writing prompts - montgomery county public...

Writing Prompts 3C: Escape

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: 3C.1: How can contaminated water be purified for drinking?

Writing Prompt: Water Purification 4.2.1 The student will explain how the properties of a molecule are determined by the atoms it contains and their arrangement.

‐polar and nonpolar molecules (“like dissolves like” and why; not to include prediction of polarity from shape) ‐water (definition and explanation of shape and polarity of molecule, use as a “universal” solvent)

Writing Prompt: Packing Peanuts Assessment Probes: Comparing Cubes (Vol. 2, p. 19), Floating Logs (Vol. 2, p. 27), Chemical Bonds (Vol. 2, p. 71)

4.2.3 The student will describe the properties of solutions and explain how they form.

‐solute, solvent, and solubility ‐concentration (relative: dilute, concentrated, unsaturated, saturated, supersaturated)

Writing Prompt: Make it Sweet Assessment Probes: Sugar Wheel (Vol. 4, p. 11)

4.5.1 The student will describe the general types of chemical reactions.

‐synthesis and decomposition (definition; identify type given balanced formula equation or written description) ‐combustion (definition; identify type given balanced formula equation or written description) ‐single displacement (definition; identify type given balanced formula equation or written description) ‐double displacement (definition; identify type given balanced formula equation or written description)

Writing Prompt: Analogies Assessment Probes: Burning Paper (Vol. 4, p. 23)

5.4.2 The student will describe wave characteristics using both diagrams and calculations.

‐Wavelength ‐Frequency (including relationship to period and energy transmitted) ‐Velocity ‐Amplitude (including relationship to energy transmitted)

Writing Prompt: Pilot’s Risk of Skin Cancer Assessment Probes: Warming Water (Vol. 4, p. 53), Camping Trip (Vol. 4, p. 137), Global Warming (Vol. 4, p. 143)

3C.2: How can oxygen be produced?

Writing Prompt: Oxygen Production 4.5.1 The student will describe the general types of chemical reactions.

‐single displacement (definition; identify type given balanced formula equation or written description; apply activity series to determine if reaction will occur)

Writing Prompt: Building a Battery Assessment Probes:

4.5.4 The student will recognize that chemical reactions occur at different speeds.

‐reaction rate (in order for atoms to react they must collide with sufficient energy; reaction rate increases as frequency of molecular collisions increases) ‐effects of surface area, temperature, and concentration on the frequency and energy of molecular collisions (no calculations or specific concentration units) ‐catalysts (definition; conceptual understanding of behavior)

Writing Prompt: Burning Sugar Assessment Probes:

5.2.2 The student will describe the sources and effects of electric and magnetic fields.

‐Qualitative description of electric field created by a static charge distribution (point charge, line of charge, parallel plates)

Writing Prompt: Seasonal Shock Assessment Probes: Batteries, Bulbs, and Wires (Vol. 3, p. 57), Magnet in Water (Vol. 4, p. 67)

3C.3: How can communications be established?

Writing Prompt: Communications 5.2.3 The student will qualitatively describe the applications of electromagnetic induction.

‐Electromagnetic induction (definition) Writing Prompt: Speaker as a Microphone Assessment Probes:

5.4.1 The student will compare qualitatively how waves are propagated and transmit energy.

‐Physical v. electromagnetic (transmission media) Writing Prompt: Football Bleachers I, Launch Pad Assessment Probes: Apple in the Dark (Vol. 1, p. 31), Birthday Candles (Vol. 1, p. 37)

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)

Writing Prompt: Highway Noise Assessment Probes: Mirror on the Wall (Vol. 3, p. 51)

3C.4: How can a tunnel be safely constructed for the escape?

Writing Prompt: Tunnel 4.3.1 The student will explain that thermal energy in a material consists of the ordered and disordered motions of its colliding particles.

‐heating / cooling (temperature vs. time) curve (interpret the different parts of the curve in terms of motion / kinetic energy and organization of the particles; changes in particle motion and organization between phase changes; identify melting/freezing and boiling point; not to include potential energy or calculations of Q)

Writing Prompt: Birthday Candles Assessment Probes: Turning the Dial (Vol. 2, p. 47), Boiling Time and Temperature (Vol. 2, p. 53)

4.3.3 The student will explain why the interactions among particles involve a change in the energy system.

‐exothermic change (thermal energy released; no predictions/calculations of ∆H) Writing Prompt: Railroad Assessment Probes: Burning Paper (Vol. 4, p. 23), Nails in a Jar (Vol. 4, p. 31), Salt Crystals (Vol. 4, p. 39)

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) Writing Prompt: Swinging in the Trees Assessment Probes: Apple in a Plane (PS, p. 107)

5.1.5 The student will analyze systems with regard to the conservation laws.

‐conservation of energy Writing Prompt: Half Pipe Assessment Probes: Thermometer (Vol. 3, p. 33)

Unit 3C: Escape (3C.1) Water Purification Indicator(s) The response should address one of the indicators.

4.2.1 The student will explain how the properties of a molecule are determined by the atoms it contains and their arrangement. 4.2.3 The student will describe the properties of solutions and explain how they form. 4.5.1 The student will describe the general types of chemical reactions. 5.4.2 The student will describe wave characteristics using both diagrams and calculations.

How can contaminated water be purified for drinking when trapped in a mudslide? In your reponse, be sure to include:

a possible plan for purifying contaminated water.

possible strengths and weaknesses of this plan for purifying contaminated water that should be considered.

a detailed explanation of how a chemistry or physics concept relates to this plan for purifying contaminated water.

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 3C: Escape (3C.1) Make it Sweet Essential Question What factors affect the amount of substance that will dissolve

into a solution?

Indicator(s) 4.2.3 The student will describe the properties of solutions and explain how they form.

A student’s favorite drink is sweet tea. Every morning he makes it by adding exactly thirty grams of sugar and one tea bag to one liter of hot water. Some days his tea does not taste as sweet as other days. Those same days he notices that there is sugar sitting at the bottom of the cup that will not dissolve no matter how long he stirs. He decided to filter out the remaining sugar and keep track of the data in the graph below.

Explain why different amounts of sugar might dissolve at different times. In your reponse, be sure to include:

which day the least sugar dissolved and which day the most sugar dissolved.

what could have caused less sugar to dissolve on some days.

what the student could do to his drink to make more sugar dissolve. Be sure to consider the completeness of your response, supporting details, and accurate use of terms.

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Amount of Sugar Undissolved (gram

s)

Amount of Sugar Undissolved in One Liter of Tea

Unit 3C: Escape (3C.1) Packing Peanuts Essential Question How does the arrangement of atoms in a compound affect how

that compound behaves in a solution?

Indicator(s) 4.2.1 The student will explain how the properties of a molecule are determined by the atoms it contains and their arrangement.

A new package delivery company has a goal of being environmentally friendly. They did some research and found out that boxes are often recycled, but packing peanuts (small foam pieces used to protect delicate objects) are usually thrown out. The average peanut can take up to 50 years to decompose but some brands claim to degrade much quicker. These companies claim that water dissolves their peanuts. The company wanted to test these claims before supporting one particular packing peanut brand. To test the claim they put one peanut in a beaker of water for 1 hour. Below are the results.

Brand A in water Brand B in water Brand C in water

WATER MOLECULE

Explain why some packing peanuts dissolve in water and others do not. In your reponse, be sure to include:

what determines if one substance will dissolve into another substance.

the type of substance that water is: ionic, polar covalent or nonpolar covalent.

The type of substance that each brand of packing peanut might be: ionic, polar covalent or nonpolar covalent.


H H

O

Unit 3C: Escape (3C.1) Analogies Essential Question How are products of chemical reactions predicted?

Indicator(s) 4.5.1 The student will describe the general types of chemical reactions.

A tutor comes up with analogies to help students to remember the types of reactions: single displacement, double displacement, synthesis and decomposition. He represents the analogies with the pictures below.

Analogy 1: → +

Analogy 2: + → +

Analogy 3: + →

Analogy 4: + → + Explain how the analogies relate to the types of chemical reactions. In your reponse, be sure to include:

the type of reaction that each analogy represents: single displacement, double displacement, synthesis and decomposition.

a description of what happens to molecules in each type of reaction. Be sure to consider the completeness of your response, supporting details, and accurate use of terms.

Unit 3C: Escape (3C.1) Pilots’ Risk of Skin Cancer

Indicator(s) 5.4.2 The student will describe wave characteristics using both diagrams and calculations.

For years, exposure to ultra‐violet radiation from prolonged time in the sun has been the major identified cause of skin cancer. New research is showing that ultra‐violet is not the only type of radiation from the sun that can increase the risk of skin cancer. Rates of skin cancer among pilots are twice that of non‐pilots, but the glass used in planes blocks most the ultra‐violet radiation. Pilots are also exposed to x‐rays from the sun during flight. The x‐rays that pilots are exposed to in one day of work are equivalent to a chest x‐ray. Although getting an x‐ray for medical reasons is believed to be safe, researchers believe that the frequent exposure that pilots experience increases their risk for skin cancer.

Use your knowledge of the electromagnetic spectrum to support the claim that pilots are at a greater risk of skin cancer from their exposure to x‐rays. In your reponse, be sure to include:

how ultra‐violet radiation and x‐rays are different.

why exposure to ulta‐violet radiation and x‐rays can cause can cause cancer but visible light and infra‐red can not.

why pilots have a greater exposure to x‐rays than someone walking down the street. Be sure to consider the completeness of your response, supporting details, and accurate use of terms.

Unit 3C: Escape (3C.2) Oxygen Production Indicator(s) The response should address one of the indicators.

4.5.1 The student will describe the general types of chemical reactions 4.5.4 The student will recognize that chemical reactions occur at different speeds. 5.2.2 The student will describe the sources and effects of electric and magnetic fields.

How can oxygen be produced when trapped in a mudslide? In your reponse, be sure to include:

a possible plan for producing oxygen.

possible strengths and weaknesses of this plan for producing oxygen that should be considered.

a detailed explanation of how a chemistry or physics concept relates to this plan for producing oxygen.



Unit 3C: Escape (3C.2) Building a Battery Indicator(s) 4.5.1 The student will describe the general types of chemical

reactions.

A battery is powered by the flow of electrons from one material to another. A student wants to design a battery to see how much voltage they can obtain, but isn’t sure which materials to use. Electrons will flow is a reaction occurs between an element and an ion. The student tests several materials (w, x, y and z) in single displacement reactions. The table below indicates which test caused a reaction and which tests cause no reaction.

Ions w+ x+ y+ z+

Metals

w Reaction

x Reaction Reaction

y

z No Reaction

Determine which of the tested materials could be used to make a battery. In your response, be sure to include:

A definition of a single displacement reaction.

An explanation of when a metal will react with an ion.

A list of the metals (w, x, y and z) from the most active to the least active.

A prediction of whether a reaction will occur between the metal y and the ion w+.


Unit 3C: Escape (3C.2) Burning Sugar Indicator(s) 4.5.4 The student will recognize that chemical reactions occur at

different speeds.

Sugar combines with oxygen in the body to form carbon dioxide, water, and releases energy according to the following equation:

C12H22O11(solid) + 12 O2(gas) → 12 CO2(gas) + 11 H2O(gas) + energy This energy is harnessed by cells to provide the energy needed for cellular processes. Enzymes in the cells are catalysts that control the rate of the reaction. Sugar can also combine with oxygen in the air, as observed by anyone who has roasted a marshmallow and caught it on fire. At high enough temperatures and in a small space, the reaction between sugar and oxygen can be explosive. In February of 2008, explosion occurred at the largest sugar refining plant in the USA, killing 13 and injuring 40.

Explain how the rate of the reaction between sugar and oxygen is different in cells, roasting marshmallows and the industrial explosion. In your response, be sure to include:

A definition of a reaction rate.

The effect of surface area, temperature and catalysts on reaction rate.

An explanation of why surface area, temperature and catalysts effect reaction rate based on what occurs on the molecular level.


Unit 3C: Escape (3C.2) Seasonal Shock Indicator(s) 5.2.2 The student will describe the sources and effects of electric

and magnetic fields.

A student reaches to open a door and gets a small electric shock. She knows that the shock is caused by static electricity, but it seems like in the winter she gets shocked more than in the summer. The student asks her science teacher if there are times of the year when there is more static electricity that builds up than other times of the year. The teacher replies that there is, and it depends on the humidity, or moisture in the air. The more humid the air is, the less static will build up and, therefore, the less you get shocked.

Explain why static electricity does not build up as much when the air is humid. In your response, be sure to include:

an explanation of static electricity is formed.

an explanation of why the student felt a shock when reaching for the door handle.

an explanation of how moisture in the air allows static electricity to dissipate. Be sure to consider the completeness of your response, supporting details, and accurate use of terms.

Unit 3C: Escape (3C.3) Communications Indicator(s) The response should address one of the indicators.

5.2.3 The student will qualitatively describe the applications of electromagnetic induction. 5.4.1 The student will compare qualitatively how waves are propagated and transmit energy. 5.4.3 The student will qualitatively describe the physical behaviors of waves.

How can communication be established when trapped in a mudslide? In your reponse, be sure to include:

a possible plan for establishing communication.

possible strengths and weaknesses of this plan for establishing communication that should be considered.

a detailed explanation of how a chemistry or physics concept relates to this plan for establishing communication.



Unit 3C: Escape (3C.3) Speaker as a MicrophoneIndicator(s) 5.2.3 The student will qualitatively describe the applications of

electromagnetic induction.

A student noticed that whenever the main office called the classroom, the teacher responded directly back to the speaker on the ceiling. The student wondered where the microphone was. The teacher told the student that the speaker was the microphone.

Explain how one piece of equipment could be used as a speaker or a microphone. In your reponse, be sure to include:

an explanation of how a speaker generates sound.

an explanation of how a speaker could convert a sound into an electrical signal, thus acting as a microphone.

drawing to support your explanations.


Unit 3C: Escape (3C.3) Football Bleachers I Indicator(s) 5.4.1 The student will compare qualitatively how waves are

propagated and transmit energy.

A student was sitting on one end of the football bleachers after school. On the other end, the drum line was practicing a new performance. The musicians play their drums for part of the performance and drum the bleachers for part. The student is not bothered by the playing of the drums, but is bothered by the druming on the bleachers because he can feel it in the seat. He moves further away, which does make the situation better, but not enough. He then decides to sit on his bookbag.

Describe the movement of energy from the musicians to the student. In your reponse, be sure to include:

why the student can feel vibrations from the bleachers being played but not from the drums.

why the energy felt by the student decreases as the student moves further from the source.

why sitting on a book bag helped the situation. Be sure to consider the completeness of your response, supporting details, and accurate use of terms.

Unit 3C: Escape (3C.3) Launch PadIndicator(s) 5.4.1 The student will compare qualitatively how waves are

propagated and transmit energy.

Decades ago, NASA found that the sound waves at the mobile launch pad of the space shuttle were strong enough to potentially damage the craft. Engineers designed a system that can douse the launch pad with 300,000 gallons of water in 41 seconds as a remedy.

http://mediaarchive.ksc.nasa.gov/detail.cfm?mediaid=22787

Explain how dousing the launch pad with water protects the shuttle from being damaged by sound waves. In your reponse, be sure to include:

how sound waves could damage solid objects like a space craft.

how water could reduce the effects of the sound waves.

why damage from sound waves is an issue on the launch pad but not in the air. Be sure to consider the completeness of your response, supporting details, and accurate use of terms.

Unit 3C: Escape (3C.3) 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 noise barriers which can be dirt mounds between a highway and homes or high vertical walls. A second solution is planting vegetation such as trees. A third solution is having a large buffer zone or open space between the highway and homes. Vegetation Noise Barrier Buffer Zone Explain how vegetation, noise barriers and buffer zones reduce the noise from a highway that is heard at a nearby home. In your reponse, be sure to include:

the accurate use of terms to explain how the acoustics of the traffic noise are impacted by each of the three methods.

how the noise heard by someone in the home would be impacted by each of the three methods.

how the noise heard by someone driving on the highway would be impacted by each of the three methods.


Unit 3C: Escape (3C.4) Tunnel Indicator(s) The response should address one of the indicators.

4.3.1 The student will explain that thermal energy in a material consists of the ordered and disordered motions of its colliding particles. 4.3.3 The student will explain why the interactions among particles involve a change in the energy system. 5.1.1 The student will use analytical techniques appropriate to the study of physics. 5.1.5 The student will analyze systems with regard to the conservation laws.

How can a tunnel be safely constructed to escape a mudslide? In your reponse, be sure to include:

a possible plan for constructing a tunnel.

possible strengths and weaknesses of this plan for constructing a tunnel that should be considered.

a detailed explanation of how a chemistry or physics concept relates to this plan for constructing a tunnel.



Unit 3C: Escape (3C.4) Birthday Candles Indicator(s) 4.3.1 The student will explain that thermal energy in a material

consists of the ordered and disordered motions of its colliding particles.

At a birthday party, two friends, get into a discussion about how a candle burns. One friend says that the wick in a candle burns, giving off heat which makes the wax melt. The other friend replies, “It is the wax that actually burns to make the flame. It gets so hot, it evaporates and the vapors burn.”

Explain how the wax is fuel for a candle. In your response, be sure to include:

A description of how atoms and molecules move differently in the solid, liquid, and gas phases.

Which phase of matter has the most energy based on the movement of the atoms and molecules.

A definition of melting and vaporizing.

An explanation of why a flame is at the top of the candle even though the whole thing is made of wax


Unit 3C: Escape (3C.4) Railroad Indicator(s) 4.3.3 The student will explain why the interactions among

particles involve a change in the energy system.

When building a railroad, one of the largest challenges is connecting the individual rails together. If the rails come apart, the trains will go off the track. Because rails are made of metal, the best way to connect them is with a metal. Molten, or liquid, metal is used to combine two pieces of metal. Produce liquid metal at the site of the track can be difficult. One suitable way is through a chemical reaction called the thermite reaction. It occurs between iron (III) oxide and aluminum and is initiated by a spark. Because the product is iron, it can be used to join two rail tracks together securely.

Fe2O3 + 2 Al → Al2O3 + 2 Fe

Describe the energy involved in the thermite reaction. In your response, be sure to include:

A prediction of whether the reaction is exothermic or endothermic, with explanation.

A definition of an exothermic reaction in terms of energy.

A definition of an endothermic reaction in terms of energy. Be sure to consider the completeness of your response, supporting details, and accurate use of terms.

Unit 3C: Escape (3C.4) Swinging in the Trees Indicator(s) 5.1.1 The student will use analytical techniques appropriate to

the study of physics.

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 1B: Football Half PipeIndicator(s) 5.1.5 The student will analyze systems with regard to the

conservation laws.

A skateboarder, just learning to use a half pipe as shown below, drops in off the top of one side. She stands straight as she skates down the one side and up the other. She expected to get to the top of other side but didn’t make it. The skateboarder recalled the law of conservation of energy from science and didn’t understand why she didn’t make it to the top of the other side. She then watched some more experienced skaters. She noticed that they bent their knees and pushed off at the bottom.

Explain why the skateboarder did not make it to the top of the other side of the half pipe. In your reponse, be sure to include:

the law of conservation of energy.

where energy was lost as the skateboard moved across the half pipe.

why the other skaters were able to make it to the top. Be sure to consider the completeness of your response, supporting details, and accurate use of terms.

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