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WritingPrompts 3E:Playground  GuidanceonStudentUse: Belowarewritingpromptsrelatedtocontentlearnedinthisunitaswellasrecommended assessmentprobes.Noteverystudentwillhaveexploredeachindicator;itdependsuponthe solutionsstudentsselected.Theassessmentprobescanbefoundinaseriesofbookstitled “UncoveringStudentIdeas”.Onecopyofeachofthesebookshasbeenprovidedtoeach school’ssciencedepartment.Thenamesofeachbookandtheshorthandusedtodenotethe booksfollow.  UncoveringStudentsIdeasinScience:25FormativeAssessmentProbes,Volume1(Vol. 1)  UncoveringStudentsIdeasinScience:25MoreFormativeAssessmentProbes,Volume 2(Vol.2)  UncoveringStudentsIdeasinScience:Another25FormativeAssessmentProbes, Volume3(Vol.3)  UncoveringStudentsIdeasinScience:25NewFormativeAssessmentProbes,Volume4 (Vol.4)  UncoveringStudentsIdeasinPhysicalScience:45NewForceandMotionAssessment Probes,Volume1(PS)  IndicatorswithRelatedWritingPromptsandAssessmentProbes: 3E.1:Howcanasimplemachinebeincorporatedintothedesignoftheplayground? WritingPrompt:SimpleMachine  5.1.1Thestudentwilluseanalyticaltechniquesappropriatetothestudyofphysics. ‐symbolicallyrepresentvectorquantities(anglefordirection,lengthformagnitude) ‐addvectors(sameandoppositedirectionsandatrightangles) WritingPrompt:SwingingintheTrees AssessmentProbes:AssessmentProbe:AppleinaPlane(PS,p.107)  5.1.3ThestudentwillanalyzeandexplainhowNewton’sLawsdescribechangesinanobject’s motion. ‐theeffectofbalancedforces(fnet=0)(quantitativeandqualitative) ‐theeffectofunbalancedforces(fnet≠0)(quantaveandqualitave) WritingPrompt:SwingingintheTrees,RunawayTruckRampI AssessmentProbes:PullingonaSpool(PS,p.119),AppleonaDesk(Vol.3,p.63)  5.1.3ThestudentwillanalyzeandexplainhowNewton’sLawsdescribechangesinanobject’s motion. ‐relationshipamongforce,massandacceleration(describequalitativerelationshipsand calculate) WritingPrompt:Sledding

AssessmentProbes:LiftingBuckets(PS,p.123)  5.1.4Thestudentwillanalyzethebehaviorofforces. ‐friction(qualitativedescriptionofitsnatureandbehavior) WritingPrompt:HotBlade AssessmentProbes:JustRollingAlong(PS,p.43),Friction(PS,p.83),Worldwithout Friction(PS,p.87)  5.1.4Thestudentwillanalyzethebehaviorofforces. ‐relationtoworkandpower(qualitativeandquantitative) WritingPrompt:SleddingI AssessmentProbes:BicycleGears(PS,p.205)  3E.2:Howcananinteractiveeducationalcomponentbeincorporatedintothedesignofthe playground? WritingPrompt:InteractiveEducationalComponent  4.1.1Thestudentwillanalyzethestructureoftheatomanddescribethecharacteristicsofthe particlesfoundthere. ‐subatomicparticles(protons,neutrons,&electrons–nottoincludequantum mechanicaldetailsofelectronconfigurations) ‐nucleus&electroncloud(definition;noorbitalsincluded) WritingPrompt:ModelsofAtoms AssessmentProbes:  4.3.2Thestudentwilldescribeobservedchangesinpressure,volume,ortemperatureofa sampleintermsofmacroscopicchangesandthebehaviorofparticles. ‐constanttemperature(effectofpressureorvolumechangetosampleofsolid,liquid,or gas) ‐constantvolume(effectofpressureortemperaturechangetosampleofsolid,liquid,or gas) ‐constantpressure(effectoftemperatureorvolumechangetosampleofsolid,liquid,or gas) WritingPrompt:ScubaDiving AssessmentProbes:AssessmentProbe:BoilingTimeandTemperature(Vol.2,p.53) FloatingBalloon(Vol.3,p.39),HotandColdBalloons(Vol.3,p.45)  5.1.2Thestudentwillusealgebraicandgeometricconceptstoqualitativelyandquantitatively describeanobject’smotion. ‐projectilemotion(mathematicalsolutionslimitedtoinitialhorizontalvelocityonly; conceptualquestionsnotrestricted) WritingPrompt:PumpkinChunkin AssessmentProbes: 

5.2.2Thestudentwilldescribethesourcesandeffectsofelectricandmagneticfields. ‐Qualitativedescriptionofmagneticfieldcreatedbymovingcharges WritingPrompt:MagneticMoney AssessmentProbes:Batteries,Bulbs,andWires(Vol.3,p.57),MagnetinWater(Vol.4,p. 67)  5.4.3Thestudentwillqualitativelydescribethephysicalbehaviorsofwaves. ‐Reflection(applythelawofreflection,representimageformationforplaneand concavesurfacesusingaraydiagram) ‐Refraction(causesandresultantbehavior,whichmayincluderaydiagramsforbehavior ataplaneboundaryandfordoubleconvexlenses) ‐Diffraction(causesandrelationshipbetweenwavelengthandsizeofopening) ‐Interference(constructiveanddestructive) ‐Polarization(relationtotypeofwave,effectonintensityoflight) ‐Dopplereffect(examplesandexplanationincludingfrequencyshift) WritingPrompt:HighwayNoise AssessmentProbes:MirrorontheWall(Vol.3,p.51)  3E.3:Whatsurfacesarethemostappropriateinthedesignoftheassignedareaofthe playground? WritingPrompt:SurfaceMaterial  4.2.2Thestudentwillexplainwhyorganiccompoundsaresonumerousanddiverse. ‐inorganicandorganiccompounds(defineintermsofcarboncontent;donotinclude CO,CO2,orcarbonatesasorganiccompounds;definitionofhydrocarbons) ‐abilityofcarbontoformchainsandmakerings(recognize,butnotproducestructural formulas) WritingPrompt:Plastic AssessmentProbes:  5.1.3ThestudentwillanalyzeandexplainhowNewton’sLawsdescribechangesinanobject’s motion. ‐action/reaction(application) WritingPrompt:SpaceShuttleLaunch AssessmentProbes:FingerStrengthContest(PS,p.127),EqualandOpposite(PS,p.131)  5.3.1Thestudentwillrelatethermodynamicstothebalanceofenergyinasystem. ‐Specificheat(bothdescribeandcalculate) WritingPrompt:PoolPartyI AssessmentProbes:  3E.4:Howcanreusedandrecycledmaterialsbeusedinthedesignoftheplayground? WritingPrompt:ReusedandRecycledMaterials 

4.1.3Thestudentwillexplainhowatomsinteractwithotheratomsthroughthetransferand sharingofelectronsintheformationofchemicalbonds. ‐bond(definition) ‐metallicbond(definition) ‐metallic,ionic,andmolecularsubstances(meltingpoint) WritingPrompt:BaseballBats AssessmentProbes:IsitMadeofMolecules?(Vol.1,p.85),ChemicalBonds(Vol.2,p.71)  4.2.2Thestudentwillexplainwhyorganiccompoundsaresonumerousanddiverse. ‐inorganicandorganiccompounds(defineintermsofcarboncontent;donotinclude CO,CO2,orcarbonatesasorganiccompounds;definitionofhydrocarbons) ‐abilityofcarbontoformchainsandmakerings(recognize,butnotproducestructural formulas) WritingPrompt:Plastic AssessmentProbes:  4.2.3Thestudentwilldescribethepropertiesofsolutionsandexplainhowtheyform. ‐solute,solvent,andsolubility ‐suspensionsandcolloids WritingPrompt:Paintball AssessmentProbes:SugarWheel(Vol.4,p.11)  4.3.3Thestudentwillexplainwhytheinteractionsamongparticlesinvolveachangeinthe energysystem. ‐endothermicchange(bondbreaking;dissociation;thermalenergyabsorbed) WritingPrompt:RecyclingEnergy AssessmentProbes:BurningPaper(Vol.4,p.23),NailsinaJar(Vol.4,p.31),SaltCrystals (Vol.4,p.39)   

Unit 3E: Playground (3E.1) Simple Machine Indicator(s) 5.1.1Thestudentwilluseanalyticaltechniquesappropriateto Theresponseshould thestudyofphysics. 5.1.3ThestudentwillanalyzeandexplainhowNewton’sLaws addressoneofthe indicators. describechangesinanobject’smotion. 5.1.4Thestudentwillanalyzethebehaviorofforces. 5.1.5Thestudentwillanalyzesystemswithregardtothe conservationlaws.  Howcanasimplemachinebeincorporatedintothedesignofaplayground?Inyour reponse,besuretodothefollowin:  apossibleplanforincorporatingasimplemachine.  possiblestrengthsandweaknessesofthisplanforincorporatingasimple machinethatshouldbeconsidered.  adetailedexplanationofhowachemistryorphysicsconceptrelatestothisplan forincorporatingasimplemachine.  avisualrepresentation(picture,diagram,graph,table,etc.),withlabels,to supportthephysicsorchemistryconcept.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.    

Unit 3E: Playground (3E.1) Swinging in the Trees Indicator(s) 5.1.1Thestudentwilluseanalyticaltechniquesappropriateto thestudyofphysics. 5.1.3ThestudentwillanalyzeandexplainhowNewton’sLaws describechangesinanobject’smotion.  Twomonkeysareswingingonvinestogether.Onemonkeygetsstuckhangingfroma branchunabletomove.Theothermonkey,whoisverysmart,knowsthattomovehe needstohaveanetforceinthedirectionhewantstogo.       

   Identifytheforcesactingonthetwomonkeysandhowthoseforcesimpacttheirability toswing.Inyourreponse,besuretoinclude:  labelsoftheforcesactingonthetwomonkeysusingarrowsandappropriate terms.  identificationofthebalancedandunbalancedforces.  howunbalancedandbalancedforcesaffectthemotionofthemonkeys.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.    

Unit 3E: Playground (3E.1) Runaway Truck Ramp I Indicator(s) 5.1.3ThestudentwillanalyzeandexplainhowNewton’sLaws describechangesinanobject’smotion.  Onroadsthatgodownhillatasteepangleorforalongdistance,runawaytruckramps areplacedperiodically.Ifthebrakesonatruckfail,thetruckcanpulloffontherampto slowdown.Thepicturebelowshowswhereatruck’sbrakefailed(pointA),wherethe truckpulledontotheramp(pointB)andwherethetruckstopped(pointC). 

C

B 

A

  Describetheforcesthatactedonthetruckinordertomakeitstop.Inyourresponse, besuretoinclude:  Adescriptionofand/ordrawingoftheforcesactingonthetruckatallthree points(A,BandC).  Definitionsofbalancedandunbalancedforces.  Identificationofwhethertheforcesactingonthetruckateachpointare balancedorunbalance.  Howbalancedandunbalancedforcesaffectmotion.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.    

Unit 3E: Playground (3E.1) Sledding Indicator(s) 5.1.2Thestudentwillusealgebraicandgeometricconceptsto qualitativelyandquantitativelydescribeanobject’smotion. 5.1.3ThestudentwillanalyzeandexplainhowNewton’sLaws describechangesinanobject’smotion.  Astudentcomesupwithanideatomakesomeextramoneyduringasnowday.Allthe neighborhoodkidsareoutsidesledding.Thestudentofferstopullthestudentstothe topofthehillforonedollarperride.Thestudentnoticesthatitwastakingmoretime topullsomestudenttothetopthenitwasotherstudentseventhoughhewaspulling withthesameforce.Hedecidestostarttiminghowlongittakestopulleachkidand seeiftherewasapatternbasedontheirage.  AmountofTimevs.Age  50   40 AmountofTime  toTopofHill 30  20  10  0  7 8 9 10 11 12  AgeofSledRidder   Explainwhysomekidstoolongertopulltothetopofthehillthenotherkidsdespite pullingwiththesameforce.Inyourreponse,besuretoinclude:  thepatternofthedataincludinganyexceptionstothetrend.  theroleofNewton’ssecondlawinittakinglongertopullsomekids.  apredictionofhowlongitwouldtaketopullthetenandtwelveyearoldsifthey wereonthesamesled.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.    

Unit 3E: Playground (3E.1) Sledding I Indicator(s) 5.1.4Thestudentwillanalyzethebehaviorofforces.  Astudentcomesupwithanideatomakesomeextramoneyduringasnowday.Allthe neighborhoodchildrenareoutsidesledding.Heofferstopullthechildrentothetopof the10meterlonghillforonedollarperride.Thestudentnoticesthatittakesmore timetopullsomechildrentothetopthenitdoesforotherseventhoughhepullswith thesameforce.Hedecidestostarttiminghowmanysecondsittakestopulleachkid. Whenhewenthome,thestudentshowedhisdadagraphhemadeandsays“lookat howmuchworkIdidpullingchildrenonsleds”.   AmountofTimevs.Age  50  40 AmountofTime  toTopofHill 30  20  10  0 7 8 9 10 11 12  AgeofSledRidder   Evaluatethestudent’sstatementsforscientificaccuracy.Inyourresponse,besureto include:  Adefinitionofwork.  Anexplanationofwhichwouldtakemorework,pullingthe8or10yearoldto thetopofthehill.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.    

Unit 3E: Playground (3E.1) Hot Blade Indicator(s) 5.1.4Thestudentwillanalyzethebehaviorofforces.  Whileworkingonsomehomerepairswithhisuncle,astudenthelpscutthewood. Afterthecutismade,sheblowsoffthedustandfeelstheheatcomingupfromthe woodontohisface.Shealsosmellsaslightburningsmell.Thestudentasksheruncle, “whydiditgetsohot?”andherunclerespondswithoneword:friction. 



 Explainwhythebladeandwoodbecamesohotwhilecutting.Inyourresponse,besure toinclude:  Adefinitionoffriction.  Howfrictionchangesthetemperatureofsubstances.  Howthewidthofthebladeanddepthofthecutwouldaffecttheamountof heatproducedandwhy.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.   

Unit 3E: Playground (3E.2) Interactive Educational Component Indicator(s) 4.1.1Thestudentwillanalyzethestructureoftheatomand Theresponseshould describethecharacteristicsoftheparticlesfoundthere. 4.3.2Thestudentwilldescribeobservedchangesinpressure, addressoneofthe indicators. volume,ortemperatureofasampleintermsofmacroscopic changesandthebehaviorofparticles. 5.1.2Thestudentwillusealgebraicandgeometricconceptsto qualitativelyandquantitativelydescribeanobject’smotion. 5.2.2Thestudentwilldescribethesourcesandeffectsofelectric andmagneticfields. 5.4.3Thestudentwillqualitativelydescribethephysical behaviorsofwaves.  Howcananinteractiveeducationalcomponentbeincorporatedintothedesignofa playground?Inyourreponse,besuretoinclude:  apossibleplanforincorporatinganinteractiveeducationalcomponent.  possiblestrengthsandweaknessesofthisplanforincorporatinganinteractive educationalcomponentthatshouldbeconsidered.  adetailedexplanationofhowachemistryorphysicsconceptrelatestothisplan forincorporatinganinteractiveeducationalcomponent.  avisualrepresentation(picture,diagram,graph,table,etc.),withlabels,to supportthephysicsorchemistryconcept.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.    

Unit 3E: Playground (3E.2) Models of Atoms Indicator(s) 4.1.1Thestudentwillanalyzethestructureoftheatomand describethecharacteristicsoftheparticlesfoundthere.  ABohrmodelisonewaytorepresentanatom.Likeeverymodel,itcanhelpscientistto betterexplainthebehaviorofatomsbutitisalsoinaccurateinways.   

    Explainhowmodelscanbehelpfulwhilealsobeinginaccurate.Inyourreponse,besure toinclude:  LabelsofwhattheBohrmodelisshowing.  HowaBohrmodelisusedtobetterunderstandthebehaviorofatoms.  ThewaysinwhichaBohrmodelisinaccurate.  Anexampleofanotherwaytomodelanatom.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.   

Unit 3E: Playground (3E.2) Scuba Diving Indicator(s) 4.3.2Thestudentwilldescribeobservedchangesinpressure, volume,ortemperatureofasampleintermsofmacroscopic changesandthebehaviorofparticles.  Scubadivingtanksarefilledwithamixtureofoxygenandnitrogengas.Thegasisunder averyhighpressure(3,000psi)insideofthetank.Whenitleavesthetankandgoesto theregulator,thepressureismuchless(14.7psi)resultinginachangeinbothvolume ofthegasandtemperature. 

Regulator Tank

  Explainhowthechangeinpressureaffectsthegasasitleavesthescubatank.Inyour response,besuretoinclude:  Howthechangeinpressureaffectsthevolumeofthegas.  Howthischangeinthevolumeaffectthetemperatureofthegas.  Adescriptionofwhatishappeningonthemolecularlevel.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.    

Unit 3E: Playground (3E.2) Pumpkin Chunkin Indicator(s) 5.1.2Thestudentwillusealgebraicandgeometricconceptsto qualitativelyandquantitativelydescribeanobject’smotion.  Pumpkinchunkinisacompetitionwhereteamslaunchpumpkinsusingmachinesthat theyhavecreated,suchaslargeslingshotsandcannons.Thegoalofmostcompetitions istogetthepumpkintogofurtherthantheotherteams.Anewcompetitiondecidedto focusonaccuracy.Teamshavetogettheirpumpkintolandasclosetoatargetas possible.Thefirstteam’spumpkinwenttoofar.      



  Explainhowtheteamshouldchangetheirlaunchtogetclosertothetarget.Inyour response,besuretoinclude:  Howthespeedofthelaunchwillaffectthepumpkin’smotion.  Howtheangleofthelaunchwillaffectthepumpkin’smotion.  Drawingstosupporttheexplanations.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.    

Unit 3E: Playground (3E.2) Magnetic Money Indicator(s) 5.2.2Thestudentwilldescribethesourcesandeffectsofelectric andmagneticfields.  Acreditcardisactuallyjustaplasticcardwithamagneticstripontheback.This magneticstripcontainsthebankandowner’sinformationinaseriesofalternating northandsouthpoles.Becausetheinformationismagneticallystored,themagnet mustbemovedinordertoinduceelectricalfieldsthatallowacomputerto“read”the informationonthecard.Creditcardinformationhasbeenknowntobeerasedby exposuretostrongmagnets.  

  Explainhowthemagneticfieldfromastrongmagnetcanaffectacreditcard.Inyour response,besuretoinclude:  Drawthemagneticfieldthatformsaroundabarmagnet.  Explainhowweakmagnetsareaffectedbystrongmagneticfields.  Besuretoconsiderthecompletenessofyourresponse,supportingdetails,andaccurate useofterms.   

Unit 3E: Playground (3E.2) Highway Noise Indicator(s) 5.4.3Thestudentwillqualitativelydescribethephysical behaviorsofwaves. Astheworldisincreasinginpopulationdensity,thesoundfromtrafficasignificant issue.TheU.S.DepartmentofTransportationrecognizesthatnoisefromhighwaysisa largeissue,particularlyforthosewholiveclosetothehighway.Engineershavecome upwithseveralsolutionstotheproblem.Onesolutionis...