1. d
2. c
3. a
4. b
5. d (debits: $110 and $130; credits: $120 and $140; difference: +$20)
6. c
7. a
8. b
9. a
10. d
11. Days of Christmas or Disciples of Christ
13. Degrees in a Right Angle
14. Baker’s Dozen
15. c
16. I understand
17. Three degrees below zero
18. Tricycle
20. MCXCIV
22. c (a palindrome–words spelled forward and backward spell the same word)
23. b (the pattern: all four words begin with a consonant, no vowel nor consonant is
the 3 gallons from the 7 gallon into the 4 gallon bucket. Fill
the 7 gallon bucket. VOILA! 10 gallons exactly.
III. Excerpt from The Family Stone.
A. Show about 5-minutes of scene #16 at the dinner table (end scene when Parker
character leaves the table).
B. Sarah Jessica Parker character, unintentionally, plays the part of a jerk. She is
entirely disruptive in the dinner table scene in which she asks questions of the
gay couple that are heavy with judgment, and she adds her own inarticulate
positions on being gay and raising a child that incites a powerful, negative
reaction from the family. This scene illustrates the ripple effect (one “bad apple”
rots the entire barrel) and the contagious effect of bad apple behavior—family
members begin to shout and act aggressively toward the Parker character. Dinner
is memorable but for all the wrong reasons.
IV. Jenga (adaptability to change). This activity was originally triggered by Tony Docan.
See Docan, T. (2006). Using Jenga to teach system theory. Communication Teacher, 20,
11-13 for a different, more complicated use of this activity.
A. Purpose
1. To demonstrate the three critical elements of change within a system—degree,
rate, and desirability—that affect adaptability to inevitable change.
2. Additional aspects of systems can be illustrated if desired
B. Time required: 10-15 minutes
C. Instructions:
1. Divide class into 4 groups of about equal size.
2. Explain that the class will be playing Jenga, a tower of blocks game with
which most students will be familiar.
3. With the tower of blocks intact, instruct one member from the first group
designated to remove a block from the tower in any place below the first level
of blocks and place it crosswise on top of the tower.
4. Continue instructing each group in turn to send a different group member
each turn to remove a block and place it crosswise on top of the tower.
5. This continues until the tower topples, or until you decide to stop the activity.
D. Processing the exercise:
1. Note the impact of change on a system’s (the tower of blocks) ability to
adapt.
2. What effect did removing each block have on the structure? Note that the
DEGREE of change (number of blocks removed and restacked on top) affects
the stability of the system (tower of blocks). The system can adapt easily to a
few blocks removed and restacked. The system has increasingly greater
difficulty the more blocks are removed and restacked.
3. Note also that the RATE of change, how fast or slowly, blocks are removed
affects the system’s stability (tower of blocks).
4. Finally, note DESIRABILITY of change and its affect on a system’s ability
to adapt to change by indicating that choosing some blocks as opposed to
others was a critical decision. Choosing blocks toward the base of the tower
was riskier on the stability of the tower than choosing blocks more toward the
top. Blocks that wouldn’t slide easily were typically left alone.
V. “Influence of Size” exercise
A. Purposes:
1. To demonstrate how increasing the size of a group significantly alters
the dynamics of group interaction in several ways.
2. To demonstrate the principle that the most appropriate group size is
the smallest size capable of performing the task effectively.
B. Time required: 20-30 minutes
C. Instructions:
1. Break participants into 3-member groups.
2. Hand out first set of geography questions (or TV trivia questions depending
on which version you choose to do) to all groups. All groups will have 90
seconds to answer the questions (shorter time period creates higher intensity
and involvement). Correct the answers.
3. Break participants into 6-7 member groups (combine two 3-member groups,
any extra group disperse members to other groups).
4. Hand out second set of questions. Allow 90 seconds for groups to answer,
then correct.
5. Break participants into 12-14 member groups.
6. Hand out third set of questions. Allow 90 seconds for groups to answer, then
correct.
7. Finally, have entire class work together on the last set of questions. Allow 90
seconds, then correct.
NOTE: all groups try to agree on one set of answers for each set of questions
(one answer sheet per group)
D. Processing the exercise:
1. Group satisfaction—groups of 6-7 are usually most satisfying for
students. Discuss the pros and cons of smaller and larger group
sizes—the dynamic between speed and quality of decisions (see Chapte Two)
2. Factionalism—subgroup factions usually develop as the group size
increases.
3. Isolates vs. dominants—some individuals drop out of the
discussions as the group size increases, and groups usually do not
notice this nor encourage participation from isolates. Dominant,
aggressive members (most verbal, even boisterous) tend to take over
group discussions, especially under time pressure.
4. Leadership—the most verbal group member usually becomes the
leader, especially of larger groups, unless the group perceives
him/her as an obnoxious, arrogant, or difficult person.
5. Complexity—as group size increases, complexity increases. This
exercise shows this clearly.
6. Decision-making methods—as complexity increases with larger group size,
groups establish decision-making methods. Majority rule is most probable
method chosen in U.S. society. Votes will usually be taken in the larger
groups during this exercise. The short time allowed to make decisions also
makes majority rule more probable. Consensus requires time. Consensus is
increasingly difficult as group size increases, especially beyond 10-12
members.
7. Group pressure—larger groups apply less pressure than smaller groups
(difficult to hide in small groups but easy in large groups). Allies in
disagreement with majority are more likely in larger groups. A jury, for
example, with an 11-1 split will almost always pressure the lone dissenter to
capitulate. A jury with a 10-2 split, however, is much less likely to do so.
8. Productivity—the “rule of seven” posits that for each person added to a
group above 7 members, the group loses about 10% productivity for each
added member. A group of 17 is usually a non-productive group.
VERSION #1
SET # 1
1. The capital of Kansas is
a. Kansas City
b. Lawrence
c. Topeka
d. Wichita
2. The number of states west of the Mississippi River is
a. 13
b. 24
c. 17
d. 22
3. Mount Hood is located in
a. Oregon
b. Minnesota
c. Washington
d. Colorado
4. The population of Australia is
a. between 25 and 35 million
b. between 50 and 60 million
c. between 30 and 40 million
d. between 15 and 25 million
5. The only two landlocked countries in South America are
a. Bolivia and Uruguay
b. Paraguay and Peru
c. Columbia and Paraguay
d. Bolivia and Paraguay
SET #2
1. The capital of Delaware is
a. Wilmington
b. Newark
c. Dover
d. Georgetown
2. The “Four Corners” states (all four states meet at single point) are
a. Arizona, New Mexico, Nevada, and Utah
b. Arizona, Colorado, Wyoming, and Utah
c. Arizona, Colorado, New Mexico, and Utah
d. Colorado, Wyoming, Kansas, and Nebraska
3. Pike’s Peak is in
a. Utah
b. Colorado
c. Montana
d. Wyoming
4. The population of Canada is
a. between 30 and 40 million
b. between 55 and 65 million
c. between 10 and 20 million
d. between 45 and 55 million
5. The Bering Strait is between:
a. Egypt and Saudi Arabia
b. United States and Russia
c. Spain and Morocco
d. Ireland and Great Britain
SET #3
1. The capital of Louisiana is
a. New Orleans
b. Shreveport
c. Baton Rouge
d. Lafayette
2. State with the largest land area is
a. Texas
b. Alaska
c. California
d. Montana
3. The Ozarks are located in
a. Mississippi
b. West Virginia
c. North Carolina
d. Missouri
4. The population of Africa is
a. between 700 million and 800 million
b. between 800 million and 900 million
c. between 900 million and 1 billion
d. between 1.1 billion and 1.2 billion
5. The Philippine Islands are directly east from
a. Malaysia
b. Vietnam
c. Japan
d. China
SET #4
1. The capital of New York is
a. Albany
b. New York City
c. Rochester
d. Buffalo
2. Number of states that border Mexico is
a. Two
b. Three
c. Four
d. Five
3. The Pocono Mountains are located in
a. Massachusetts
b. Tennessee
c. Rhode Island
d. Pennsylvania
4. The population of the United Kingdom (England, Scotland, Wales,
Northern Ireland) is
a. between 60 and 70 million
b. between 90 and 100 million
c. between 35 and 45 million
d. between 80 and 90 million
5. Thailand is located next to
a. India
b. China
c. Singapore
d. Laos
ANSWERS TO SETS 1-4
SET #1:
1. c
2. b
3. a
4. d
5. d
SET #2:
1. c
2. c
3. b
4. a
5. b
SET #3:
1. c
2. b
3. d
4. d
5. b
SET #4:
1. a
2. c
3. d
4. a
5. d
VERSION #2
SET #1
1. For Better or Worse is a comedy-drama series created and produced by
a. Tyler Perry
b. Spike Lee
c. Oprah Winfrey
d. Terrence Howard
2. What is the name of the school bus driver on The Simpson’s?
a. Lars
b. Oswald
c. Ned
d. Otto
3. The Breaking Bad series ran from
a. 2008-2013
b. 2006-2009
c. 2010-2014
d. 2005-20011
4. Which of the following characters was NOT on the “reality” show Jersey Shore?
a. Nicole “Snooki” Polizza
b. Michael “The Situation” Sorrentino
c. Sammi “Sweetheart” Giancola
d. Johnny “The Hammer” Corvechio
5. The program Glee is set at
a. Prospect High School
b. McKinley High School
c. Mount San Antonio College
d. Courtney Middle School
III. Excerpt from The Family Stone.
A. Show about 5-minutes of scene #16 at the dinner table (end scene when Parker
character leaves the table).
B. Sarah Jessica Parker character, unintentionally, plays the part of a jerk. She is
entirely disruptive in the dinner table scene in which she asks questions of the
gay couple that are heavy with judgment, and she adds her own inarticulate
positions on being gay and raising a child that incites a powerful, negative
reaction from the family. This scene illustrates the ripple effect (one “bad apple”
rots the entire barrel) and the contagious effect of bad apple behavior—family
members begin to shout and act aggressively toward the Parker character. Dinner
is memorable but for all the wrong reasons.
IV. Jenga (adaptability to change). This activity was originally triggered by Tony Docan.
See Docan, T. (2006). Using Jenga to teach system theory. Communication Teacher, 20,
11-13 for a different, more complicated use of this activity.
A. Purpose
1. To demonstrate the three critical elements of change within a system—degree,
rate, and desirability—that affect adaptability to inevitable change.
2. Additional aspects of systems can be illustrated if desired
B. Time required: 10-15 minutes
C. Instructions:
1. Divide class into 4 groups of about equal size.
2. Explain that the class will be playing Jenga, a tower of blocks game with
which most students will be familiar.
3. With the tower of blocks intact, instruct one member from the first group
designated to remove a block from the tower in any place below the first level
of blocks and place it crosswise on top of the tower.
4. Continue instructing each group in turn to send a different group member
each turn to remove a block and place it crosswise on top of the tower.
5. This continues until the tower topples, or until you decide to stop the activity.
D. Processing the exercise:
1. Note the impact of change on a system’s (the tower of blocks) ability to
adapt.
2. What effect did removing each block have on the structure? Note that the
DEGREE of change (number of blocks removed and restacked on top) affects
the stability of the system (tower of blocks). The system can adapt easily to a
few blocks removed and restacked. The system has increasingly greater
difficulty the more blocks are removed and restacked.
3. Note also that the RATE of change, how fast or slowly, blocks are removed
affects the system’s stability (tower of blocks).
4. Finally, note DESIRABILITY of change and its affect on a system’s ability
to adapt to change by indicating that choosing some blocks as opposed to
others was a critical decision. Choosing blocks toward the base of the tower
was riskier on the stability of the tower than choosing blocks more toward the
top. Blocks that wouldn’t slide easily were typically left alone.
V. “Influence of Size” exercise
A. Purposes:
1. To demonstrate how increasing the size of a group significantly alters
the dynamics of group interaction in several ways.
2. To demonstrate the principle that the most appropriate group size is
the smallest size capable of performing the task effectively.
B. Time required: 20-30 minutes
C. Instructions:
1. Break participants into 3-member groups.
2. Hand out first set of geography questions (or TV trivia questions depending
on which version you choose to do) to all groups. All groups will have 90
seconds to answer the questions (shorter time period creates higher intensity
and involvement). Correct the answers.
3. Break participants into 6-7 member groups (combine two 3-member groups,
any extra group disperse members to other groups).
4. Hand out second set of questions. Allow 90 seconds for groups to answer,
then correct.
5. Break participants into 12-14 member groups.
6. Hand out third set of questions. Allow 90 seconds for groups to answer, then
correct.
7. Finally, have entire class work together on the last set of questions. Allow 90
seconds, then correct.
NOTE: all groups try to agree on one set of answers for each set of questions
(one answer sheet per group)
D. Processing the exercise:
1. Group satisfaction—groups of 6-7 are usually most satisfying for
students. Discuss the pros and cons of smaller and larger group
sizes—the dynamic between speed and quality of decisions (see Chapte Two)
2. Factionalism—subgroup factions usually develop as the group size
increases.
3. Isolates vs. dominants—some individuals drop out of the
discussions as the group size increases, and groups usually do not
notice this nor encourage participation from isolates. Dominant,
aggressive members (most verbal, even boisterous) tend to take over
group discussions, especially under time pressure.
4. Leadership—the most verbal group member usually becomes the
leader, especially of larger groups, unless the group perceives
him/her as an obnoxious, arrogant, or difficult person.
5. Complexity—as group size increases, complexity increases. This
exercise shows this clearly.
6. Decision-making methods—as complexity increases with larger group size,
groups establish decision-making methods. Majority rule is most probable
method chosen in U.S. society. Votes will usually be taken in the larger
groups during this exercise. The short time allowed to make decisions also
makes majority rule more probable. Consensus requires time. Consensus is
increasingly difficult as group size increases, especially beyond 10-12
members.
7. Group pressure—larger groups apply less pressure than smaller groups
(difficult to hide in small groups but easy in large groups). Allies in
disagreement with majority are more likely in larger groups. A jury, for
example, with an 11-1 split will almost always pressure the lone dissenter to
capitulate. A jury with a 10-2 split, however, is much less likely to do so.
8. Productivity—the “rule of seven” posits that for each person added to a
group above 7 members, the group loses about 10% productivity for each
added member. A group of 17 is usually a non-productive group.
VERSION #1
SET # 1
1. The capital of Kansas is
a. Kansas City
b. Lawrence
c. Topeka
d. Wichita
2. The number of states west of the Mississippi River is
a. 13
b. 24
c. 17
d. 22
3. Mount Hood is located in
a. Oregon
b. Minnesota
c. Washington
d. Colorado
4. The population of Australia is
a. between 25 and 35 million
b. between 50 and 60 million
c. between 30 and 40 million
d. between 15 and 25 million
5. The only two landlocked countries in South America are
a. Bolivia and Uruguay
b. Paraguay and Peru
c. Columbia and Paraguay
d. Bolivia and Paraguay
SET #2
1. The capital of Delaware is
a. Wilmington
b. Newark
c. Dover
d. Georgetown
2. The “Four Corners” states (all four states meet at single point) are
a. Arizona, New Mexico, Nevada, and Utah
b. Arizona, Colorado, Wyoming, and Utah
c. Arizona, Colorado, New Mexico, and Utah
d. Colorado, Wyoming, Kansas, and Nebraska
3. Pike’s Peak is in
a. Utah
b. Colorado
c. Montana
d. Wyoming
4. The population of Canada is
a. between 30 and 40 million
b. between 55 and 65 million
c. between 10 and 20 million
d. between 45 and 55 million
5. The Bering Strait is between:
a. Egypt and Saudi Arabia
b. United States and Russia
c. Spain and Morocco
d. Ireland and Great Britain
SET #3
1. The capital of Louisiana is
a. New Orleans
b. Shreveport
c. Baton Rouge
d. Lafayette
2. State with the largest land area is
a. Texas
b. Alaska
c. California
d. Montana
3. The Ozarks are located in
a. Mississippi
b. West Virginia
c. North Carolina
d. Missouri
4. The population of Africa is
a. between 700 million and 800 million
b. between 800 million and 900 million
c. between 900 million and 1 billion
d. between 1.1 billion and 1.2 billion
5. The Philippine Islands are directly east from
a. Malaysia
b. Vietnam
c. Japan
d. China
SET #4
1. The capital of New York is
a. Albany
b. New York City
c. Rochester
d. Buffalo
2. Number of states that border Mexico is
a. Two
b. Three
c. Four
d. Five
3. The Pocono Mountains are located in
a. Massachusetts
b. Tennessee
c. Rhode Island
d. Pennsylvania
4. The population of the United Kingdom (England, Scotland, Wales,
Northern Ireland) is
a. between 60 and 70 million
b. between 90 and 100 million
c. between 35 and 45 million
d. between 80 and 90 million
5. Thailand is located next to
a. India
b. China
c. Singapore
d. Laos
ANSWERS TO SETS 1-4
SET #1:
1. c
2. b
3. a
4. d
5. d
SET #2:
1. c
2. c
3. b
4. a
5. b
SET #3:
1. c
2. b
3. d
4. d
5. b
SET #4:
1. a
2. c
3. d
4. a
5. d
VERSION #2
SET #1
1. For Better or Worse is a comedy-drama series created and produced by
a. Tyler Perry
b. Spike Lee
c. Oprah Winfrey
d. Terrence Howard
2. What is the name of the school bus driver on The Simpson’s?
a. Lars
b. Oswald
c. Ned
d. Otto
3. The Breaking Bad series ran from
a. 2008-2013
b. 2006-2009
c. 2010-2014
d. 2005-20011
4. Which of the following characters was NOT on the “reality” show Jersey Shore?
a. Nicole “Snooki” Polizza
b. Michael “The Situation” Sorrentino
c. Sammi “Sweetheart” Giancola
d. Johnny “The Hammer” Corvechio
5. The program Glee is set at
a. Prospect High School
b. McKinley High School
c. Mount San Antonio College
d. Courtney Middle School