Read the selection and choose the best answer to each question.

Then fill in the

answer on your answer document.

THE TESTABLE QUESTION

Characters –
Alyssa . . . student Emma . . . student
Toby . . . student Ms. H . . . teacher
Monica . . student

SCENE ONE

1 Curtain opens – A science classroom. Students are seated at a table, working as a

team, trying to decide on an experiment for the science fair. Books, spirals,
pencils, laptops, etc. are spread across the table. The students are having a difficult
time coming to an agreement. Toby wants to use a model volcano his brother made
when he was a fourth grader, but the others don’t agree.

2 Alyssa – (Frustration showing) Okay, one more time . . . a science fair experiment
can’t have molds or bacteria of any kind, it can’t have toxic chemicals, and it can’t
explode!
3 Toby – But it doesn’t really explode. It just looks like it explodes. The best part is
we don’t have to make it. It’s already made and my brother already said we could
use it.

4 Monica – But there’s no testable question, Toby. That’s the problem . . . (with
emphasis) NO TESTABLE QUESTION!

5 Toby – Okay, then here’s a question, “What does a volcano look like when it
explodes . . . Uh, not when it explodes . . . when it erupts . . . What does a volcano
look like when it erupts? That’s a question.

6 Alyssa – (More frustrated) But it’s not TESTABLE!

7 Ms. H – Five more minutes, guys. Your proposals should be just about done by now.
Of course, those of you who want to stay in from Friday Free Time are welcome to
keep working, (Looking at Toby’s table) or not working, whatever the case may be.

8 Monica – Oh no! Five more minutes? And we don’t have anything done!

9 Ms. H – (Approaching the 3 students) What seems to be the problem over here?

10 Alyssa – (Not sure how to explain) Well . . . you see . . . . it’s . . . we don’t have
a testable question yet.

11 Ms. H - Oh, that is a problem. Maybe you should start with what it is you are
trying to measure?

12 Alyssa - Well, that’s something else we’re not too sure about.

13 Ms. H – (Walking away) You need to come to an agreement soon. (Students begin
looking through the books on the table and at the proposal form, shaking their
heads.)

14 Alyssa – Okay Toby, let’s go with the volcano. So, what’s our testable question?

15 Toby – What do you mean, testable question?

16 Alyssa – Prediction? Hypothesis? Duh, science.

17 Toby – Duh, I predict the volcano will erupt.

18 Monica – No, if you already know what’s going to happen, that’s not a testable
question. It’s not an experiment, it’s a demonstration. Anyway, when volcanos
erupt, vinegar and baking soda is not what comes out.

19 Alyssa – And with a stupid erupting volcano, there’s nothing to measure. We have
to take measurements and record data, remember? That’s a requirement.

20 Toby – Okay, then measure how awesome it looks.

21 Monica – (Covering her head) How awesome it looks? Really? Like you can
measure how awesome something looks? It’s an opinion. You can’t measure it.
22 Ms. H – Two minutes!

23 Alyssa – Give me that paper! (sighs) Okay, testable question, “Will the volcano
erupt?”

24 Monica – You know we’ll just have to do this over again.

25 Alyssa: Yeah, I know . . . but I don’t want to miss Friday Free Time. (Looking
around for the teacher, speaking softly) I want to show Emma my new phone. She’s
been so snooty about that old hand-me-down her sister gave her, but who’s got her
own brand new one now? Uh hello, it’s me!

27 Ms. H: (Looking at the group’s proposal) Sorry guys, but looks like this group will
staying in during Friday Free Time . . . .

28 Monica: (Singing) Told you. (Curtain closes)

SCENE TWO

29 (Curtain opens) – Only the three students remain in the classroom.

30 Monica: Okay, Mrs. H said to start with what it is we want to measure, right? So,
what are some measurement thingies?

31 Toby: (Excited) Oh! Oh! Triple beam balance! Thermometer! And a granulated
something or other . . .

34 Alyssa: You mean graduated cylinder?

35 Toby: Yeah, that. So, we’re going to put the vinegar in a graduated cylinder and
then we’re going to measure the mass of the volcano with the triple beam balance?

36 Alyssa and Monica: (Together) We’re not doing the volcano!

37 Toby: But . . .

38 Alyssa and Monica: (Together) NO VOLCANO! (Toby crosses his arms and pouts)

39 Monica: (Pauses, waiting for Toby, then ignores him and turns to Alyssa) So, let’s
think. We just did a unit on natural resources . . . maybe . . .

40 Toby: (Coming out of his display. Speaking authoritatively) Renewable and

nonrenewable.

41 Monica: Right . . . and Ms. H said one of these days we’ll run out of fossil fuels. . .

42 Alyssa: (Picking up Monica’s train of thought) . . . and our generation needs to

develop more renewable resources . . . like . . . uh . . .

43 Toby: Wind was one, and another one was . . .

44 Alyssa: Solar. (Opens a lap-top, begins a search)

45 Monica: I’m thinking . . . we could . . . (Voice switches to questioning tone) use
the sun to heat up something and then measure it with a thermometer?

46 Toby: Water? Set some water out in the sun.

47 Monica: Yeah, but what if the sun isn’t shining? Then what would we do?

48 Toby: Ms. H has that heat lamp. We could use that to heat up the water.

49 Alyssa: (Reading from the lap-top) Shhh! Listen to this, “Dark colors absorb heat
and light colors reflect heat.”

50 Monica: . . . and if you’re trying to use energy from the sun, you want to absorb
heat, right?

51 Alyssa: Right. So, we could experiment with different colors and see which ones
(pausing to think) heat up the most? No, which ones heat up the fastest.

52 Toby: Then we’re going to need a thermometer and a stop watch . . . actually,
we’ll need one thermometer for each color.

53 Monica: Why do we need a stopwatch?

54 Alyssa: So we can time exactly how long we leave the heat-lamp on. The amount
of time is one of our . . . oh, what do you call the things that don’t change?

55 Toby: (Not sure of himself) . . . the constant?

56 Monica: Yes, the constant, and our variables will be the different colors. We know
that black will absorb the most, and white will absorb the least, but what about all
the other colors? And you know, water might be too tricky. We could paint strips of
paper different colors?

57 Toby: Paper’s not a good conductor. We need to use metal. Remember the unit on
conductors and insulators?

58 Alyssa: Yeah, metal would be best, but where are we going to get pieces of metal?

59 Monica: Aluminum foil? Would aluminum foil work?

60 Toby: Alyssa, are you writing any of this down?

61 Alyssa: Oh, so now you’re in charge? (Show’s that she is irritated, but picks up the
experiment proposal and begins to write) (Sighs) If I don’t do this, we’ll
never get out to Friday Free Time and Emma will never see my new phone.

62 Toby: Start with the materials

63 Alyssa: (Interrupting) I can do this, if you don’t mind. We’ll start with the testable
question, then the materials, the procedures. . . Hey, we’ve just about got this done!
.
64 Ms. H: (Enters the room, followed by Emma. She directs Emma to sit at a table,
away from the group) Well guys, looks like Emma has decided she needs to join you.
 (Speaking to Emma) You know the rule about cell phones staying in your lockers.
You’ll stay in the room until Friday Free Time is over, and you will not speak to the
other students at all. They need to concentrate on getting their proposal finished.
Am I clear?

65 Emma: (Speaking softly, head lowered) Yes ma’am.

66 After Ms. H leaves the room, Emma moves to the teacher’s desk and picks up a new,
expensive cell phone that Ms. H has taken from her. She holds it where Alyssa can
see it for several seconds. It slips out of her hand, hits the desk, and cracks.

67 Alyssa: (speaking to Monica and Toby, but loud enough that Emma can hear) So like
I was saying, some people are just don’t understand why the school has that rule
about keeping cell phones in your locker.

68 Toby and Monica: (looking at each other) Yeah . . . uh right . . . that’s exactly
what you were just saying. (The group breaks into laughter. Curtain closes)

1. Which line from the play shows that Toby does NOT understand the correct way
to conduct a scientific investigation?

____________________________________________

2. The stage directions at the beginning of Scene 1 help the reader by –

F establishing the setting and providing background

G telling the actors what to do
H explaining the conflict
J introducing the solution to the main problem

3. Which line in the play supports the idea that Monica understands that the
group’s proposal does not meet the science fair requirements?

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4. Read these lines from the play.

Toby: Then we’re going to need a thermometer and a

stop-watch. Actually, we’ll need a thermometer for each
color.

These lines suggest that –

F Toby still wants to use his brother’s model volcano.
G Toby is beginning to understand how to properly conduct a scientific
investigation.

H Toby does not want to miss Friday Free Time.

J The science fair is about to take place.

5. Which of the following helps the reader understand the meaning of the
expression hand-me-down in line 25?

A I don’t want to miss Friday Free Time

B I want to show Emma
C her sister gave her
D Uh hello, it’s me!

6. Read this stage direction from the play.

Looking around for the teacher. Speaking softly.

What does this stage direction suggest about Alyssa?

F She is planning to break the school policy that cell phones must be kept
in lockers.
G She doesn’t want to hurt anyone’s feelings.
H She understands the correct way to conduct a scientific investigation.
J She needs help understanding the assignment.
7. Which quotation from the play best explains Alyssa’s reason for wanting the
proposal to be finished quickly?

A Alyssa: You mean graduated cylinder?

B Alyssa: Shhh! Listen to this, “Dark colors absorb heat and light colors
reflect heat.”

C Alyssa: Give me that paper. Okay, testable question, “Will the volcano
erupt?

D Alyssa: If I don’t do this, we’ll never get out to Friday Free Time and
Emma will never see my new phone.

8. As the play draws to a conclusion, the reader can tell that –

F Alyssa has learned something from Emma’s mistake.

G Toby wants to change the testable question.
H Ms. H knows what is going on between Emma and Alyssa.
J Emma is jealous of Alyssa’s new phone.

9. Read the dictionary entry for the word case.

case (kās) noun

1. a container, such as a box or crate
2. a protective cover
3. an instance, example
4. a statement of facts, as in a court of law

Which definition best fits the way the word case is being used in line 7?

A definition 1
B definition 2
C definition 3
D definition 4

10. Based on the selection, why is the title “The Testable Question” appropriate?

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