Explain that scientists often are uncertain about their proposed answers, and often have no way of knowing the absolute answer to a scientific question. Examples such as the exact ages of stars and the reasons for the extinction of prehistoric organisms will support the point. Begin the class period with an explanation of how the activity simulates scientific inquiry and provides a model for science. The more observations you had that supported your proposed explanation, the stronger your explanation, even if you could not confirm the answer by examining the bottom of the cube. Scientists make their explanations public through presentations at professional meetings and journals.
Scientists present their explanations and critique the explanations proposed by other scientists.
The students had to work to answer the question and probably did it in a less than systematic way. You can use the experiences to point out and clarify scientific uses of terms such as observation, hypotheses, and data. Historic examples such as Charles Darwin would be ideal. You could also assign students to prepare brief reports that they present. The main purpose of the second cube is to extend the concepts and skills introduced in the earlier activities and to introduce the role of prediction, experiment, and the use of technology in scientific inquiry.