Question

apply inquiry and review the big idea
write the answers to these questions.

1. aaliya knows that sliced apples turn brown when left out in the open air. she also that pouring certain liquids on them will keep this from happening. aaliya thinks water, ginger ale, or lemon juice may do the trick. how could aaliya set up an exp to gather evidence to support a claim about these liquids? what are the variables? will she use as a control?

1. yamil is observing a fossil insect preserved in amber.

what can yamil learn about the fossil through observation?
what tools might she use to make her observations?

Explanation:

Question 18

To set up the experiment, Aaliya can:

1. Prepare four sets of sliced apples (same type, size, freshness).
2. Leave one set untreated (control, to show natural browning).
3. Pour water on the second set, ginger ale on the third, and lemon juice on the fourth.
4. Leave all sets in the same environment (same temperature, light, air exposure) and observe browning over time (e.g., 0, 30, 60 minutes).

Variables:

• Independent variable: Type of liquid (water, ginger ale, lemon juice, or none for control).
• Dependent variable: Degree of browning (measured by visual assessment or color scale).
• Controlled variables: Apple type, slice size, environment (temp, light, air), time of observation.

Control: The untreated apple slices (to compare browning without any liquid).

She can record browning intensity (e.g., on a scale of 1 - 5, 1 = no browning, 5 = very brown) at regular intervals. After a set time (e.g., 1 hour), she can compare the browning of each liquid - treated set to the control. If a liquid - treated set has less browning than the control, it supports the claim that the liquid slows browning.

What Yamil can learn:

• Physical Features: The insect’s body structure (e.g., wings, legs, antennae shape), size, and any details of its external anatomy (like color patterns, if preserved).
• Behavioral/ Ecological Clues: If the insect is in a particular position (e.g., trapped while flying, feeding), it might suggest its behavior at the time of entrapment. Also, the type of amber (e.g., from a certain tree resin) and any other organisms or particles in the amber can hint at the ancient environment (e.g., if there are plant fragments, it suggests a forested area).
• Fossilization Process: How the insect was preserved (e.g., if it’s fully intact, partially decomposed) can show details of the amber - forming process and the conditions at the time.

Tools for Observation:

• Magnifying Glass: For basic, low - power magnification to see general features.
• Microscope (Stereo or Compound): A stereo microscope for 3D viewing of the insect’s external features; a compound microscope for more detailed views of small structures (like wing veins, tiny body parts).
• Lighting Tools (e.g., LED Light, Fiber - Optic Light): To illuminate the amber and insect from different angles, making details more visible (especially if the amber is opaque or has internal reflections).
• Digital Camera/ Microscope Camera: To capture images for closer study, measurement, or documentation.

Answer:

• Experiment Setup:
• Prepare 4 groups of identical apple slices (same apple, same slice size, same freshness).
• Group 1: No liquid (control).
• Group 2: Pour water.
• Group 3: Pour ginger ale.
• Group 4: Pour lemon juice.
• Place all groups in the same environment (e.g., room temperature, same light, same air exposure).
• Observe and record browning (e.g., on a 1 - 5 scale, 1 = no browning, 5 = very brown) at set times (e.g., 0, 30, 60 minutes).
• Variables:
• Independent: Type of liquid (water, ginger ale, lemon juice, none).
• Dependent: Degree of apple browning.
• Controlled: Apple type, slice size, environment (temp, light, air), observation time.
• Control: Untreated apple slices.
• Evidence Gathering: Compare browning levels of liquid - treated groups to the control. If a liquid - treated group has less browning, it supports the claim that the liquid prevents browning.

Question 19