Grades 9-10

By Margaret Knight,2014-05-07 21:11
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Grades 9-10

    Part III

    Curriculum Embedded Tasks

? Strand I: Energy Transformation

    -Solar Cooker, Laboratory Investigation

    -Connecticut Energy Use, STS Activity

? Strand II: Chemical Structures and Properties

    -Synthetic Polymers, Laboratory Investigation

    -Plastics Controversy, STS Activity

? Strand III: Global Interdependence

    -Acid Rain, Laboratory Investigation

    -Connecticut Brownfield Sites, STS Activity

? Strand IV: Cell Chemistry and Biotechnology

    -Enzyme, Laboratory Activity

    -Labeling Genetically Altered Foods, STS


? Strand V: Genetics, Evolution and Biodiversity

    -Yeast Population Dynamics, Laboratory


    -Human Population Dynamics, STS Activity


    Grades 9-10

    Curriculum-Embedded Performance Task

     Strand I: Energy Transformations

    Solar Cooker

    Laboratory Investigation

     Teacher Materials


    Renewable Energy

    Teacher Materials

This curriculum-embedded science performance task is related to the content standards

    and expected performances for Grades 9-10, as described in the Core Science Curriculum

    Framework, under Scientific Inquiry, Literacy and Numeracy, Strand I Energy


    Targeted Content Standard 9.3 - Various sources of energy are used by humans and all have advantages and


    Targeted Scientific Inquiry, Literacy and Numeracy Standards

    D INQ. 1 Identify questions that can be answered through scientific investigation.

    D INQ. 3 Formulate a testable hypothesis and demonstrate logical connections between

    the scientific concepts guiding the hypothesis and the design of the experiment.

    D INQ. 4 Design and conduct appropriate types of scientific investigations to answer

    different questions.

    D INQ. 5 Identify independent and dependent variables, including those that are kept

    constant and those used as controls.

    D INQ. 6 Use appropriate tools and techniques to make observations and gather data.

    D INQ. 7 Assess the reliability of the data that was generated in the investigation.

    D INQ. 9 Articulate conclusions and explanations based on research data, and assess

    results based on the design of an investigation.

Learning objective:

Students will be able to use solar energy to heat water and understand the design factors

    that influence the effectiveness of capturing solar energy in this context.

Listed below are the suggested materials for the laboratory exercise. You may use

    additional materials if they are available.


     heat lamps or sunlight tape

     cardboard thermometer

     aluminum foil water

     containers for water colored paper or paint

     safety goggles



Teams of two students are ideal for laboratory work, but circumstances may necessitate

    teams of three students. Students will need a minimum of 90 minutes to complete this

    laboratory exercise if you expect their lab reports to be written during class time. You

    should allow at least 60 minutes of instructional time for the students to design and

    conduct their experiment and a minimum of 30 minutes for the students to write about

    their results. As an alternative, the students can write their lab report for homework.

    These time frames are merely suggestions. Additional time is appropriate if the

    circumstances and schedule at your school call for it. A sample scoring rubric is

    provided for your convenience or you may design one of your own.

If the weather is unfavorable and the laboratory exercise must take place indoors, heat

    lamps can be used as an alternative to sunlight. If your students are unfamiliar with solar

    cookers, various designs and photographs of solar cookers may be found at these and

    many other sites:

The curriculum-embedded task can be integrated into a unit on energy sources and used

    in any high school physical or Earth science course. The curriculum-embedded task is

    intended to be used as a formative assessment during the appropriate instructional unit.

    The Connecticut Academic Performance Test Generation III will include some open-

    ended items that will assess scientific inquiry and communication skills in the same

    context as this task.


    Curriculum-Embedded Laboratory Investigation Scoring Rubric

Statement of the Problem and Hypothesis

    3 The problem and hypothesis are stated clearly and completely. Clear identification of

    independent and dependent variables.

    2 The problem and hypothesis are stated adequately. Adequate identification of

    independent and dependent variables.

    1 The problem and/or hypothesis are poorly stated. Poor identification of independent and

    dependent variable.

    0 The statement of the problem and/or hypothesis is very limited or missing altogether. No

    identification of independent and dependent variables.

Experimental Design

    3 The experimental design matches the stated problem. Variables are held constant. The

    procedures are clear, complete and replicable. A control is included when appropriate. 2 The experimental design generally matches the stated problem. Attempt at holding

    variables constant is made. Procedures are generally complete. Minor modifications or

    clarifications may be needed.

    1 The experimental design matches the stated problem to some extent. Little attempt to

    hold variables constant. Procedures are incomplete. Major modifications or

    clarifications may be needed.

    0 The experimental design does not match the stated problem, is very incomplete or

    missing. There is no attempt to hold variables constant.

Data Presentation

    3 Data are well organized and presented in an appropriate manner. 2 Data are organized and presented in an appropriate manner. Minor errors or omissions

    may be present.

    1 Data are poorly organized or presented in an inappropriate manner. Major omissions or

    errors may be present.

    0 Data are very poorly organized or presented in an inappropriate manner or missing



    3 Conclusions are fully supported by data and address the hypothesis. Reliability of data

    and validity of conclusions are thoroughly discussed. 2 Conclusions are generally supported by data and address the hypothesis. Minor errors in

    interpretation of results may be present. Discussion of reliability of data and validity of

    conclusions is limited.

    1 Conclusions are supported by data and address the hypothesis to a limited extent. Major

    errors in interpretation of results may be present. There is little discussion of the

    reliability of the data or validity of conclusions. 0 Conclusions are not supported by data, do not address the hypothesis or are missing.

    There is no discussion of the reliability of data or validity of conclusions.

Excellent performance 10-12 points

    Proficient performance 7-9 points

    Marginal performance 4-6 points

    Unsatisfactory performance 0-3 points


     Student Name:_____________ Class:_____

     Solar Cooker

     Laboratory Investigation

     Student Materials


    Solar Cooker

    Student Materials

    Most people in the United States use an electric stove or a natural gas stove to cook their food. This is not the case in much of the world. Approximately 50% of the people on Earth cook using fire from burning wood. However, due to overuse, wood is becoming a scarce commodity in many countries. In addition, burning wood is a major source of air pollution.

    One alternative to cooking with wood is using solar cookers. These devices use energy from the sun to cook food without producing any pollution. While there are many designs for solar cookers, a simple solar cooker can be made from everyday materials. There are many factors that can influence the effectiveness of a solar cooker including the size of the collector, the orientation of the panel and the color of the container.

Your Task

    You and your lab partner will design and conduct an experiment to investigate one factor that contributes to the effectiveness of a solar cooker in heating water. Factors you may want to investigate include: the shape of the collector, the shape of the water container, orientation of the collector, surface area or color of the container.

    You have been provided with the following materials and equipment. It may not be necessary to use all of the equipment that has been provided.

Suggested materials:

heat lamps or sunlight tape

    cardboard thermometer

    aluminum foil water

    container for water colored paper or paint

    safety goggles


    Designing and Conducting Your Experiment

1. In your words, state the problem you are going to investigate. Write a hypothesis

    using an “If … then … because …” statement that describes what you expect to find and why. Include a clear identification of the independent and dependent variables that

    will be studied.

    2. Design an experiment to solve the problem. Your experimental design should match the statement of the problem and should be clearly described so that someone else

    could easily replicate your experiment. Include a control if appropriate and state which

    variables need to be held constant.

3. Review your design with your teacher before you begin your experiment.

    4. Conduct your experiment. While conducting your experiment, take notes and organize your data into tables.

Safety note: Students must wear approved safety goggles and follow all safety


When you have finished, your teacher will give you instructions for cleanup

    procedures, including proper disposal of all materials.


     Communicating Your Findings

Working on your own, summarize your investigation in a laboratory report that includes

    the following:

? A statement of the problem you investigated. A hypothesis (“If ... then …

    because …” statement) that described what you expected to find and why.

    Include a clear identification of the independent and dependent variables.

    ? A description of the experiment you carried out. Your description should be

    clear and complete enough so that someone could easily replicate your


? Data from your experiment. Your data should be organized into tables, charts

    and/or graphs as appropriate.

    ? Your conclusions from the experiment. Your conclusions should be fully

    supported by your data and address your hypothesis.

? Discuss the reliability of your data and any factors that contribute to a lack

    of validity of your conclusions. Also, include ways that your experiment could

    be improved if you were to do it again.


    Grades 9-10

    Curriculum-Embedded Performance Task

     Strand I: Energy Transformations

    Energy Uses in Connecticut

     Science, Technology & Society

    Teacher Materials


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