corporation. LCN, the

maker of door closers, has had problems with damage occurring to the cover box of the

door closer during shipping. LCN’s quality control engineer has determined the damage

can be reduced by a different corrugated cardboard insert. You need to design a new

insert that will reduce damage and reduce costs.

K What do I KNOW?

W What do I WANT to

know?

H HOW do I learn?

L What did I LEARN?

Lesson 1, Handout 1

Door Closer Module



Information about Smurfit-Stone and LCN

1. What does Smurfit-Stone company produce? (List at least 4 different PRODUCTS,

not model types).

2. What product/division does our problem involve?

3. What does LCN door closer company produce? (List at least 4 different PRODUCTS,

not model types).

4. How can Smurfit-Stone meet the needs of the LCN’s problem?

5. Other websites to share?

Lesson 1, Handout 2

Door Closer Module



Lesson 2

TOPIC Examine Insert/Intro to McKee Formula TIME ESTIMATE 85 minutes

OBJECTIVES

• Students will examine current insert to develop ideas about possible modifications.

• Students will use McKee Formulas and compression Strength to verify LCN findings that

the damage is occurring based on the insert not the outside container.

• Students will compute the compression strength of a box made by Serv-A-Lite.

• Students will be able to write and solve polynomial equations involving volume of rectangular

prisms (boxes).


• Handout 3, Static Compression Load (provided by Smurfit Stone from their publication,

Corrugated Solutions: Warehousing Stacking Performance Evaluation)

• Handout 4, Solving Polynomial Equations

• Sample of current insert


Minutes

ACTIVITIES

1 10

- Distribute to class current insert for examination to determine what

changes can be made.

- Discuss as a class or in group, changes that could be made.

2 15 – 20

- Distribute McKee formula packet and work through example together

on Handout 4, Solving Polynomial Worksheet

3 55

- Present lesson from text Larson et al, Algebra II, McDougal Littell, 2004 on §6.1 Exponents.

- Assign homework: p. 326 ( 2 – 14 all, 16 – 46 even, 48 – 51 all)



Lesson 2, Handout 3

Door Closer Module



Lesson 2, Handout 3 Answers

Door Closer Module



Solving Polynomial Equations

Review: Find all real solutions to the polynomial equation.

1. ( )( )4 3 8 0x x x+ − = 2. 3 28 3 24 0x x x+ − − =

3. 4 32 125 250x x x+ − =

Example 1: Write an equation to find the volume of the figure and solve for x.

1. Volume of the box = 440 in3

(Choices for x = 8, 5, 3)

2. The length of a box is 4 more than the width. The height is 2 more than three times the width. If

the volume is 96 m3, solve for the width. (Choices for width: 7, 3, 2)

2 1x +

3x +

x

Lesson 2, Handout 4

Door Closer Module



Lesson 3 TOPIC McKee Formula II TIME ESTIMATE 85 minutes

OBJECTIVES

• Students will use the McKee formula to analyze the insert.


• Handout 3, McKee packet handouts from Lesson 2

• Handout 5, Polynomial Word Problems—Static Compression Load

• Original insert


Minutes

ACTIVITIES

1 25

- Discuss results of McKee formula from yesterday.

- Redo formula for insert conditions (see Handout 5 for conditions).

Even though our inserts are B flute, we only have data for C flutes, so

we can determine the type of fibreboard to use in C flute.

2 15

- Discuss vocabulary, especially the difference between score lines and

actual cuts through the fibreboard.

- Pass around original insert and let students touch it and play with.

- Then, demonstrate how it folds around the “model closer pieces”

3 55

- Present lesson on §6.2 Evaluating Polynomials from Larson et al, Algebra II, McDougal Littell, 2004

- Assign for Homework: p.333 ( 15 – 36, 90 -110)



Lesson 3, Handout 5

Door Closer Module

Polynomial Word Problems – Static Compression Load

LCN Door Closer Insert:

Let

weight of box and contents

layers per unit

units per stack

weight of pallet

boxes per layer

A

B

C

D

E

=

=

=

=

=

. If the weights of each box is 8 lbs and there are 6 boxes

per layer and 4 layers per unit. Each pallet weighs 5lbs and the forklift can stack 2 units per

stack.

See picture to the right.

Complete the McKee Formula to determine if the box will crush.

Step A:1. Determine the pallet factor (PF): PF D E= ÷

2. Determine the static weight (SW): ( )1SW A B C= −�

3. Determine the static compression load: ( 1)SL PF C SW= − +

4. Based on other factors that have been determined, the safety factor (SF) is 6.0.

Find the dynamic strength requirement (DSR): DSR SL SF= +

Step B: 1. Determine the size adjustment factor (SAF): / factor Depth factorSAF L W= • (see

tables)

The L/W ratio is 2.3 to 1and the box depth is 5.5 inches .

Step C: 1. Determine the perimeter factor (PERI): See table.

The perimeter is 43 inches

Step D: 1. Determine the board compression factor (BCF): DSR

BCFSAF PERI

=•

Determine the type of corrugated cardboard to use:

1. Use the BCF to determine the type of cardboard to use.

C Flute ECT Grade Combination

layers per unit

units per stack

Lesson 3, Handout 5

Door Closer Module



Lesson 3, Handout 5

Answers

Door Closer e



Lesson 4 TOPIC Make Model Inserts TIME ESTIMATE 85 minutes

OBJECTIVES

• Students will make a model of the improved insert.


• Graph paper

• Rulers (inches)

• Tinker toy models of door closer arms and green rectangular florist foam to model

size/shape of door closer cover

• Handout 6, Sketch Layout


Minutes

ACTIVITIES

1 10

- Distribute Handout 6, Sketch layout of original insert.

- Have students analyze score lines, flute, wall size to find improvement

options

2 25 – 40

- Assuming the same overall length and width, make a new layout for

your insert, include flute size, score lines, and wall size

3 25

- Present lesson from text, Larson et al, Algebra II, McDougal Littell, 2004 on §6.3 Adding, Subtracting, Multiplying Polynomials.

- Assign homework: p. 341 (12 – 63)



Lesson 4, Handout 6

Door Closer Module



Lesson 5 TOPIC Examine reject model TIME ESTIMATE 85 minutes

OBJECTIVES

• Students will sketch on graph paper revised model showing adjustments made.


• Graph paper

• Rulers (inches)

• Tinker toy models of door closer arms and green rectangular florist foam to model

size/shape of door closer cover

• Handout 7, LCN Door Closer Insert Layout Version II

• pieces of cardboard to cut inserts from


Minutes

ACTIVITIES

1 10

- Distribute Handout 7, Layout of Insert Version II and discuss

differences and changes. Since this was rejected, brainstorm what

worked and what didn’t work to make changes to group’s initial sketch.

2 25 – 40

- Allow groups time to change sketch and make final changes to insert

3 25

- Using text, Larson et al, Algebra II, McDougal Littell, 2004 , present lesson on §6.4 Factoring & Solving Polynomial Equations.

- Assign Homework: p. 348 (19 - 67odd, 88,89)



Lesson 5, Handout 7

Door Closer Module



Lesson 6

TOPIC Make final changes for presentations TIME ESTIMATE 85 minutes

OBJECTIVES

• Students will prepare report on new/revised insert.


• Pieces of cardboard

• Access to computers

• Handout 8, Rubric for Presentation


Minutes

ACTIVITIES

1 20

- Distribute Handout 8, Rubric, and discuss grading scale and

presentation expectations: dress up, be respectful, etc.

2 45

- Allow time for students to use computer lab and library tables to

prepare and finalize their reports for presentation.

3 20

- Review as a class, Chapter 6 of Larson et al, Algebra II, McDougal Littell, 2004 p. 947 ( 1 – 28, 35 – 59)



RUBRIC FORMAT – Door Closer Presentation

CATEGORY 4 3 2 1

Oral Presentation

Interesting, well-rehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Workload The workload is divided and shared equally by all team members.

The workload is divided and shared fairly by all team members, though workloads may vary from person to person.

The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Originality Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people's ideas (giving them credit), but there is little evidence of original thinking.

Uses other people's ideas, but does not give them credit.

Lesson 6, Handout 8

Door Closer Module



Lesson 7 TOPIC Present Sample TIME ESTIMATE 85 minutes

OBJECTIVES

• Students will make presentation to class concerning cardboard insert.


• Grading Rubric – see attached in Final Evaluation

Lesson Description & Activities

Steps No. of

Minutes

ACTIVITIES

1 85 - Have each group present their solutions.

- Discuss pros and cons.

- May choose to have classmates grade as well. (I did this but didn’t

use them in their final grade. )



Teacher

Assessment Materials



FINAL EVALUATION

Problem Statement to be Solved: You are a structural designer for Smurfit-Stone Container Corporation. LCN, the maker of door

closers, has had problems with damage occurring to the cover box of the door closer during

shipping. LCN’s quality control engineer has determined the damage can be reduced by a different

corrugated cardboard insert. You need to design a new insert that will reduce damage without

increasing costs. You have 2 weeks to develop a new insert and present the model to LCN’s

representative.

Performance element and academic learning standards being assessed.

Career Clusters • Determine packaging, transporting, storage, and handling requirements

• Identify and evaluate alternative solutions

• Present and explain information on packaging and material handling solutions

Mathematics: • Calculate by an appropriate method the length, width, height, perimeter, area, volume,

surface area… of common geometric figures or combinations of geometric figures. (I-

7C.6)

• Construct, read, interpret, infer, predict, draw conclusion, and evaluate data from various

displays, including histograms and scatter plots. (H-10A.1)

• Justify the results of symbol manipulations, including those carried out by technology. (I-

8A.7)

Science: • Create and conduct technological design testing objectively, sketching schematic of

design or predictions, or incorporating the appropriate safety, available technology, and

equipment (H-11B.2)

• Represent results of analysis to produce findings comparing data sets according to the

design criteria, evaluating multiple prototype solutions to the overall design success

criteria, or proposing explanations for sources of error in the data set with regards to

product design flaws, or model limitations (H-11B.4)

Measurement Criteria of an acceptable solution 1. Developed a schematic drawing of a model in proper dimension.

2. Developed a model of the recommended insert.

3. All calculations were correct and utilized McKee formula calculations.

4. Presented solutions in oral presentation that

� Was interesting



� Covered topic in depth with details and examples

5. Workload was divided and shared equally by all team members.

6. Product showed original thought and creativity.

RUBRIC FORMAT – Door Closer Presentation

CATEGORY 4 3 2 1

Oral

Presentation

Interesting, well-

rehearsed with

smooth delivery

that holds audience

attention.

Relatively

interesting,

rehearsed with a

fairly smooth

delivery that usually

holds audience

attention.

Delivery not

smooth, but able to

hold audience

attention most of

the time.

Delivery not

smooth and

audience attention

lost.

Content Covers topic in-

depth with details

and examples.

Subject knowledge

is excellent.

Includes essential

knowledge about

the topic. Subject

knowledge appears

to be good.

Includes essential

information about

the topic but there

are 1-2 factual

errors.

Content is minimal

OR there are

several factual

errors.

Workload The workload is

divided and shared

equally by all team

members.

The workload is

divided and shared

fairly by all team

members, though

workloads may vary

from person to

person.

The workload was

divided, but one

person in the group

is viewed as not

doing his/her fair

share of the work.

The workload was

not divided OR

several people in

the group are

viewed as not doing

their fair share of

the work.

Originality Product shows a

large amount of

original thought.

Ideas are creative

and inventive.

Product shows some

original thought.

Work shows new

ideas and insights.

Uses other people's

ideas (giving them

credit), but there is

little evidence of

original thinking.

Uses other

people's ideas, but

does not give them

credit.

Sample Student Solution: On the following pages are examples of one groups solution to the problem. There could

be multiple answers but this is just one example of an acceptable product.



12" by 16"

1scale: " 1 inch

4

flute, single walled

dashed lines = score lines

solid lines = cut lines

B

=

Student Sample

Door Closer Module



Photos of Student Sample 1:



A P P E N D I X



GLOSSARY of TERMS:

For all cardboard related vocabulary, see Fibre Box Handbook. (This book was indispensible and worth the $20 on www.amazon.com).

a. Box dimensions: always stated in order length, width, depth, determined by inside dimensions of the box;

b. Compression strength is the weight limits of a fibreboard box. c. Depth is the distance between the innermost surfaces of the box measured

perpendicular to the length and width d. Flute: One of the waves shapes in the inner portion of combined corrugated

fibreboard. The most common flutes are shown below:

Name Flutes per linear foot

Approx. height

A-flute

33 3± 3

inch18

B-flute

47 3± 3

inch32

C-flute

39 3± 9

inch64

D-flute

90 4± 3

inch64

e. Length is the larger of the 2 open face measures f. McKee formula: The formula used to determine the compression strength of a

fibreboard box. g. Pallet layers: Number of rows able to be stacked on a safely stacked on a pallet

h. Score line: An impression or crease in corrugated fibreboard to locate and facilitate folding

i. Stack units: Numbers of pallets that can be stacked safely on a forklift j. Wall type (Single, Double, Triple): The number of layers of corrugation in a box. k. Width is the smaller of the 2 open face measures



Toolbox Bibliography

• Internet Websites:

Business Partners: 1. http://www.lcnclosers.com/ 2. http://www.smurfit-stone.com:8080/content/

3. http://webstore.ansi.org/

4. http://www.astm.org/index.shtml

5. http://www.tappi.org/s_tappi/index.asp

TDL Research: 1. http://www.curriki.org/xwiki/bin/view/Main/WebHome

Worksheets: 1. http://www.edhelper.com/teachers/General_graphic_organizers.htm

2. http://rubistar.4teachers.org/index.php

• Books: Fibre Box Handbook (1984) Grand Rapids, MI: Great Northern Packaging

Corporation.

Larson, Boswell, Kanold, Stiff, Algebra II (Illinois Teacher’s Edition), 2004,

McDougal Littell

• DVDs: Council of Supply Chain (2005) What is World is the Global Supply Chain?

Oakbrook, IL: A Madtown Media Production

� ITMS Pre/Post Test on following pages



Name: IMSP Pre/Post Test

Directions for Taking the Test Write your name on the top of the test sheet. The test contains 20 multiple choice items. Each item has only one correct or best answer. Do not mark more than one response. If some items seem difficult to answer, it may be wise to skip them until you have attempted all the items on the test, and then return to the skipped items. When you are finished check your work. There is no time limit. Reference Sheet for Mathematics Test A reference sheet of formulas has been printed on the last page of the test. You may use the reference sheet while taking the test. Sample Test Item Try the sample test item written below.

Sample Multiple Choice Test Item

The same rule is applied to each number in the pattern below. 1, 9, 25, 49, 81, … What is the 6

th number in the pattern?

A. 40 B. 100 C. 121 D. 144 E. 169

Pre/Post Test

Door Closer Module



For 1 – 20, circle the letter of the best answer.

1. Which of the following could NOT be folded into a cube? A)

B)

C)

D)

2. Alan says that if a figure has four sides, it must be a rectangle. Gina does not agree. Which of the following figures shows that Gina is correct? A)

B)

C)

D)

3. The diagram is part of a scale drawing of

a house.

What is the length, in feet, of the side whose dimension is not given in the diagram?

A) 12

B) 24

C) 30

D) 36

E) 40

4. When the rectangle above is folded along the dotted line, point P will touch which of the lettered points?

A) A

B) B

C) C

D) D

E) E



5.

The squares in the figure above represent the faces of a cube which has been cut along some edges and flattened. When the original cube was resting on face X, which face was on top? A) A B) B C) C D) D E) blank 6. It takes 64 identical cubes to half fill a rectangular box. If each cube has a volume of 8 cubic centimeters, what is the volume of the box in cubic centimeters?

It takes 64 identical cubes to centimeters, what is

A) 1,024 1,024 B) 512 512 C) 128 128 D) 16 E) 8

16

7. A rectangular pool 24 feet long, 8 feet wide, and 4 feet deep is filled with water. Water is leaking from the pool at the rate of 0.40 cubic foot per minute. At this rate, how many hours will it take for the water level to drop 1 foot?

A) 4 B) 8 C) 12 D) 16

E) 32

8. If a measurement of a rectangular box is given as 48 cubic inches, then the measurement represents the A) distance around the top of the box B) length of an edge of the box C) surface area of the box D) volume of the box E) diagonal of the box 9. The farm where you just started working has a vertical cylindrical oil tank that is 2.5 feet across

on the inside. The depth of the oil in the tank is

2 feet. If 1 cubic foot of space holds 7.48 gallons,

about how many gallons of oil are left in the tank?

A) 37 B) 59 C) 73 D) 230 E) 294 10. You are preparing to tile the floor of a rectangular room that is 15½ feet by 18½ feet in

size. The tiles you plan to use are square,

measuring 12 inches on each side, and are sold in

boxes that contain enough tile to cover 25 square

feet. How many boxes of tiles must you order to

complete the job?

A) 11

B) 12

C) 34

D)59

E) 287



11.

The graph shows mercury levels found in sediments,

prey animals, and adult shorebirds in a bay along the

Gulf Coast. What inference can best be drawn from

these data?

A) Mercury levels are elevated by the presence of

shorebirds

B) Mercury concentrations are highest in shorebirds

C) Mercury is produced by sediments

D) Mercury assures the survival of prey animals

12.

This statement is a poor hypothesis because it is NOT

A) a question

B) testable

C) observable

D) a comparison

13.

The graph shows the percentage of hemoglobin that

combines with carbon monoxide (CO) at various

concentrations. Exposure to 400 parts per million of

CO in air can cause people to experience nausea and a

throbbing headache. According to the graph, about

what percentage of hemoglobin is bound to CO at a

concentration of 400 parts per million?

A) 25%

B) 35%

C) 40%

D) 55%

14.

Male sea lions can be twice the size of female sea

lions. Which best explains the difference in size

between the male and the female sea lion?

A) Orcas and sharks prey on sea lions

B) Male and female sea lions hunt on land and at sea

C) Sea lions hold their breath while diving

D) Males compete with one another for females



15.

In what part of the process should safety

precautions be planned?

A) Q

B) R

C) S

D) T

16. An unusual type of fossil clam is found in rock layers high in the Swiss Alps. The same type of fossil clam is also found in the Rocky Mountains of North America. From this, scientists conclude that A) glaciers carried the fossils up the mountains

B) the Rocky Mountains and the Swiss Alps are both volcanic in

origin

C) clams once lived in mountains, but have since evolved into sea-dwelling creatures

D) the layers of rocks in which the fossils were found are from the same geologic age

17.

The graph shows the distance traveled by a vehicle

over a certain period of time. Which segment of the

graph shows the vehicle moving with the greatest

speed?

A) L

B) M

C) N

D) O

18.

The table below gives additional information about the planets: their periods of revolution about the Sun and rotation about their axes.

Planet

Mean Distance from the Sun (million kilometers)

Period of Revolution (Earth time)

Period of Rotation (Earth time)

Mercury 58 88 days 59 days

Venus 108 225 days 243 days

Earth 150 365 days 23.9 hours

Mars 228 687 days 24.6 hours

Which planet has the longest year in Earth time? A) Mercury

B) Venus

C) Earth

D) Mars



19. The following question refers to the topographic map below, which shows Willow Hill (elevation 312 feet) and Hobbes Creek. On the map, each contour line represents 20 feet of elevation. What is the elevation at point X ? A) 240 feet

B) 250 feet

C) 280 feet

D) 300 feet

20.

The diagram above shows a food web in a large park. Each circle represents a different species in the food web. Which of the organisms in the food web could be referred to as primary consumers? A) 7 only

B) 5 and 6 only

C) 2, 3, and 4 only

D) 2, 5, and 7 only

End of Test



Pre/Post Test Answer Sheet School Year 2007 – 2008

Question Source Answers

1. NAEP B 2. NAEP D 3. NAEP D 4. NAEP D 5. NAEP A 6. NAEP A 7. NAEP B 8. NAEP D 9. WorkKeys C 10. WorkKeys B 11. Texas B 12. Texas B 13. Texas B 14. Texas D 15. Texas C 16. NAEP D 17. Texas A 18. NAEP D 19. NAEP C 20. NAEP C

Grouping of Questions by Math Descriptor

7C 8A 10A

3 10 1 6 2 7 4 8 5 9 10

Grouping of Questions by Science Descriptor

11A 11B 12D 13A 13B

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door closer damage control - transportationcareers.org · • use mckee formula to determine...

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