Production Student uses data, observations, and anecdotal notes from the design process to excellently articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes from the design process to adequately articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes from the design process to minimally articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes but production notes are unclear or incomplete. Or no data was used to support statement. Student does not provide reasoning for why the project is ready for production or use or this is not evident. Discuss and Share Student is excellently prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly and effectively. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates. Student is adequately prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates. Student is minimally prepared for and participates in project discussion with prompting. Summarized results from testing are shared. Student infrequently poses and responds to questions to clarify or follow up on information shared from other classmates. Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are incomplete or unclear. Communication with classmates by posing and responding to questions is limited. Student does not participate in project discussion with judge. Construct viable arguments. Student can reason inductively about data, using this knowledge to communicate findings clearly based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student can adequately interpret data, using this knowledge to communicate findings based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student can minimally communicate findings by referring to objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student inadequately communicates findings, or analysis of data is present, but flawed. Student does not participate in project discussion with judge.
A physical change is causing a change in phase from liquid to gas. A chemical change has caused the liquids to undergo combustion and gas is escaping. A physical change is causing the solution to exhibit different properties than the original substances. A chemical change has resulted in the production of a new substance, which is being given off as a gas. Suppose you put popcorn kernels into an airtight popcorn popper and measure the mass of the popper and measure the mass of the popper with the kernels. After the popcorn has popped, what would you expect to find regarding the mass of the popper and the popcorn? The mass after popping will be less than the original mass because the popped corn is less dense than the kernels. The mass after popping will be equal to the original mass because the airtight container did not allow any materials to enter or leave the popper. The mass after popping will be greater than the original mass because the volume of the popped corn is greater than that of the kernels. The mass after popping will not be able to be determined accurately because of the steam that is released from the kernels during the popping.
Step 1 Identify the Need or Problem Define Problem/Scenario: Your company wants to be hired to design a cost-effective airbag from nonflammable chemicals that will inflate quickly and prevent injury. Expected Task: Build a prototype of an airbag that will prevent an egg from breaking simulating a car crash. Step 2 Research the Need or Problem Research and Citations: Vocabulary: mass, volume, physical change, chemical change, law of conservation of mass, design, solution, test Step 3 Develop Possible Solution(s) Criteria: Costs: 10 mL of vinegar= $500 1 grams of baking soda= $100 Each group should consist of 3-4 students Constraints: Air bag doesn’t explode Protects passenger (egg) from a minimum of 50 cm. Maximum amount of vinegar 50 mL and 5 grams of baking soda Materials: Vinegar Baking soda Meter stick/measuring tape Electronic scale/triple beam balance Plastic sandwich bags Hard boiled eggs Clear plastic cups Graduated cylinders Masking tape Optional: shoebox or plastic container to hold air bag in place. Step 4 Select the Best Possible Solution (s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact):
SUBSTANCE FORMULA ATOM NAMES # OF ATOMS MOLECULAR MODEL Make the clay compound model and color the diagram ELEMENT, COMPOUND OR MIXTURE Hydrogen Gas H2 Salt (Sodium Chloride) NaCl Methane CH4 Carbon Dioxide CO2 Oxygen Gas O2 Air N2, O2, H2O, CO2 Water H2O Hydrochloric Acid HCl Sodium Hydroxide (lye) NaOH Carbonated Water H2O CO2 Staple your colored Clay Model Key to the front of this page
In groups, students should: Write ten observations Discuss as a group what factors may affect the rate of which the bubbles move (indicator of rate of photosynthesis). Write three questions about what you saw Decide on a Problem Statement During activity: What the teacher will do: Explore: Students should develop a hypothesis and method for testing the hypothesis. Monitor students to make sure they are remaining on task and are following proper lab protocol. Follow laboratory procedural plan; making sure to model proper laboratory safety and use of equipment. Emphasize importance of data collection by groups. After activity: What the teacher will do: Explain: Have students complete the Claim-Evidence-Reasoning to respond to their own problem statement Elaborate: Students can use their findings to develop a sustainable ecosystem in a bottle. A sample activity can be found at Evaluate: Students can use their C-E-R and other resources to create a display, poem, song, etc. that summarizes the process of photosynthesis. FCAT Connection: Plants make sugar molecules, which contain a good deal of energy. Where do they get the energy that goes into the sugar molecules? They harvest it from water They manufacture it themselves. They trap the energy in light. They extract it from other cells. If a plant had a mutation that kept it from making enough chlorophyll, how would it look different from other plants of its own kind? It would have fewer leaves and a broader stem than the others. It would be smaller and not as green than the others. It would be larger and greener than the others. It would have more flowers and more leaves than the others. Janelle needs to draw a diagram of the process of photosynthesis for homework. She begins by writing the equation for photosynthesis. Which of the
Trip 4: Where I’m going How I’m getting there: Trip 5: Where I’m going How I’m getting there: Trip 6: Where I’m going How I’m getting there: Trip 7: Where I’m going How I’m getting there: Trip 8: Where I’m going How I’m getting there: Trip 9: Where I’m going How I’m getting there: Trip 10: Where I’m going How I’m getting there:
Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Based on research and brainstorming of solutions, the students are to build a prototype or their model or product. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Students test the success of their prototype. Peer-Review Questions: How does the model account for various temperatures of stars? Can distance re a relevant variable in the model? What were alternative methods of modeling star size? Step 7 the Solution(s) Project Summary: Written description of completed task and proposed solution to presented problem or scenario. This should include a product description similar to one that would be found in a sales catalogue. Presentation of Final Solution: Demonstration of product with description. Step 8 Redesign Re-designing of the Prototype Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their model, product, etc. Teacher Notes:
Identify the test variable, outcome variable, and any controlled variables in the experiment. Why is this model useful for understanding the seasons and how is it limited? What improvements can be made to this model of the seasons? Elaboration: Repeat the experiment for locations in the Southern Hemisphere and other areas (different latitudes) in the Northern Hemisphere to develop an understanding of climate zones. Students illustrate the position of the Earth around the sun in an elliptical shape. Students must include the following vocabulary: tilt, rotation, revolution, year, winter, spring, summer, fall, equator, northern hemisphere, southern hemisphere. Possible diagram: Evaluate: Develop a C-E-R response to the problem statement: How does the tilt of Earth affect the temperature on the Northern and Southern hemispheres? FCAT Connection: During which season does the Northern Hemisphere of Earth receive the least amount of energy from the Sun? Spring Summer Fall Winter Which of the following statements correctly explains why we experience seasons? As the Earth moves away from the Sun, we change from summer to fall to winter. As the Earth moves closer to the Sun, we change from winter to spring to summer. As the Earth spins on its axis, we experience seasons. Each 1/4 spin of the Earth on its axis represents a change in season. Earth's tilt on its axis means one hemisphere leans toward the Sun, causing it to experience warmer temperatures. As Earth revolves around the Sun, a different hemisphere leans toward the Sun, causes warmer temperatures in that hemisphere. The Moon moving in front of the Sun causes temperatures on Earth to drop, which causes winter. When it moves behind the Sun, a rise in temperature causes summer. In Alaska, there are few hours of daylight in the winter and few hours of night in the summer. Which statement best explains why this occurs?
km ice dioxide 7 medium small 12,756 km solid rock, liquid water, carbon compounds medium nitrogen, oxygen moderate 21 C Earth 8 medium small 12,100 km solid rock thick carbon dioxide very hot 480 C Venus 9 tiny 4878 km solid rock none (helium) variable range to 400 C Mercury Student PLANET CHARACTERISTICS Size Surface Type and Composition Atmosphere Temperature Name 1 2 3 4 5 6 7 8 9