5 - PS3.D - Energy Transfer - FINAL (WND 1/9/2014)

DCI: PS3.D Energy in Chemical Processes and Everyday Life – The energy released from food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water).

DCI: LS1.C Organization for Matter and Energy Flow in Organisms – Food provides the animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion.

PE: 5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and used to maintain body warmth) was once energy from the sun.

[Clarification Statement: Examples of models could include diagrams, and flow charts.]

The ideas we see in this standard: 

-energy that comes from food originally came from the sun

-Plants capture the suns energy and, through a chemical process, forms plant matter (using air and water)

-Food provides animals with the materials they need for repair and growth

-Food provides animals the energy they need to maintain their bodies and to move

Possible Question Starters:

"Plants get the food they use for energy and growth by - "

correct answer - making it from sunlight.

incorrect answer - absorbing it from the soil. 

"The diagram shows a transfer of energy.  Which of the following correctly replaces the "?" in the diagram?"

correct answer - the sun

incorrect answer - the ocean, etc 

5 - PS2 - Gravity - FINAL (WND 1/9/2014)

DCI: PS2.B Types of Interactions – The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.

PE: 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.

[Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]

The ideas we see in this standard are: 

- Earth has a gravitational force 

- gravity is a force acting on all objects near Earth's surface

- gravity pulls objects toward the planets center

There is not much content here.  Basically, we can address the idea that gravity is a force acting on all of the objects on Earth and the idea that the direction of the force is downward (towards the center).  In order to address the PE, we can provide students with several explanations about why objects are being pulled down and have them choose the correct one. 

The students clearly do not need to know specifics about the force of gravity, just that it is, in general, pulling objects down towards the center of the earth. 

Possible Question Starters:

"The source of the gravitational force acting on an object near the Earth's surface is - 

correct answer - the center of the Earth

incorrect answer - Earth's atmosphere, the sun, etc. 

"Which of the following examples provides the best evidence that there is a force pulling objects on earth downward?"

correct answer - plant roots growing down

incorrect answer - leaves blowing in the wind

etc. 

5 - PS1 - Properties of Matter - FINAL (WND 1/8/2014)

DCI: PS1.A (C) Structure and Properties of Matter – Measurements of a variety of properties can be used to identify materials.

PE: 5-PS1-3 Make observations and measurements to identify materials based on their properties.

[Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

The ideas we see in this standard are:

-measuring properties is a means of identifying materials

-students should be making observations and measurements and identifying materials

-the properties we can use are color, hardness, reflectivity, electrical conductivity, thermal conductivity, magnetic force, and solubility. 

-the materials we can use are baking soda (other powders, metals, minerals, and liquids. 

We will have to be careful here, not to have students have to know properties of certain materials.  Even though the clarification statement tells us that we can use these certain materials, it is not necessary for students to have encyclopedic knowledge of each of their properties.  Instead, we can provide a data table of some sort as a reference and then ask students to provide the identity of a substance based on its properties. 

It is probably safe to assume we can as general questions, too, about how properties can be used to find the identity of materials.  

Possible Question Starters:

Information on three similar powders is provided in the table. 

Type of Powder	Color	Soluble in Water	Reacts with Vinegar	Conducts Electricity
Baking Soda	White	Yes	Yes	Yes
Cornstarch	White	Yes	No	No
Talcum Powder	White	Yes	No	Yes

A student believes the identity of an unknown powder is baking soda.  Which of the following tests will be most helpful in confirming the identity of the powder? 

correct answer - adding the powder to vinegar and looking for a chemical change

incorrect answer - looking at the powder under a microscope to see if it is white

"Mohs Hardness Scale is provided. 

Which of the following minerals will scratch Quartz?

correct answer - Corundum

incorrect answers - Orthoclase Feldspar, Apatite, Calcite

2 - ESS2 - Earth Systems - FINAL (CJT 1-6-14)

Module: Effects of Wind and Water

DCI: ESS2.A Earth Materials and Systems – Wind and water can change the shape of the land.

DCI: ETS1.C Optimizing the Design Solution – Because there is always more than one possible solution to a problem, it is useful to compare and test designs.

PE: 2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of land.

[Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]

The basic elements of content seem to be

- THAT wind can change the shape of land

- THAT water can change the shape of land

There is no statement that students should know HOW wind and water can change the shape of land, but perhaps this is implicit. Regardless, we would want to limit questions about this anyway since the other elements focus on design solutions.

When it comes to questions of design, we probably want to avoid questions that simply talk about a single method for stopping or slowing down the effects of wind and water, but should try to ask questions about design comparisons.

Possible Question Starters:

 Show the results of a windbreak and ask to predict about a reconfiguration

Ask about optimal design of a dike (how high?)

Ask about wind breaks of different heights

Ask about how to design an investigation of design

5 - PS1A.B. - Matter Changing States - FINAL (WND 1-6-2014)

DCI: PS1.A (B) Structure and Properties of matter – the amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.

DCI: PS1.B (A) Chemical Reactions – No matter what reaction or change in properties occurs, the total weight of the substances does not change.

 PE: 5-PS1-2  Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

[Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]

These are the ideas we see in the standard: 

-the amount of matter is conserved when it changes form

-the total weight of a substance does not change during a chemical reaction or physical change

There will probably be plenty of examples of melting ice, freezing water, or creating a mixture of some sort.  In all of the examples, the student should have to explain that the amount of matter that was present before the change will equal the amount of matter present after the change.  In cases like dissolving or evaporation, where the matter seems to disappear, they will probably need to offer an explanation. The reverse of that could be true too, in the case of condensation, matter seems to appear from nothing.  

Possible Question Starters:

"A student placed a beaker of water near a window in the classroom and recorded the volume of water once a week for four weeks. 

Which of the following best explains the change in the volume of water in the beaker? 

correct answer - some of the water has changed state

incorrect answer - 

"A beaker of liquid water and ice cubes was placed on a hot plate just long enough for the ice to melt. Which of the following predictions can be made about the mass of the contents of the beaker after the ice melts?"

correct answer - the mass of the beaker will be equal to the mass of the original amount of liquid water plus the mass of the ice cubes

incorrect answer - the mass of the beaker will be more than the original amount of the liquid water plus the mass of the ice cubes