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Washington Access to Instruction and

Measurement (WA-AIM)

High School Science Performance Tasks

2018–2019Administered in Grade 11

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AdaptationsAll examples and items presented in the following Performance Tasks are allowed to be adapted to meet each individual student’s learning style and preferred mode of receptive and expressive communication. Teachers are encouraged to present the Performance Task components in styles that most closely resemble how daily instructional materials are presented to the student. Below are typical adaptations and ideas for presenting the Performance Tasks. This is not an all-inclusive or exhaustive list.

Use graphics and/or physical models Enlarge text/graphics Simplify text/directions Use tactile graphics Use pictorial/word/object representations for numbers and graph parts Written material may be read aloud (unless the PT specifically requires the

student to read) Reenactments or computer simulations may be used to represent scenarios For items that require the student to do physical tasks, teacher may do the

physical tasks if directed by the student (ie-MS PS3-3) Replace provided graphics with graphics commonly used by student Teacher can use real-life objects when asking questions Text and vocabulary can be tailored to the student’s vocabulary in cases

where the vocabulary is not a key element of the concept Use graphics student is most familiar with Place answer choices on word cards or choice board

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Science High SchoolDiscipline: Engineering and TechnologyCore Idea: Engineering Design

ACCESS POINTS Built on Three Levels of Complexity

More Complex >>>>>>>Intermediate>>>>>>> Less Complex

Student will design a solution to a real-world problem by breaking the problem down into smaller, more manageable problems, designing potential solutions for each smaller problem, and describing how the combined solutions solve the overall problem and meet the criteria.

Student will break a real-world problem down into smaller, more manageable problems and design potential solutions that meet given criteria for each smaller problem.

Student will break a real-world problem down into smaller, more manageable problems and identify potential design solutions that meet given criteria for each smaller problem.

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HS-ETS1-2: Engineering & Technology – Engineering Design High SchoolACCESS POINT (More Complex): HS-ETS1-2.M. Student will design a solution to a real-world problem by breaking the problem down into smaller, more manageable problems, designing potential solutions for each smaller problem, and describing how the combined solutions solve the overall problem and meet the criteria.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Problem must be in a real-world context. Solution must be grounded in engineering. Task requires the student to:

o Break problem into smaller problemso Design a solution for each smaller problemo Explain how the overall problem is solved through each smaller

problem solutiono Address criteria for each solution

In a multiple choice item, a minimum of three answer options must be provided.

Restrictions: None

Example Items

Teacher Directions to Student: Scientists often solve large problems by breaking them down into smaller, more manageable problems, then designing solutions for the smaller problems. I am going to read to you about a real problem. As I read, think about what the smaller problems and solutions might be.

Pollution

Essential Concept: Design a solution to a real-world problem by breaking the problem down into smaller, more manageable problems.

Three Dimensions

Science and Engineering Practices (SEP): Design a solution to real-world problems based on scientific knowledge, evidence, criteria, and tradeoffs.

Disciplinary Core Ideas (DCI):ETS1.C: Optimizing a design solution requires breaking a problem down into simpler ones.e

Cross Cutting Concepts (CCC): None

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Pollution is the introduction of contaminants into the natural environment that has harmful or poisonous effects. Pollution is a problem in many cities around the world. It can lead to illness, loss of resources, and high clean-up costs.

Teacher Directions to Student: In the larger problem of pollution, reducing water pollution from factories is a smaller, more manageable problem. A solution to the smaller problem of reducing water pollution from a factory could be to filter sewer water from the factory before it goes into a river.

Now I want you to tell me what smaller problems and solutions to pollution you can think of. One criteria is that the solution must decrease the amount of pollution in the city.

Item 1: Describe another smaller, more manageable problem for the larger problem of pollution.

Item 2: What is a possible solution to the smaller problem just given?

Item 3: Describe a second smaller, more manageable problem for the larger problem of pollution.

Item 4: What is a possible solution to the second smaller problem just given?

Item 5: For either solution, describe what you would measure and how it would meet the given criteria above. Answer Key (for teacher use only):Item 1: The smaller problem is related to larger problem of pollution.Item 2: The solution addresses smaller problem in Item 1 and meets the criteria of decreasing pollution in the city.Item 3: The smaller problem is related to the larger problem of pollution AND is different from smaller problem identified in Item 1.Item 4: The solution addresses smaller problem in Item 3 and meets the criteria of decreasing pollution in the city.Item 5: The answer is a realistic way to measure AND addresses the criteria of decreasing pollution in the city.

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HS ETS1-2: Engineering & Technology Engineering Design High SchoolACCESS POINT (Intermediate Complex): HS-ETS1-2.I. Student will break a real-world problem down into smaller, more manageable problems and design potential solutions that meet the given criteria for each smaller problem.

PERFORMANCE TASKRequirements:

Every performance task must have at least five unique items/questions. Problem must be in a real-world context. Task requires the student to:

o Break problem into smaller, more manageable problems.o Design a solution for each smaller problem.o Address criteria with each solution.


Restrictions: None

Example Items

Example Set 1:Teacher Directions to Student: Scientists often solve large problems by breaking them down into smaller, more manageable problems, then designing solutions for the smaller problems. I am going to read to you about a real problem. As I read, think about what the smaller problems and solutions might be.

Pollution Pollution is the introduction of contaminants into the natural environment that has harmful or poisonous effects. Pollution is a problem in many cities around the world. It can lead to illness, loss of resources, and high clean-up costs.


Three Dimensions




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Item 1: Choose the smaller, more manageable problem for the bigger problem of pollution in a city.

A. Littering on the city streetsB. Wasting water when brushing teethC. Turning off lights when leaving rooms

(Do not administer Item 2 until Item 1 has been answered by the student.)

Item 2: A solution to the smaller problem of reducing littering on city streets is to recycle in school. Below is a list of solutions designed to reduce the amount of litter by increasing recycling. Choose a solution and evaluate whether it does or does not meet the criteria.

A. Hiring a recycling company to recycle and buy more recycling binsB. Buy more recycling bins and have students collect recyclingC. Have students sort recyclingD. Put up posters encouraging recycling

Chosen solution:Criteria Solution meets criteria

YES NOReduces litterIncreases recyclingReduces amount of garbageIncreases student participationReduce the amount of time spent picking up litter

Teacher Direction: Now you are going to complete the chart by telling me if your chosen solution meets or doesn’t meet the criteria. Item 3: Choose the smaller, more manageable problem for the bigger problem of pollution in a city.

A. Wasting water flushing toilet too muchB. Amount of air pollution from carsC. Too many boats on lakes

(Do not show Item 4 until Item 3 has been answered by the student.)Item 4: A solution to the smaller problem of air pollution from cars is to use other forms of transportation. Below is a list of solutions designed to reduce the amount of air pollution by reducing use of cars. Choose a solution and evaluate whether it does or does not meet the criteria.

A. Riding a bicycleB. Borrowing someone else’s carC. Walking D. Riding the bus or other form of transportation


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Chosen solution:YES NO

Maintain same freedom of travelReduce air pollution in the form of carbon dioxideReduce number of cars on the roadIncrease number of people using other transportation

Teacher Direction: Now you are going to complete the chart by telling me if your chosen solution meets or doesn’t meet the criteria.

Item 5: For either solution (littering or air pollution), describe what you would measure and how it would meet the given criteria.

EXAMPLE Set 2Teacher Directions: Scientists often solve large problems by breaking them down into smaller, more manageable problems, then designing solutions for the smaller problems. I am going to read to you about a real problem. As I read, think about what the smaller problems and solutions might be.

PollutionPollution is the introduction of contaminants into the natural environment that has harmful or poisonous effects. Pollution is a problem in many cities around the world. It can lead to illness, loss of resources, and high clean-up costs.

Teacher Directions: In the larger problem of pollution, reducing air pollution from factories is a smaller, more manageable problem. A solution to the smaller problem of reducing water pollution from a factory could be to filter sewer water from the factory before it goes into a river.

Item 1: Choose the smaller, more manageable problem for the larger problem of oil spills in an ocean.

A. Ocean animals being harmedB. Global warming affecting oceansC. The moon affecting oceans

(Do not show Item 2 until Item 1 has been answered by the student.)

Item 2: A solution to the smaller problem of saving animals is to remove the oil from the animal. Below is a list of solutions designed to remove the oil from an animal. Choose a solution and evaluate whether it does or does not meet the criteria.

A. Towel off oil from animalB. Use dishwashing liquid to clean the animalC. Use a chemical to clean the animal

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D. Cage the animal until the oil comes off on its own


YES NORemoves oil from animalAnimal not hurtAnimal returned to habitat quicklyLess human contact

Teacher Direction: Now you are going to complete the chart by telling me if your chosen solution meets or doesn’t meet the criteria. Item 3: Choose the smaller, more manageable problem for the larger problem of oil spills in an ocean.

A. Taking too many fish out of the ocean B. Removing pollution from the oceanC. Fertilizer runoff into the ocean

(Do not show Item 4 until Item 3 has been answered by the student.)Item 4: A solution to the smaller problem of pollution in the water is removing the oil. Below is a list of solutions designed to remove the oil. Choose a solution and evaluate whether it does or does not meet the criteria. Use fire to burn the oil off of the water

A. Use a material to absorb the oilB. Use a chemical to sink the oilC. Wait for the oil to be removed by ocean currents


YES NOOil is removed and not relocatedNo air pollution is createdHabitat is returned to normal quickly

Teacher Direction: Now you are going to complete the chart by telling me if your chosen solution meets or doesn’t meet the criteria.

Item 5: For either solution (removing oil from an animal or from the water), describe what you would measure and how it would meet the given criteria. Answer Key (for teacher use only)Example Set 1Item 1: A. Littering on the city streets.Item 2: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteriaItem 3: B. Amount of air pollution from cars.Item 4: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteria

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Item 5: Student answer must be a realistic way to measure the effectiveness of the solution. Example answer: count the number of people using other transportation, if there are more, then the solution worked.

Example Set 2Item 1: A. Ocean animals are being harmed.Item 2: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteriaItem 3: B. Removing pollution from the ocean.Item 4: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteriaItem 5: Student answer must be a realistic way to measure the effectiveness of the solution. Example answer: measure the amount of oil removed, if more oil is taken off than is left, then the solution worked.

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HS-ETS1-2: Engineering & Technology Engineering Design High SchoolACCESS POINT (Less Complex): HS-ETS1-2.L. Student will break a real world problem down into smaller, more manageable problems and identify potential design solutions that meet given criteria for each smaller problem.


Every performance task must have at least five unique items/questions. Problem must be in a real-world context. Task requires the student to:

o Break problem into smaller problems.o Identify potential solutions for each smaller problem.o Address criteria for each solution.

In a multiple choice item, a minimum of two answer options must be provided.

Restrictions: None

Example ItemsTeacher Directions to Student: Scientists often solve large problems by breaking them down into smaller, more manageable problems, then designing solutions for the smaller problems. I am going to read to you about a real problem. As I read, think about what the smaller problems and solutions might be.

Pollution Pollution is the introduction of contaminants into the natural environment that has harmful or poisonous effects. Pollution is a problem in many cities around the world. It can lead to illness, loss of resources, and high clean-up costs.

Teacher Directions: In the larger problem of pollution, reducing water pollution from factories is a smaller, more manageable problem. A solution to the smaller


Three Dimensions




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problem of reducing water pollution from a factory could be to filter sewer water from the factory before it goes into a river.

(Items can presented using the pictograph supports provided. Pictographs are provided for all bolded underlined words in order)

Item 1: Identify another smaller, more manageable problem for the larger problem of pollution in a city.

D. Littering on the city streets.E. Wasting water when brushing teeth.

Item 2: Identify a potential design solution that solves the smaller problem of littering. The criteria is that the solution must reduce litter.

A. Walking more and not driving a car.B. Putting more recycling bins in the city.

Item 3: Identify another smaller, more manageable problem for the larger problem of pollution in a city.

D. Too many sailboats on a lake.E. Exhaust from cars producing smog.

Item 4:Identify a potential design solution that solves the smaller problem of air pollution. The criteria is that the solution must reduce air pollution.

A. Riding the bus or other public transportation.B. Taking a shorter shower.

Item 5: What solution design for reducing litter best meets the following criteria?

Reduces litter on city streets Does not cost a lot of money Increases community participation

A. Putting recycling bins at bus stops.B. Paying workers to pick up trash.

Answer Key (for teacher use only)Item 1: A. Littering on city streetsItem 2: B. Putting more recycling bins in the city.Item 3: B. Exhaust from cars producing smogItem 4: A. Riding the bus or taking other public transportationItem 5: A. Putting recycling bins at bus stops.

Pictograph Cut-outs

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Science High SchoolDiscipline: Life SciencesCore Idea: Ecosystem: Interactions, Energy, and Dynamics



Student will develop and use a model to illustrate the relationships between the components of a carbon cycle in terms of the inputs and outputs of photosynthesis and cellular respiration.

Given the components of a carbon cycle model, student will describe the relationships between the components in terms of the inputs and outputs of photosynthesis and cellular respiration.

Student will identify the components of a carbon cycle model in terms of the inputs and outputs of photosynthesis and cellular respiration.

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HS-LS2-5: Life Sciences Ecosystems: Interactions, Energy, and DynamicsHigh School

ACCESS POINT (More Complex): HS-LS2-5.M. Student will develop and use a model to illustrate the relationships between the components of a carbon cycle in terms of the inputs and outputs of photosynthesis and cellular respiration.


Every performance task must have at least five unique items/questions. Each developed carbon cycle model must include:

o Photosynthesis: Plant, with sunlight and CO2 inputs and glucose/sugar/carbs/food outputs

o Cellular respiration: Animal, with glucose/sugar/carbs/food inputs and CO2 outputs

o One Earth sphere in addition to the biosphere, e.g., atmosphere, hydrosphere, geosphere

Models may be physical, mathematical, simulations, or computer based. In a multiple choice item, a minimum of three answer options must be

provided.

Restrictions: Carbon cycles should only include natural carbon consumers and producers

(plants, animals, bacteria) No human-made or industrial consumers or producers of carbon should be included, e.g., factories or automobiles.

Example ItemsTeacher Directions: This is a model of the carbon cycle showing photosynthesis (in the grass) and cellular respiration (in the rabbit).

Essential Concept: Develop a model to illustrate the carbon cycle in a natural environment (life, air, water, and/or land.)

Three Dimensions

Science and Engineering Practices (SEP): Develop a model based on evidence to illustrate relationships in a system.

Disciplinary Core Ideas (DCI):LS2.B: Photosynthesis and cellular respiration are important components of the carbon cycle.

PS3.D: Solar energy is captured and stored through photosynthesis.

Cross Cutting Concepts (CCC): Systems and System Models. Models can show systems and the interactions within and between systems.Models can show systems and flows of energy and matter within and between systems.

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Teacher Directions: Use the model to answer the following questions.

Item 1: Show the relationship between photosynthesis and cellular respiration inputs and outputs in the carbon cycle using the diagram.

Item 2: What part of the carbon cycle is an output from the rabbit?

Item 3: What part of the carbon cycle moves between the grass and the rabbit?

Item 4: What input of photosynthesis does the grass get from the air?

Item 5: Where in the carbon cycle can carbon be stored?

Answer Key (for teacher use only):

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Item 1: Diagram includes accurate placement of sugar and CO2 in the carbon cycle, e/g., sugar from the grass to the rabbit, or CO2 from the air to the grassItem 2: Student identifies CO2 coming from the rabbit into the air as an output from cellular respiration.Item 3: Student identifies sugar moving from the grass to the rabbit, or CO2 moving from the rabbit to the grass.Item 4: Student identifies CO2 as an input for photosynthesis that the grass gets from the air.Item 5: Rabbit, grass, or wolf

Resources:Carbon Cycle Game. Animated Carbon Cycle. Modeling the Carbon Cycle

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http://www.geo.cornell.edu/eas/education/course/descr/EAS302/302_06Lab11.pdf

http://www.kscience.co.uk/animations/carbon_cycle.htm

https://www.windows2universe.org/earth/climate/carbon_cycle.html

HS-LS2-5: Life Sciences-Ecosystems: Interactions, Energy, and DynamicsHigh School

ACCESS POINT (Intermediate Complex): HS-LS2-5.I. Given the components of a carbon cycle model, student will describe the relationships between the components in terms of inputs and outputs of photosynthesis and cellular respiration.


Every performance task must have at least five unique items/questions. Each given carbon cycle model must include:

o Photosynthesis: Plant, with sunlight and CO2 inputs and glucose/sugar/carbs/food outputs

o Cellular respiration: Animal, with glucose/sugar/carbs/food inputs and CO2 outputs

o One Earth sphere in addition to the biosphere, e.g., atmosphere, hydrosphere, geosphere




Example Items

Example Set 1Teacher Directions: This is a model of the carbon cycle showing photosynthesis (in the grass) and cellular respiration (in the rabbit).


Three Dimensions





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Teacher Directions: Put the word cards in the correct box to answer the following questions.

Item 1: What part of the carbon cycle is the output from the rabbit to the wolf in box 1?

Item 2: What output of photosynthesis is consumed when the rabbit eats the grass box 2?

Item 3: What output from cellular respiration is given off from the rabbit to the grass and air in box 3?

Item 4: What input of photosynthesis does the grass get from the air in box 4?

Item 5:What role does the rabbit’s body fat play in the carbon cycle box 5?

Example Set 2Teacher Directions: This is a model of the carbon cycle showing photosynthesis (in the grass) and cellular respiration (in the rabbit) (point to a completed model in

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Example 1). Below are questions about the relationship between the inputs and outputs of cellular respiration and photosynthesis in the carbon cycle.

Item 1: What input of photosynthesis does the grass get from the air and/or the rabbit in the carbon cycle?

Item 2: What output from photosynthesis in the grass is used by the rabbit?

Item 3:What input of cellular respiration does the rabbit get from the grass in the carbon cycle?

Item 4: What output of cellular respiration does the rabbit add to the carbon cycle?

Item 5:Where can carbon be stored in the carbon cycle?

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Answer Key (for teacher use only)Example Set 1Item 1: Sugar/foodItem 2: Sugar/foodItem 3: CO2Item 4: CO2Item 5: Carbon store

Example Set 2: Item 1:Item 2:Item 3:Item 4:Item 5: rabbit, grass or wolf

Carbon Cycle Word Bank Cut-outs

CO2 CO2 Sugar/FoodSugar/Food Carbon

Store

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HS-LS2-5: Life Sciences-Ecosystems: Interaction, Energy and DynamicsHigh School

ACCESS POINT (Less Complex): HS-LS2-5.L. Student will identify the components of a carbon cycle model in terms of the inputs and outputs of photosynthesis and cellular respiration.


Every performance task must have at least five unique items/questions. The set of five items may include:

o One model and five identified componentso Multiple models with different identified components

Each given carbon cycle model must include: o Photosynthesis: Plant, with sunlight and CO2 inputs and

glucose/sugar/carbs/food outputso Cellular respiration: Animal, with glucose/sugar/carbs/food inputs and

CO2 outputso One Earth sphere in addition to the biosphere, e.g., atmosphere,

hydrosphere, geosphere In a multiple choice item, a minimum of two answer options must be

provided.



Example ItemsTeacher Directions: This is a model of the carbon cycle showing photosynthesis (in the grass) and cellular respiration (in the rabbit). Below are questions about the relationship between the inputs and outputs of cellular respiration and photosynthesis in the carbon cycle.


Three Dimensions





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Teacher Directions: Student should point to/read aloud/describe the area of the diagram indicating his/her response.Item 1: Identify the part of the carbon cycle that is an output from cellular respiration in the rabbit.

Item 2: Identify another output from the rabbit in the carbon cycle.

Item 3: Identify part of the carbon cycle that moves between the grass and the rabbit.

Item 4: Identify an input for photosynthesis that the grass gets from the air.

Item 5: Identify where in the carbon cycle carbon can be stored.

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Answer Key (for teacher use only)Item 1: Student identifies CO2 coming from the rabbit into the air as an output from cellular respiration.Item 2: Student identifies either carbon stored in the ground or in the wolf (after being eaten).Item 3: Student identifies sugar moving from the grass to the rabbit, or CO2 moving from the rabbit to the grass.Item 4: Student identifies CO2 as an input for photosynthesis that the grass gets from the air.Item 5: air, grass or rabbit

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Science High SchoolDiscipline: Physical SciencesCore Idea: Matter and Its Interactions



For any given reaction, student will use evidence to explain how changing conditions (temperature and/or concentration of the reacting particles) affects the reaction rate.

Given a change in temperature or concentration of the reacting particles, student will use evidence to explain how the reaction rate of a given reaction is affected.

Student will use evidence to identify whether changing temperature or concentration of the reacting particles affects the reaction rate of a given reaction.

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HS-PS1-5-Physical Sciences: Matter and Its Interactions High SchoolACCESS POINT (More Complex): HS-PS1-5.M. For any given reaction, student will use evidence to explain how changing conditions (temperature and concentration) of the reacting particles affects the reaction rate.


Every performance task must have at least five unique items/questions. Reactions can only have two reactants, but may occur in the presence

of other materials, such as in water or air, that do not participate in the reaction.

The set of five items must include at least one item/questions that uses evidence to explain:

o A change in temperatureo A change in concentration


Restrictions: One investigation can be used to address change in temperature OR

concentration, but not both.

Note to Teacher: This Performance Task can be done as an investigation with the student OR with no

investigation. Data sets if not doing the investigation can be located at the end of the Performance Task.

Essential Concept: Use scientific principles and evidence to explain how changing temperature or concentration affects reaction rate.

Three Dimensions

Science and Engineering Practices (SEP): Apply scientific principles and evidence to explain phenomena.

Disciplinary Core Ideas (DCI):PS1.B: Chemical processes can be understood in terms of the collisions of molecules and the rearragements of atoms by changes in energy.

Cross Cutting Concepts (CCC): Patterns. Patterns at different levels (atomic, microscopic, visiable) of systems can show casue and effect phenomena.

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Example ItemsInflating a Balloon with Baking SodaTeacher Directions: Today we are going to do an investigation and you are going to collect some data.(Set-up investigation as described below)

1. Set up: three plastic soda bottles and three balloons. 2. Using a funnel, add 28 g of baking soda to each balloon (two people may be

needed for this; one person to hold the balloon open and the other person to put the baking soda inside of the balloon).

3. Pour 28 grams of vinegar at three different temperatures (4°C, 21°C, 38°C) into each bottle.

4. Carefully fit the balloon over the bottle opening (be careful not to drop the baking soda into the vinegar yet).

5. Once the balloon is fitted snugly on the nozzle, hold up the balloon and allow the baking soda to fall into the vinegar.

6. Observe the chemical reaction and effect on the balloon.7. Record observations (diameter of the balloon) using Table 1 below.8. Repeat reactions, with 21°C vinegar in each bottle, but adding 14g, 28g, and

42g of baking soda to each balloon, respectively.9. Record observations (diameter of balloon) using Table 2 below

Table 1Bottl

eTemperature of

WaterDiameter of

Balloon1 21oC2 38oC3 4oC

Teacher Directions: Make two copies of the Bottle and Balloon Cut-outs. Give student one set of cut-outs.Item 1: Order the bottles and balloons from slowest reaction to the fastest reaction. (Student should match bottle to the balloon and then order from slowest to fastest reaction.)

Item 2: How did the temperature effect the reaction rate?

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http://scinight.weebly.com/blowing-up-balloons-with-co2.html

Teacher Directions: Now we are going to do the same investigation, this time changing the amount of baking soda we put into each bottle (repeat investigation following set-up above)

Table 2Bottl

eAmount of Baking

SodaDiameter of

Balloon1 28 g2 14 g3 42 g

Teacher Directions: Give student second set of Bottle and Balloon Cut-outs.

Item 3: Order the bottles and balloons from slowest reaction to the fastest reaction. (Student should match bottle to the balloon and then order from slowest to fastest reaction).

Item 4: How did changing the concentration of baking soda effect the reaction rate?

Item 5: Looking at your results from (teacher should have Tables 1 and 2, and the correct order from Items 1 and 3 for the student to reference), explain how the number of particle collisions effects the temperature and rate of the reaction. Answer Key (for teacher use only)Item 1: Bottle 3= smallest balloon

Bottle 1 = medium balloonBottle 2= largest balloon

Item 2: The higher the temperature, the faster the reaction rate. OR The lower the temperature, the slower the reaction rate.

Item 3: Bottle 2= smallest balloonBottle 1= medium balloonBottle 3= largest balloon

Item 4: The more baking soda, the faster the reaction rate. OR The less baking soda, the slower the reaction rate.Item 5: The more collisions means a higher temperature which results in a faster reaction rate. OR-The fewer collisions means a lower temperature which results in a slower reaction rate.

Resources:The science behind glow stickCrystal GardenCarbon Dioxide Sandwich

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https://www.youtube.com/watch?v=y4yaUYEfEjQ

http://babbledabbledo.com/science-for-kids-crystal-garden/

http://www.discoveryexpresskids.com/blog/the-science-behind-glow-sticks-how-does-temperature-affect-the-glow-intensity

Bottle and Balloon Cut-Outs

Data Sets if not doing Investigation:Change in Temperature:Bottl

eTemperature of Water

Diameter of Balloon

1 21oC 8 cm2 38oC 15 cm3 4oC 3 cm

Change in Amount of Baking Soda:

Bottle

Amount of Baking Soda

Diameter of Balloon

1 28 g 10 cm2 14 g 5 cm3 42 g 18 cm

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HS-PS1-5-Physical Sciences: Matter and Its Interactions High SchoolACCESS POINT (Intermediate Complex): HS-PS1-5.I. Given a change in temperature or concentration and the reacting particles, student will use evidence to explain how the reaction rate of a given reaction is affected.




The set of five items must include at least one item/questions that uses evidence to explain:

o A change in temperatureo A change in concentration

Can use 1 experiment (phenomena) or multiple experiments (phenomena) for the 5 items.





Three Dimensions


Disciplinary Core Ideas (DCI):PS1.B: Chemical processes can be understood in terms of the collisions of molecules and the rearragements of atoms by cahnges in energy..


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Example ItemsInflating a Balloon with Baking Soda)

Teacher Directions: Read to student: A student was in science class and just completed the first part of an investigation where they put different temperature water, equal amounts of vinegar, and equal amounts of baking soda in 3 different soda bottles and put a balloon on top of each to capture the gasses produced from the reaction. Here is what the student saw after 60 seconds

Item 1:

Item 1: Why did balloon 3 inflate more quickly than balloon 2?

A. Because the water in bottle 3 is hotter.B. Because there was more baking soda in bottle 3.C. Because it was hot in the room.

Item 2: If the student were to increase the temperature of the water in bottle 2, what will happen to the rate of the reaction?

A. It will go slower.B. It will go faster.C. It will stay the same.

Teacher Direction: Read to student: The student has completed the second part of the investigation where they used different amounts of baking soda in each bottle with equal amounts of vinegar and same temperature water. Here is what the student saw after 60 seconds.

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Item 3: Why did balloon 1 inflate more slowly than balloon 2?

A. Because there was less baking soda in bottle 1.B. Because it was different type of balloon.C. Because the water in bottle 1 is colder.

Item 4: If Sally were to decrease the amount of baking soda in bottle 2, what will happen to the rate of the reaction?

A. It will go faster.B. It will stay the same.C. It will go slower.

Item 5: The student was examining the overall results. The student knows there is a relationship between temperature, collision of particles, and the rate of a reaction occurs. Fill in the blanks with the correct words.

(Higher/Lower) temperature means (more/less) collisions which means (slower/faster) reaction rate.

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Answer Key (for teacher use only):Item 1: A, because the water in bottle 3 is hotter.Item 2: B, It will go fasterItem 3: A, Because there was less baking soda in bottle 1.Item 4: C, It will go slowerItem 5: Higher temperature means more collisions which means faster reaction rate.ORLower temperature means less collisions which means slower reaction rate.

ResourcesThe science behind glow stickThe science behind glow stickCrystal GardenCarbon Dioxide SandwichElephant Toothpaste

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http://www.funathomewithkids.com/2013/08/fun-science-experiment-for-kids.html

https://www.youtube.com/watch?v=y4yaUYEfEjQ

http://babbledabbledo.com/science-for-kids-crystal-garden/



HS-PS1-5-Physical Sciences – Matter and Its Interactions High SchoolACCESS POINT (Less Complex): HS-PS1-5.L. Student will use evidence to identify whether changing temperature or concentration of the reacting particles affects the rate of a given reaction.




The set of five items must include at least:o One item that addresses a change in temperatureo One item that addresses a change in concentration





Three Dimensions


Disciplinary Core Ideas (DCI):PS1.B: Chemical processes can be understood in terms of the collisions of molecules and the rearragements of atoms by cahnges in energy..


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Example ItemsInflating a Balloon with Baking Soda

Teacher Directions: Read to student: A student was in science class and just completed the first part of an investigation where they put different temperature water, equal amounts of vinegar, and equal amounts of baking soda in 3 different soda bottles and put a balloon on top of each to capture the gasses produced from the reaction. The student measured the results after 60 seconds.

Item 1: Identify the bottle that shows the fastest reaction.

Item 2: Did the different temperatures have an effect on the speed of the reaction?

Teacher Directions: Read to student: “The student has completed the second part of the investigation where they used different amounts of baking soda in each bottle with equal amounts of vinegar and same temperature water. The student measured the results after 60 seconds.

Item 3: Identify the bottle that shows the slowest reaction.

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Item 4: Did the different amounts of baking soda have an effect on the speed of the reaction?

Item 5: Look at the sequence of bottles below.

Which bottle would come next?

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Answer Key (for teacher use only)Item 1: Biggest balloonItem 2: YesItem 3: Smallest balloonItem 4: YesItem 5: Biggest balloon

ResourcesSample reactions: The science behind glow stick

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Science High SchoolDiscipline: Earth and Space SciencesCore Idea: Earth’s Systems



Student will organize and interpret data to make a claim about how a change to Earth's surface caused change that made another Earth system more stable or more unstable.

Student will organize and interpret data to make a claim about the impact of a change to Earth's surface on another Earth system.

Student will interpret given organized data and identify a claim about the impact of a change to Earth's surface on another Earth system.

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HS-ESS2-2 Earth and Space Sciences – Earth’s Systems High SchoolACCESS POINT (More Complex): HS-ESS2-2.M. Student will organize and interpret data to make a claim about how a change to Earth’s surface caused change that made another Earth system more stable or unstable.


Every performance task must have at least five unique items/questions. The set of five items must include at least:

o One item that interprets datao One item that organizes data


Restrictions: All graphs are limited to one dependent variable and one independent

variable.

Note to Teacher: Organizing data must include using either charts, graphs, or tables.

Essential Concept: Analyze data to make a claim about the impact of a change to Earth's surface (e.g., greenhouse gases, river dams, erosion) on another Earth system..

Three Dimensions

Science and Engineering Practices (SEP): Data can be used to make a scientific claim.

Disciplinary Core Ideas (DCI):ESS2.A: A change in one Earth system can cause a change in another Earth system.

ESS2.D: Energy from the sun interacts with Earth's systems and impacts climate..

Cross Cutting Concepts (CCC): Stability and change. A change in one system can cause another system to become more stable or unstable.

New technologies can have a positive or negative impact on systems.

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Example ItemsTeacher Directions: Read to student: “Rivers turn muddy or brown after it rains a lot. An increase in rain can cause an increase in erosion on a river system, which can cause instability in a river system.

Here are some data points recorded over four months about the relationship between rain and erosion in a river system. Use this data to answer these questions.”

1Data by MonthFebruary, 15mm of rain, 9 g/m2 erosionMarch, 60mm of rain, 44 g/m2 erosionApril, 45mm of rain, 37 g/m2 erosionMay, 30mm of rain, 20 g/m2 erosion

Item 1: Organize this data into a chart, graph, or table (use a type of graph that works best for your student).

Item 2: Using evidence from the data, what happens to the amount of erosion when the amount of rain changes?

Item 3: Teacher Directions: Here’s a line graph that shows the relationship between erosion and sedimentation in a river system.

2

Using evidence from the data, what happens to the amount of sedimentation when the amount of erosion changes?

Item 4: How might an organism at the bottom of the river be affected by muddy water?

1 Data adapted from “Soil erosion under different rainfall intensities, surface roughness, and soil water regimes” by M.J.M. Romkens, K. Helming, S.N. Prasad at the following website Soil erosion article

22 Data adapted from “Numerical study of the effects of check dams on erosion and sedimentation in the Pachang River” by Hui-ming HSIEH, Ching-ruey LUO, Jinn-chuang YANG, and Rou-fei CHEN

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https://naldc.nal.usda.gov/download/12974/PDF

Item 5: Describe how the effect you just mentioned causes the river bottom system to become more or less stable?Answer Key (for teacher use only) Item 1: Correct if student organizes data in a logical way.

Item 2: Rain increases= erosion increases; rain decreases=erosion decreases- student must cite evidence for this answer, example: In February, there is 15 mm of rain and 9 g/m2 erosion, in March, the amount of rain increases to 60 mm of rain, and the amount of erosion also increases from 9 to 44 g/m2 erosion.

Item 3: If erosion increase, sedimentation increases, if erosion decreases, sedimentation decreases- student must cite evidence for this answer, example: The line goes up for amount of sedimentation, as the erosion increases.

Item 4: Correct answers may include: mud prevents sunlight from reaching them, covers fish eggs, etc.

Item 5: Correct response should include a description of stability or instability in the entire system, not just for one organism

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HS-ESS2-2 Earth and Space Sciences – Earth’s Systems High SchoolACCESS POINT (Intermediate Complex): HS-ESS2-2.I. Student will organize and interpret data to make a claim about the impact of a change to Earth’s surface on another Earth system.


Every performance task must have at least five unique items/questions. The set of five items must include at least:

o One item that interprets datao One item that organizes data

Student must use two analysis tools (e.g., charts, graphs, or tables) about at least one change to Earth's surface.



variable.



Three Dimensions






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Here are some data points recorded over four months about the relationship between rain and erosion in a river system. Use this data to answer these questions.”

3Data by MonthFebruary, 15mm of rain, 9 g/m2 erosionMarch, 60mm of rain, 44 g/m2 erosionApril, 45mm of rain, 37 g/m2 erosionMay, 30mm of rain, 20 g/m2 erosion

Item 1: Organize this data into the table based on the amount of rainfall as the independent variable.

Amount of Rain (mm) Amount of Erosion (g/m2)

Item 2: Use this data to make a graph (use a type of graph that works best for your student).

Independent variable: Amount of rain Dependent variable: Amount of erosion

Item 3: What happens to erosion when the amount of rain changes?

A) When the rain decreases, the amount of erosion increases.B) When the rain decreases, the amount of erosion decreases.C) When the rain decreases, the amount of erosion stays the same.

3 Data adapted from “Soil erosion under different rainfall intensities, surface roughness, and soil water regimes” by M.J.M. Romkens, K. Helming, S.N. Prasad at the following website https://naldc.nal.usda.gov/download/12974/PDF

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Teacher Directions: Here’s a line graph that shows the relationship between erosion and sedimentation in a river system.

5 10 15 20 25 300123456789

10

Erosion vs Sedimentation2

Amount of Sedimentation in 10,000 tons

Erosion Rate (m/sec)

Sedi

men

tatio

n (x

10,0

00 to

ns)

4

Item 4: What happens to the amount of sedimentation when the amount of erosion increases?

A. The amount of sedimentation increases.B. The amount of sedimentation stays the same.C. The amount of sedimentation decreases.

Item 5: Why does the river look muddier when it rains more?

Answer Key (for teacher use only) Item 1: Correct if student organizes data in a logical wayItem 2: Correct if student produces a graphItem 3: B, When the rain decreases, the amount of erosion decreases.Item 4: A, The amount of sedimentation increases.Item 5: Correct response must include a claim about the impact of a change to Earth’s surface on another Earth system


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HS-ESS2-2 Earth and Space Sciences – Earth’s Systems High SchoolACCESS POINT (Less): HS-ESS2-2.L. Student will interpret given data and identify a claim about the impact of a change to Earth’s surface on another Earth system.


Every performance task must have at least five unique items/questions. Task must use two analysis tools (e.g., graphs) about at least one change to

Earth's surface. In a multiple choice item, a minimum of two answer options must be

provided.


variable.



Three Dimensions






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Here are some data points about the relationship between rain and erosion in a river system. Use this data to answer these questions.”

5

Item 1: Identify the segment on the line graph that shows the highest amount of rain.

(If student gets Item 1 incorrect, teacher should provide correct answer before administering Item 2).

Item 2: Identify a claim that is supported by the data.

D) When rain increases, erosion increases.E) When rain increases, erosion decreases.

5 Data adapted from “Soil erosion under different rainfall intensities, surface roughness, and soil water regimes” by M.J.M. Romkens, K. Helming, S.N. Prasad at the following website https://naldc.nal.usda.gov/download/12974/PDF

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Teacher Direction: Read to student: Sedimentation is when soil (dirt) is in the water. Here’s a line graph that shows the relationship between erosion and sedimentation in a river system.

6

Item 3: Identify the segment on the line graph that shows the lowest amount of sedimentation.

(If student gets Item 3 incorrect, teacher should provide correct answer before administering Item 4.)

Item 4: Identify a claim that is supported by the data.

A) When erosion decreases, sedimentation increases.B) When erosion increases, sedimentation increases.

Item 5: Why does the river look muddier when it rains more?

A) More soil (dirt) gets in the river.B) Rain makes the river flow faster.

Answer Key (for teacher use only)Item 1: Student identifies segment BAItem 2: A, When rain increases, erosion increases.Item 3: Student identifies segment DCItem 4: B, When erosion increases, sedimentation increases.Item 5: A, More soil (dirt) gets in the river.


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Science High SchoolDiscipline: Earth and Space SciencesCore Idea: Earth and Human Activity


More Complex>>>>>>>Intermediate>>>>>>> Less Complex

Student will use data to refine a technological solution and describe how the refined solution reduces a human impact on natural systems and meets the given criteria and constraints.

Student will use data to refine a technological solution that reduces a human impact on natural systems and meets the given criteria and constraints.

Student will use data to identify whether a technological solution reduces a human impact on natural systems.

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HS-ESS3-4: Earth and Space Sciences – Earth and Human Activity High SchoolACCESS POINT (More Complex): HS-ESS3-4.M. Student will use data to refine a technological solution and describe how the refined solution reduces a human impact on natural systems and meets the given criteria and constraints .


Every performance task must have at least five unique items/questions. Student must consider at least five refinements to a technological solution

based on constraints and criteria. Teacher provides the constraints and criteria. Data can refer to scientific knowledge, evidence, criteria, and tradeoffs. The set of five items must include:

o 1 item about using data to determine how well the solution is workingo 1 item identifying parts of the solution that need to be refinedo 1 item explaining how to change the solution to make it better


Restrictions: NoneEssential Concept: Refine a technological solution that reduces a human impact on natural systems.

Three Dimensions

Science and Engineering Practices (SEP): Design or refine a solution to a real-world problem based on scientific knowledge, evidence, criteria, and tradeoffs.

Disciplinary Core Ideas (DCI):ESS3.C: Scientists and engineers can reduce pollution and waste by developing technologies. ETS1.B: It is important to consider constraints and impacts when evaluating solutions. the moon, and/or seasons.

Cross Cutting Concepts (CCC): Stability and Change - Feedback can affect a systemwhen a change in one system causes a change in another system. New technologies can have a positive or negative impact on our systems. Engineers change technologies to increase positive impacts and decrease negative impacts.

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Example ItemsTeacher Directions: Listen to the following scenario. Then using the data in the table, answer the following questions.

A group of students want to reduce the amount of chemical fertilizer used in their school garden. Chemical fertilizers can impact school budgets and can have a negative impact on the environment, so the students decide to start a compost pile to produce fertilizer. They want to get their compost pile up and running as quickly and as efficiently as possible. Their teacher gives them some ideas to get started by letting them know that heat is a good indicator of how active a compost pile is; the more active (productive) the compost pile, the higher the temperature. The students conduct research to see if there are refinements that can improve the efficiency of the compost production, such as covering the compost pile, adding worms, and varying the amount of water added to the pile. The results of their research are in the table below.

Refinements to technological solution of composting

Cost ($/m3) Compost Pile Temperature

Cover compost pile $0.20 HighAdd worms $15.00 LowAdd water: 4 L every day

$0.35 Low

Add water: 4 L once a week

$0.05 High

Add water: 4 L every other week

$0.02 Medium

Item 1: Which refinement results in a high temperature? Use data from the table to support your answer.

Item 2: Which refinement results in a high temperature for the lowest cost? Use data from the table to support your answer.

Item 3: Give two reasons why adding worms is not the best refinement to the technological solution?

Item 4: Given data from the table, based on the constraints and criteria, which compost pile would have the most success and why?

A. Compost pile with a cover and worms added.B. Compost pile with worms and water added every day.C. Compost pile with a cover and water added once a week.

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Item 5: Based on the data in the table, give one reason why watering every day is not the best option.

Answer Key (for teacher use only):Item 1: Adding a cover OR watering once a week results in a high temperature.Item 2: Watering the compost once time per week costs the least and results in a high temperature.Item 3: Worms add to the cost and do not increase the temperature of the compost as much as other refinements.Item 4: C, because both achieve the highest temperature.Item 5: This would be student-generated and requires teacher discretion. Examples may include: location of the pile, availability of materials, weather, time available, size of pile, size of material in compost pile, etc.

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HS-ESS3-4: Earth and Space Sciences – Earth and Human Activity High SchoolACCESS POINT (Intermediate Complex): HS-ESS3-4.I. Student will use data to refine a technological solution that reduces a human impact on natural systems and meets the given criteria and constraints .


Every performance task must have at least five unique items/questions. Student must identify at least two refinements to a technological solution

based on constraints and criteria. Teacher provides the constraints and criteria. Data can refer to scientific knowledge, evidence, criteria, and tradeoffs. The set of five items must include at least:

o 1 item using data to determine how well the solution is working o 1 item identifying parts of the solution that need to be refinedo 1 item explaining how to change the solution to make it better



Three Dimensions




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A group of students want to reduce the amount of chemical fertilizer used in their school garden. Chemical fertilizers can impact school budgets and can have a negative impact on the environment, so the students decide to start a compost pile to produce fertilizer. They want to get their compost pile up and running as quickly and as efficiently as possible. Their teacher gives them some ideas to get started by letting them know that heat is a good indicator of how active a compost pile is; the more active (productive) the compost pile, the higher the temperature. The students conduct research to see if there are refinements that can improve the efficiency of the compost production, such as covering the compost pile, adding worms, and varying the amount of water added to the pile. The results of their research are in the table below.




$0.35 Low


$0.05 High


$0.02 Medium

Item 1: Which refinement results in a high temperature?

Item 2: Which refinement results in a high temperature for the lowest cost?

Item 3: Which two refinements can be combined to both keep costs low and results in a high temperature?

Item 4: Based on the data in the table, which of the following statements is true?

A. Adding worms has the cheapest cost to increase temperature of the compost.B. High temperature can be achieved by covering the compost pile.C. Water added every other week will produce a high temperature of the

compost.

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Item 5: Based on the data in the table, give one reason why watering every day is not the best option.

Answer Key (for teacher use only):Item 1: Add a cover OR water once a week.Item 2: Water the compost once time per week.Item 3: Add a cover and water once a week.Item 4: B, High temperature can be achieved by covering the compost pile.Item 5: It costs more OR it does not produce a higher temperature (which is necessary for more active compost).

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HS-ESS3-4: Earth and Space Sciences – Earth and Human Activity High SchoolACCESS POINT (Less Complex): HS-ESS3-4.L Student will use data to identify whether a technological solution reduces a human impact on natural systems.


Every performance task must have at least five unique items/questions. Student must identify at least two refinements to a technological solution

based on constraints and criteria. Teacher provides the constraints and criteria. Data can refer to scientific knowledge, evidence, criteria, and tradeoffs. The set of five items must include at least:

o 1 item using data to determine how well the solution is working o 1 item identifying parts of the solution that need to be refinedo 1 item explaining how to change the solution to make it better



Three Dimensions




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A group of students want to reduce the amount of chemical fertilizer used in their school garden. Chemical fertilizers can impact the school budget and can have a negative impact on the environment, so the students decide to start a compost pile to produce fertilizer. They want to get their compost pile up and running as quickly and as efficiently as possible. Their teacher gives them some ideas to get started by letting them know that heat is a good indicator of how active a compost pile is; the more active (productive) the compost pile, the higher the temperature. The students conduct research to see if there are refinements that can improve the efficiency of the compost production, such as covering the compost pile, adding worms, and varying the amount of water added to the pile. The results of their research are in the table below.




$0.35 Low


$0.05 High


$0.02 Medium

Item 1: Does adding worms create a high temperature for the compost pile?

Item 2: Does covering the compost pile improve compost activity?

Item 3: Does adding water every day have a high or low impact on the temperature of the compost?

Item 4: Which refinement will improve the compost pile most: adding worms or watering once a week?

Item 5: Which technological solution reduces human impact on the environment: composting food or throwing it in the garbage?

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Answer Key (for teacher use only):Item 1: NoItem 2: YesItem 3: LowItem 4: Watering once a weekItem 5: Composting food

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Glossary of Terms

Carbon cycle: The continuous process by which carbon is exchanged between organisms and the environment.

Cellular Respiration: Process in cells by which oxygen is chemically combined with food molecules and energy is released.

Claim: A statement that asserts something to be true. It can be factual or a judgement.

Concentration: Amount per unit volume.

Constraint: A limitation of the design, e.g. materials, time, and/or cost.

Counterclaim: A statement of opposition to a claim.

Criteria: A standard of judgement; a reference point against which other designs or solutions can be compared.

Distractor: An incorrect answer in a multiple-choice question.

Evidence: Factual information that is used to persuade an audience in favor of a claim.

Particle: A minute fragment or quantity of matter.

Photosynthesis: The chemical process by which plants use light energy to make sugar from water and carbon dioxide.

Except where otherwise noted, this work by Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners.

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