Extended experimental investigation: Stain removal

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Extended experimental investigation: Stain removal"

Transcription

1 Science Sample assessment instrument Extended experimental investigation: Stain removal This sample has been compiled by the Queensland Studies Authority (QSA) to help teachers plan and develop assessment instruments for individual school settings. It shows the following dimensions: Knowledge and conceptual understanding Investigative processes Issues & Impacts Assessment instrument Assess at least 2 focus areas in each context. Scientific priorities: Technology; Catalysts for discovery Focus areas: Structure and properties of matter; Energy Key concepts: The molecular nature of matter; Gases, liquids, solutions, solids; Forces and motion Background: Detergents and stain removal are a billion-dollar industry in Australia. There are endless cleaning products available for every imaginable situation and stain; books and television shows about cleaning have become mainstream, and cleaning companies and products abound. Instructions: Select a type of stain, product or material; or, test a widely held stain removal tip, and then develop a research question. Once you have refined your research question, discuss your ideas with your teacher before finalising the plan for your experimental investigation. Your research question will lead you to the relevant concepts and theories to develop your investigation. Throughout this process you should log in your journal clear links between your chosen topic and the theory associated with the investigation. When your topic has been approved, focus your research so that you can develop appropriate experimental procedures and a hypothesis. Trial your proposed method and modify it if necessary before carrying out your experimental investigation. Consider the types of data that you can collect, and then collate the results of your investigation in appropriate formats for a scientific report. Analyse your investigation results, explaining any relationships, trends or anomalies that you have noted. Link your results to your initial hypothesis to draw conclusions about your investigation. Explain the underlying scientific concepts and principles that support your experimental findings.

2 This section provides guidance on how to approach the task, but allows students to determine their own research question and form a hypothesis and method. To ensure key concepts are covered, students are directed in the task of dealing with each one; however, each concept is mentioned in general terms to allow students to identify which aspects of it are relevant to their investigation. Some students will be able to recognise and explain complex concepts and principles related to their stain-removal investigation; other students will describe or explain simpler facts. In your report, ensure that you link your research and results to the following concepts: Solvents and solutions Molecular structure of cleaning products and any associated chemicals (e.g. stain sources) Molecular forces that cause stains and enable stain removal Other concepts relevant to your investigation. Conditions: You have seven weeks to research, design, carry out your investigation and complete your report. Complete your investigation with a scientific report using the structure provided. Your investigation must be one that can be tested safely. Although some work will be conducted in groups, each student must submit their own journal and scientific report. You will be required to submit a materials safety data sheet (MSDS), drafts and check sheets at intervals during the investigation. Your data analysis, discussion and conclusions should be words. Reference all secondary information sources correctly in your report. If clear descriptions of the task and conditions are shown on the criteria sheet, a Form R5 Conditions sheet is not necessary at monitoring or verification. Queensland Studies Authority April

3 Scientific log book: Your log book is to be handwritten in an exercise book and should be a reflection of your research, findings and thoughts throughout your experiment. Your journal should record: initial and any subsequent research researchable questions and the hypothesis to be tested method and equipment used to conduct your experiment (include materials safety and data sheet (MSDS) and safety information) data collected from your experiment analysis and explanation of data personal thoughts on your progress (successes and difficulties) bibliography or reference list of information sources. The log book is to be submitted with your scientific report and should be regularly reviewed by your teacher. A journal/log book is a good way to collect evidence of the Investigative process and can show the contribution of each student to group work. A journal/log book may take many forms. The amount of teacher guidance on completing a log book will depend on the stage of the course. Queensland Studies Authority April

4 Report format: HEADINGS Title Summary (or abstract) Introduction Materials Methods Results Discussion Conclusion INSTRUCTIONS Write a title for your investigation. The summary is written when the report is all but completed. It should capture the essence of your investigation and report. It should summarise your conclusions in words. Includes the background information, the aim and hypothesis/prediction, to the investigation. Write a list of the items used and specify the quantity, size, concentration etc. List the instructions that would tell someone else how to do this experiment. This should be written as a numbered list of instructions. A diagram could be used with some written instructions showing what is to be done. Remember to write in the third person and in past tense. Record all observed data from the experiment in this section. Try to record the data in suitable formats such as tables or drawings. Show how your results are related to your original aim/s and the hypothesis described in the introduction. What do the results tell you? Are there any relationships, patterns or trends? Support all statements with reference to your data. Explain any identified relationships, patterns or trends in your results. Explain the scientific theory behind your results. What did you find out about this investigation? Was the outcome different from your prediction? Explain. Discuss problems you encountered as you conducted your investigation. Did you have to make any changes to the experiment that you described in the method section? Could anything be improved or changed to make the results more useful (e.g. the fairness of the test, accuracy of results)? In this section, write a response to the aim/prediction/ hypothesis, with some justification. Queensland Studies Authority April

5 Planning sheet extended experimental investigation Topic: Stain removal The EEI planning sheet is available on the Science 21 web page to assist teachers with Semester (stage of course): Semester 2 Year 11 General objectives: KCU, IP, II planning units of work containing EEIs. Key concepts: SP1, SP2, EN2 Teachers are not required to use this planner. Note: For teacher use only NOT to be given out to students as part of the task sheet. Possible hypotheses/issue/researchable question Testing solvents for different stains and media (solutions) Effect of heat, ultraviolet light (UV) or water hardness on stain removal Effectiveness of stain removal methods according to chemical composition of stain (e.g. organic stains respond well to an oxidising agent, while synthetic stains respond to a reducing agent) Dry cleaning versus water-based cleaning (action of detergents, structure of soaps and detergents, chemical solvents, surfactants) Enzyme action and stain removal (catalysts, activation energy, lock and key) Effect of polarity of molecules (electromagnetic force, and strong and weak nuclear forces) on methods of stain removal and types of stains Effect of mechanical forces in stain removal (emulsions, micelles). Outline of possible experiments/practical tasks Choosing one stain type and testing a variety of methods to remove it Testing a variety of solvents on a range of stains and fabrics Testing stains on fabric or other media Identifying the components of a stain to determine the best methods of removal Using identified scientific concepts and principles to design a test for a claim, or performing an investigation then finding the relevant concepts and principles to explain their findings. This is a worked example to demonstrate how this planner is used. It is completed prior to commencing the unit and allows the teacher to consider the suitability of the unit for this assessment type, the opportunities provided to meet the technique requirements and standards, the teaching and learning required and management of resources. It supports the QSA s Designing effective assessment instruments document. Types of data/information to be collected Qualitative observations on stain removal, which could be quantified Quantitative data could be collected if testing concentrations, temperatures etc. Secondary data to explain the findings of the investigation. Students should be provided with the opportunity to develop their own question or hypothesis (A C standard). Can you easily identify a number of investigations for your topic? Can suitable data or observations be collected? Would another technique be more suitable for this unit? Queensland Studies Authority April

6 The headings used in this section of the planner align with the requirements of an EEI pp28-29 of the Science 21 syllabus and highlights for teachers the opportunities provided to demonstrate the general objectives and standards of the syllabus. Opportunities for students to: modify and refine experiments/practical tasks manipulate and display data information use technology and modify equipment Methodology and materials could be modified during the investigation. Decisions about expanding or confining the scope of the investigation may be made. generate and/or collect primary (and/or secondary) data/information Students will generate primary research results. They will research internet and books to help choose a suitable claim or theory to test, and also be involved in secondary research in order to explain their results. Learning experiences/prior knowledge/scaffolding Practical investigations on soap making, solutions and solvents Atomic structure, molecular bonding and charge Oxidation and reduction reactions, catalysts Strong and weak nuclear charges Students may need individual assistance with understanding complex researched information, as this is still quite early in the course Report format and scientific method will need scaffolding as this is the first extended experimental investigation (EEI). Data may be displayed in written form, tabulated, sketches of results or theory (to illustrate understanding of scientific concepts and principles). develop research outcomes with justifications Students may support their hypothesis or refute an incorrect claim using their primary data and researched secondary information. Time/space/equipment requirements, and costs or safety issues 7 weeks in total. 4 weeks of data collection in class (complete and/or part lessons each week, as needed, according to the stage). Small groups. All chemicals and procedures need to be approved by teacher. A materials safety data sheet (MSDS) is to be completed by students before starting investigation. Students will not test blood stains due to possible biological contaminants. Students may need to supply some materials for their investigation. Most research will involve chemical testing and modifying Opportunity to research second-hand data from a variety of sources. examine and evaluate the validity and value of data/information A variety of information sources are available including reputable scientific information, blogs and anecdotal testimony. Strategies for authentication Each student will keep a journal throughout the investigation, from planning to completion, and will answer some scaffolded questions ensuring all EEI requirements are met, secondary information found and data collected. Investigation will be completed in class time, though some secondary data collection and analysis may occur outside the classroom. Aligning teaching, learning and assessment Queensland Studies Authority April

7 Instrument-specific criteria and standards Standard A Standard B Standard C Standard D Standard E Knowledge and conceptual understanding description and explanation of complex scientific information underpinning the stain removal investigation interpretation and application of scientific knowledge and information to generate reasoned explanations of stain removal methods description and explanation of scientific information underpinning the stain removal investigation application of scientific knowledge and information to generate informed explanations of stain removal methods description of scientific information underpinning the stain removal investigation generation of scientific explanations of stain removal methods statements of scientific information about stain removal identification of scientific information about stain removal methods statements of isolated scientific facts about stain removal superficial statements about stain removal methods Investigative processes questions and hypotheses formulated by identifying stain removal problems that inform justified and refined plans for investigation assessment and management of risk; safe selection and use of equipment and purposeful use of technology to gather and enhance the reliability of data and information systematic analysis and interpretation of data and information using appropriate quantitative and qualitative techniques to identify trends, relationships and anomalies questions and hypotheses formulated by identifying stain removal problems that inform justified plans for investigation assessment and management of risk; safe selection and use of equipment and appropriate use of technology to gather reliable data analysis and interpretation of data and information using appropriate quantitative and qualitative techniques to identify trends and anomalies questions and hypotheses formulated, using given stain removal problems to select and carry out a given scientific investigation assessment and management of risk; safe selection and use of equipment and technology to gather data analysis of data and information using appropriate quantitative and qualitative techniques carrying out of given structured stain removal investigation management of risk; safe use of equipment / technology to gather data partial analysis of data and information identification of stain removal problems safe, focused operation of equipment /technology rudimentary analysis of data or information Queensland Studies Authority April

8 discriminating selection and presentation of scientific data/ideas, using scientific conventions and terminology to clearly convey meaning to a variety of intended audiences, using appropriate formats within the scientific report selection and presentation of scientific data/ideas, using scientific conventions and terminology to convey meaning to a variety of intended audiences, using appropriate formats within the scientific report selection and presentation of scientific data/ideas to convey meaning in a variety of formats within the scientific report presentation of scientific data/ideas in a variety of formats within the scientific report presentation of information Issues & Impacts synthesis of data to draw well-reasoned conclusions and express justified positions synthesis of data to draw informed conclusions and express positions use of data and information to express plausible conclusions and positions statements of conclusions and positions statements of opinions Key: Qualitative differences across the standards Cognitive processes demonstrated in the response Products evident in the response Queensland Studies Authority April

Extended experimental investigation

Extended experimental investigation Chemistry 2007 Sample assessment instrument and indicative responses Extended experimental investigation This sample is intended to inform the design of assessment instruments in the senior phase of learning.

More information

Science Stage 6 Skills Module 8.1 and 9.1 Mapping Grids

Science Stage 6 Skills Module 8.1 and 9.1 Mapping Grids Science Stage 6 Skills Module 8.1 and 9.1 Mapping Grids Templates for the mapping of the skills content Modules 8.1 and 9.1 have been provided to assist teachers in evaluating existing, and planning new,

More information

Extended experimental investigation: The effect of sunlight on the chlorine levels in pools

Extended experimental investigation: The effect of sunlight on the chlorine levels in pools Chemistry (2007) Sample assessment instrument and student response Extended experimental investigation: The effect of sunlight on the chlorine levels in pools This sample is intended to inform the design

More information

SCIENCE. Introducing updated Cambridge International AS & A Level syllabuses for. Biology 9700 Chemistry 9701 Physics 9702

SCIENCE. Introducing updated Cambridge International AS & A Level syllabuses for. Biology 9700 Chemistry 9701 Physics 9702 Introducing updated Cambridge International AS & A Level syllabuses for SCIENCE Biology 9700 Chemistry 9701 Physics 9702 The revised Cambridge International AS & A Level Biology, Chemistry and Physics

More information

One Stop Shop For Teachers

One Stop Shop For Teachers Physical Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

VCE CHEMISTRY 2008 2011: UNIT 3 SAMPLE COURSE OUTLINE

VCE CHEMISTRY 2008 2011: UNIT 3 SAMPLE COURSE OUTLINE VCE CHEMISTRY 2008 2011: UNIT 3 SAMPLE COURSE OUTLINE This sample course outline represents one possible teaching and learning sequence for Unit 3. 1 2 calculations including amount of solids, liquids

More information

Information and Communication Technology 2014

Information and Communication Technology 2014 Information and Communication Technology 2014 Project: Audio training module Elective context: Audio and video production This sample has been compiled by the QCAA to help teachers plan and develop assessment

More information

CHEMISTRY STANDARDS BASED RUBRIC ATOMIC STRUCTURE AND BONDING

CHEMISTRY STANDARDS BASED RUBRIC ATOMIC STRUCTURE AND BONDING CHEMISTRY STANDARDS BASED RUBRIC ATOMIC STRUCTURE AND BONDING Essential Standard: STUDENTS WILL UNDERSTAND THAT THE PROPERTIES OF MATTER AND THEIR INTERACTIONS ARE A CONSEQUENCE OF THE STRUCTURE OF MATTER,

More information

AIE: 85-86, 193, 217-218, 294, 339-340, 341-343, 412, 437-439, 531-533, 682, 686-687 SE: : 339, 434, 437-438, 48-454, 455-458, 680, 686

AIE: 85-86, 193, 217-218, 294, 339-340, 341-343, 412, 437-439, 531-533, 682, 686-687 SE: : 339, 434, 437-438, 48-454, 455-458, 680, 686 Knowledge and skills. (1) The student conducts laboratory investigations and fieldwork using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices

More information

Freezing and Melting of Water

Freezing and Melting of Water Freezing and Melting of Water The cooling and warming behavior of water is investigated. With the use of technology, water temperature data is collected, graphed and analyzed. The freezing and melting

More information

The referenced Texas Essential Knowledge and Skills (TEKS) are from TEA Chemistry and TEA Integrated Physics and Chemistry.

The referenced Texas Essential Knowledge and Skills (TEKS) are from TEA Chemistry and TEA Integrated Physics and Chemistry. Texas University Interscholastic League Contest Event: Science (Chemistry) The contest challenges students to read widely in chemistry, to understand the significance of experiments rather than to recall

More information

Science Fair Handbook

Science Fair Handbook Science Fair Handbook Due Date: October 29, 2012 Page 1 of 7 Project Components and Descriptions The components and descriptions below are all of the required parts of the science fair project. 1. TITLE:

More information

Science Fair Project Planning Packet

Science Fair Project Planning Packet Science Fair Project Planning Packet Group Members:! Due Dates Things To Do Choose topic and write project question. Get approval from your teacher. Research your topic and write key words and paragraph.

More information

Student Review Sheet Matter & Energy Semester B Examination

Student Review Sheet Matter & Energy Semester B Examination Matter & Energy Semester B Examination Test Description Length: 2 hours Items: 59 SR (~85%), 2 BCRs (~15%) Unit Approximate Number of Selected Response Items Science Process Skills 13 Molecules to Atoms

More information

UC Irvine FOCUS! 5 E Lesson Plan

UC Irvine FOCUS! 5 E Lesson Plan UC Irvine FOCUS! 5 E Lesson Plan Title: Charles Law with Balloons Grade Level and Course: 9-12 High School Chemistry; 8 th grade physical science Materials: 1000 ml beaker Hotplate Graduated cylinder Water

More information

LAB 2: MYSTERY BAG & REACTIONS IN A BAG

LAB 2: MYSTERY BAG & REACTIONS IN A BAG LAB 2: MYSTERY BAG & REACTIONS IN A BAG APPLICATIONS OF THE SCIENTIFIC METHOD PURPOSE: To use the Scientific Method to make testable observations and carry out experiments to validate or challenge your

More information

School District of Hillsborough County Middle School Science Physical Science Honors Semester 1 Exam Review

School District of Hillsborough County Middle School Science Physical Science Honors Semester 1 Exam Review School District of Hillsborough County Middle School Science 2011-2012 IPS Chapter 1 Volume and Mass - (Safety) 1. Review all required reading sections and chapter questions for all sections. 2. Be familiar

More information

NGSS Science & Engineering Practices Grades K-2

NGSS Science & Engineering Practices Grades K-2 ACTIVITY 8: SCIENCE AND ENGINEERING SELF-ASSESSMENTS NGSS Science & Engineering Practices Grades K-2 1 = Little Understanding; 4 = Expert Understanding Practice / Indicator 1 2 3 4 NOTES Asking questions

More information

CNAS ASSESSMENT COMMITTEE CHEMISTRY (CH) DEGREE PROGRAM CURRICULAR MAPPINGS AND COURSE EXPECTED STUDENT LEARNING OUTCOMES (SLOs)

CNAS ASSESSMENT COMMITTEE CHEMISTRY (CH) DEGREE PROGRAM CURRICULAR MAPPINGS AND COURSE EXPECTED STUDENT LEARNING OUTCOMES (SLOs) CNAS ASSESSMENT COMMITTEE CHEMISTRY (CH) DEGREE PROGRAM CURRICULAR MAPPINGS AND COURSE EXPECTED STUDENT LEARNING OUTCOMES (SLOs) DEGREE PROGRAM CURRICULAR MAPPING DEFINED PROGRAM SLOs Course No. 11 12

More information

SCIENCE Chemistry Standard: Physical Science

SCIENCE Chemistry Standard: Physical Science Standard: Physical Science Nature of Matter A. Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of

More information

How Much Water Fits on a Penny? 6

How Much Water Fits on a Penny? 6 6 Students conduct an experiment to determine how many drops of water will fit on a penny and apply their knowledge of the properties of water and chemical bonds to explain the phenomenon. Suggested Grade

More information

Interpretation of Data (IOD) Score Range

Interpretation of Data (IOD) Score Range These Standards describe what students who score in specific score ranges on the Science Test of ACT Explore, ACT Plan, and the ACT college readiness assessment are likely to know and be able to do. 13

More information

The Structure of Water Introductory Lesson

The Structure of Water Introductory Lesson Dana V. Middlemiss Fall 2002 The Structure of Water Introductory Lesson Abstract: This is an introduction to the chemical nature of water and its interactions. In particular, this lesson will explore evaporation,

More information

Exploring Creation With Chemistry Table of Contents

Exploring Creation With Chemistry Table of Contents Exploring Creation With Chemistry Table of Contents MODULE #1: Measurement and Units...1 Introduction... 1 Experiment 1.1: Air Has Mass... 1 Experiment 1.2: Air Takes Up Space... 2 Units of Measurement...

More information

Chapter 1: Chemistry: Measurements and Methods

Chapter 1: Chemistry: Measurements and Methods Chapter 1: Chemistry: Measurements and Methods 1.1 The Discovery Process o Chemistry - The study of matter o Matter - Anything that has mass and occupies space, the stuff that things are made of. This

More information

Quality teaching in NSW public schools Discussion paper

Quality teaching in NSW public schools Discussion paper Quality teaching in NSW public schools Discussion paper Professional Support and Curriculum Directorate May 2003 Quality teaching in NSW public schools Discussion paper 2003 State of NSW Department of

More information

The content is based on the National Science Teachers Association (NSTA) standards and is aligned with state standards.

The content is based on the National Science Teachers Association (NSTA) standards and is aligned with state standards. Literacy Advantage Physical Science Physical Science Literacy Advantage offers a tightly focused curriculum designed to address fundamental concepts such as the nature and structure of matter, the characteristics

More information

SPECIFIC HEAT OF METALS

SPECIFIC HEAT OF METALS Performance Standard 12D/11B/13A/.J SPECIFIC HEAT OF METALS Students will apply the concepts, principles and process of technological design to explore thermodynamics accordingly: Knowledge: Determine

More information

Working Scientifically in the Primary Classroom: Progression of Enquiry Skills Introduction This booklet has been produced to help teachers understand

Working Scientifically in the Primary Classroom: Progression of Enquiry Skills Introduction This booklet has been produced to help teachers understand The posters were very well received when I used them in a staff INSET to identify the expected progression in working scientifically! Each class now has a copy on their science display. I adapted them

More information

Chapter Test B. Chapter: Measurements and Calculations

Chapter Test B. Chapter: Measurements and Calculations Assessment Chapter Test B Chapter: Measurements and Calculations PART I In the space provided, write the letter of the term or phrase that best completes each statement or best answers each question. 1.

More information

Water Properties Lab

Water Properties Lab Name: Block: Biology 2/2010 Water Properties Lab Water is a polar molecule. The oxygen atom in water has a greater electronegativity, or a stronger pull on the electrons that it shares with the two hydrogens

More information

UC Irvine FOCUS! 5 E Lesson Plan

UC Irvine FOCUS! 5 E Lesson Plan UC Irvine FOCUS! 5 E Lesson Plan Title: Exothermic verses Endothermic Grade Level and Course: 8 th Grade Physical Science & 9-12 High School Chemistry Materials: 100 ml beakers or plastic cups.1 M CH3COOH

More information

High School Science Project 1 Expectations

High School Science Project 1 Expectations High School Science Project 1 Expectations Project Completion Date: 1 st Monday in February Suggested Sequence of Events, Checklist & Timeline Purchase composition notebook to use as a science project

More information

Comparing heat absorption in different soil types

Comparing heat absorption in different soil types Comparing heat absorption in different soil types Hypothesis Sand will absorb heat at a different rate than potting soil. A dark surface will absorb heat at a different rate than a light surface. Primary

More information

Phases of Matter Multiple Choice Quiz

Phases of Matter Multiple Choice Quiz Phases of Matter Multiple Choice Quiz Name: Date: Class: 1 All of the following are phases (states) of matter EXCEPT: 5 Water is different from other substances because: A solid B liquid C gas D putty

More information

Indiana's Academic Standards 2010 ICP Indiana's Academic Standards 2016 ICP. map) that describe the relationship acceleration, velocity and distance.

Indiana's Academic Standards 2010 ICP Indiana's Academic Standards 2016 ICP. map) that describe the relationship acceleration, velocity and distance. .1.1 Measure the motion of objects to understand.1.1 Develop graphical, the relationships among distance, velocity and mathematical, and pictorial acceleration. Develop deeper understanding through representations

More information

LESSON 7: Milk Rainbow ESTIMATED TIME Setup: 5 minutes Procedure: 5 10 minutes

LESSON 7: Milk Rainbow ESTIMATED TIME Setup: 5 minutes Procedure: 5 10 minutes LESSON 7: Milk Rainbow ESTIMATED TIME Setup: 5 minutes Procedure: 5 10 minutes DESCRIPTION Create swirls of color in milk and explore a property of liquids known as surface tension. OBJECTIVE This lesson

More information

Chemistry Scope & Sequence Student Outcomes (Objectives Skills/Verbs)

Chemistry Scope & Sequence Student Outcomes (Objectives Skills/Verbs) s 1 Measurement and Problem Solving 2-3 Weeks Measurements are subject to errors which need to be accounted for. 1. How do you accurately measure, using significant figures, in the metric system? Understand

More information

Science Project Planning Packet

Science Project Planning Packet 1 Science Project Planning Packet Due Dates Things To Do Choose a topic and write a project question. Get approval from your teacher. Research your topic and write key words and paragraph. Write a hypothesis.

More information

COURSE SYLLABUS. Luis Hernandez Chemical & Environmental Building J TBA. luis.hernandez@harlingen.tstc.edu

COURSE SYLLABUS. Luis Hernandez Chemical & Environmental Building J TBA. luis.hernandez@harlingen.tstc.edu COURSE SYLLABUS COURSE NUMBER AND TITLE: CHEM 1311 General Chemistry I COURSE (CATALOG) DESCRIPTION: Fundamental principles of chemistry for majors in the sciences, health sciences, and engineering; topics

More information

Assessment grid for Attainment Target 1: Scientific enquiry

Assessment grid for Attainment Target 1: Scientific enquiry Assessment grid for Attainment Target 1: Scientific enquiry Ideas and LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 Pupils recognise that scientific ideas are Pupils describe (with examples) how based on. experimental

More information

What can we do to protect our coral reefs from climate change?

What can we do to protect our coral reefs from climate change? Year 5 Australian Curriculum Descriptions Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) Light from a source forms shadows and can be absorbed,

More information

Chemistry Objectives

Chemistry Objectives Chemistry Objectives Matter, and Measurement 1. know the definition of chemistry and be knowledgeable 3-14 about specific disciplines of chemistry. 2. understand the nature of the scientific method and

More information

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical

More information

Page 1 of 10. Version 1 - published June 2016 View Creative Commons Attribution 3.0 Unported License at commons.org/licenses/by/3.

Page 1 of 10. Version 1 - published June 2016 View Creative Commons Attribution 3.0 Unported License at  commons.org/licenses/by/3. Middle School Topics Model Course 1-Bundle 3 Energy Transfer This is the third bundle of the Topics Model Course 1. Each bundle has connections to the other bundles in the course, as shown in the Course

More information

VCE CHEMISTRY UNIT 2 Environmental Chemistry SAMPLE COURSE OUTLINE

VCE CHEMISTRY UNIT 2 Environmental Chemistry SAMPLE COURSE OUTLINE VCE CHEMISTRY UNIT 2 Environmental Chemistry SAMPLE COURSE OUTLINE Week Area of Study Key knowledge Possible activities Key skills 1 1 Water Role of water in maintaining life in the environment unique

More information

LESSON 15: Floating Paper Clips ESTIMATED TIME Setup: 5 minutes Procedure: 5 10 minutes

LESSON 15: Floating Paper Clips ESTIMATED TIME Setup: 5 minutes Procedure: 5 10 minutes LESSON 15: Floating Paper Clips ESTIMATED TIME Setup: 5 minutes Procedure: 5 10 minutes DESCRIPTION Utilize a careful technique to make a paper clip float on top of water. OBJECTIVE This lesson demonstrates

More information

Chemistry Progression Framework

Chemistry Progression Framework Properties and uses of substances Periodic table and properties and uses of elements relative to their positions. SCN 3-15a Explore groups 1, 7 and 0 and their organisation in the periodic table. Atomic

More information

ARIZONA Science Standards High School Chemistry: Matter and Change 2005

ARIZONA Science Standards High School Chemistry: Matter and Change 2005 ARIZONA Science Standards High School Chemistry: Matter and Change 2005 OBJECTIVES Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses

More information

Study Plan for Bachelor Program in Department of teacher of upper basic level - Teaching Science

Study Plan for Bachelor Program in Department of teacher of upper basic level - Teaching Science Study Plan for Bachelor Program in Department of teacher of upper basic level - Teaching Science Specialization Requirements: The students should complete the following courses with Average 70% and above:

More information

The Amazing Elephant Toothpaste! Lesson Overview

The Amazing Elephant Toothpaste! Lesson Overview The Amazing Elephant Toothpaste! Lesson Overview Students will investigate chemical change. Suggested Grade Levels: 3-8 Standards for Lesson Content Standard A: Science as Inquiry Content Standard B: Physical

More information

LESSON 16: Fountain of Soda Pop ESTIMATED TIME Setup: 5 minutes Procedure: 5 minutes

LESSON 16: Fountain of Soda Pop ESTIMATED TIME Setup: 5 minutes Procedure: 5 minutes LESSON 16: Fountain of Soda Pop ESTIMATED TIME Setup: 5 minutes Procedure: 5 minutes DESCRIPTION Add Mentos mints to a bottle of diet soda pop to initiate a forceful escape of carbon dioxide gas. OBJECTIVE

More information

Exercises: Exercise 1: Safety Contract Students complete a safety contract in order to eliminate, prevent, and be aware of possible hazards.

Exercises: Exercise 1: Safety Contract Students complete a safety contract in order to eliminate, prevent, and be aware of possible hazards. Lab 1: Introduction to Laboratory and Safety Procedures Learning Objectives: Understand the importance of safety in the chemistry laboratory; Learn the chemistry safety rules; Understand what to do in

More information

Format for Experiment Preparation and Write-Up

Format for Experiment Preparation and Write-Up Format for Experiment Preparation and Write-Up Scientists try to answer questions by applying consistent, logical reasoning to describe, explain, and predict observations; and by performing experiments

More information

Bay Area Scientists in Schools Presentation Plan

Bay Area Scientists in Schools Presentation Plan Bay Area Scientists in Schools Presentation Plan Lesson Name Presenter(s) Grade Level 5th The Chemical Workout/Blow it Up Chemistry Graduate Students from the Maimone Group at UC Berkeley Standards Connection(s):

More information

Science Standards of Learning for Virginia Public Schools January 2010. Physical Science

Science Standards of Learning for Virginia Public Schools January 2010. Physical Science Physical Science Introduction The Science Standards of Learning for Virginia Public Schools identify academic content for essential components of the science curriculum at different grade levels. Standards

More information

Chemical reactions allow living things to grow, develop, reproduce, and adapt.

Chemical reactions allow living things to grow, develop, reproduce, and adapt. Section 2: Chemical reactions allow living things to grow, develop, reproduce, and adapt. K What I Know W What I Want to Find Out L What I Learned Essential Questions What are the parts of a chemical reaction?

More information

AP Chemistry Syllabus

AP Chemistry Syllabus AP Chemistry Syllabus AP Chemistry is a course designed by the College Board Advanced Placement Program to be the equivalent of the general chemistry course usually taken by college freshmen, with emphasis

More information

Business Management. Senior Syllabus 2013. Queensland Studies Authority

Business Management. Senior Syllabus 2013. Queensland Studies Authority Business Management Senior Syllabus 2013 Queensland Studies Authority ISBN Print version: 978-1-921802-23-2 Electronic version: 978-1-921802-24-9 Business Management Senior Syllabus 2013 The State of Queensland

More information

Prerequisites: CHEM 1311 and CHEM 1111, or CHEM 1411 General Chemistry I (Lecture and Laboratory)

Prerequisites: CHEM 1311 and CHEM 1111, or CHEM 1411 General Chemistry I (Lecture and Laboratory) Course Syllabus CHEM 1412 General Chemistry II Revision Date: 8/21/2014 Catalog Description: Chemical equilibrium; phase diagrams and spectrometry; acid-base concepts; thermodynamics; kinetics; electrochemistry;

More information

Exploration of Chemicals and Chemical Information. Chemical Scavenger Hunt. Finding Chemicals Around You

Exploration of Chemicals and Chemical Information. Chemical Scavenger Hunt. Finding Chemicals Around You Exploration of Chemicals and Chemical Information Chemical Scavenger Hunt Finding Chemicals Around You Introduction Chemicals are all around us, and we are all a product of chemistry. In fact, the American

More information

MS. Structure and Properties of Matter

MS. Structure and Properties of Matter MIDDLE SCHOOL PHYSICAL SCIENCE Alignment with National Science Standards Use the chart below to find Science A-Z units that best support the Next Generation Science Standards* for Middle School Physical

More information

SCIENCE STANDARD ARTICULATED BY GRADE LEVEL

SCIENCE STANDARD ARTICULATED BY GRADE LEVEL The goal in the development of the standard was to assure that the six strands and five unifying concepts are interwoven into a fabric of science that represents the true nature of science. Students have

More information

SAM Teachers Guide Solubility

SAM Teachers Guide Solubility SAM Teachers Guide Solubility Overview In this activity students explore solutions. They create models of solutions and discover the dissolving process involves a consideration of the intermolecular attractive

More information

Mass of beaker + metal M + I

Mass of beaker + metal M + I To determine the molar mass of an unknown metal, M, a student reacts iodine with an excess of the metal to form the water-soluble compound MI, as represented by the equation above. The reaction proceeds

More information

Science & Engineering Practices in Next Generation Science Standards

Science & Engineering Practices in Next Generation Science Standards Science & Engineering Practices in Next Generation Science Standards Asking Questions and Defining Problems: A practice of science is to ask and refine questions that lead to descriptions and explanations

More information

Chemistry 11 Some Study Materials for the Final Exam

Chemistry 11 Some Study Materials for the Final Exam Chemistry 11 Some Study Materials for the Final Exam Prefix Abbreviation Exponent giga G 10 9 mega M 10 6 kilo k 10 3 hecto h 10 2 deca da 10 1 deci d 10-1 centi c 10-2 milli m 10-3 micro µ 10-6 nano n

More information

STUDENT THESIS PROPOSAL GUIDELINES

STUDENT THESIS PROPOSAL GUIDELINES STUDENT THESIS PROPOSAL GUIDELINES Thesis Proposal Students must work closely with their advisor to develop the proposal. Proposal Form The research proposal is expected to be completed during the normal

More information

Chapter 1 Student Reading

Chapter 1 Student Reading Chapter 1 Student Reading Chemistry is the study of matter You could say that chemistry is the science that studies all the stuff in the entire world. A more scientific term for stuff is matter. So chemistry

More information

UF-CPET SSI & STARTS Lesson Plan

UF-CPET SSI & STARTS Lesson Plan 1 Name: SARA CUARESMA Lesson Title: WHAT IS AN ENZYME? Lesson Length (2 CLASS PERIODS) Grade Level(s): 9 TH GRADE BIOLOGY SSI Topic: SSI Topic: SC.912.L.18.11 Explain The role of enzymes as catalysts that

More information

Australian Curriculum: Science

Australian Curriculum: Science Australian Curriculum: Science Scope and Sequence by Strands (-10) This document presents scope and sequence documents arranged by the Strands of Science as a Human Endeavour, Science Inquiry Skills and

More information

Keystone Exams: Chemistry Assessment Anchors and Eligible Content. Pennsylvania Department of Education www.education.state.pa.

Keystone Exams: Chemistry Assessment Anchors and Eligible Content. Pennsylvania Department of Education www.education.state.pa. Assessment Anchors and Pennsylvania Department of Education www.education.state.pa.us 2010 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment Anchors Introduction

More information

UNR Chemistry Courses Changes to implement the UCCSN Common Course Numbering Initiative Effective beginning with Summer 2003 term

UNR Chemistry Courses Changes to implement the UCCSN Common Course Numbering Initiative Effective beginning with Summer 2003 term UNR Chemistry Courses Changes to implement the UCCSN Common Course Numbering Initiative Effective beginning with Summer 2003 term Old CHEM courses (2002-2003 catalog) 100 MOLECULES AND LIFE IN THE MODERN

More information

Science Fair Handbook Agapé Jr. Academy. 186 New Hope Road Lawrenceville, GA Phone:

Science Fair Handbook Agapé Jr. Academy. 186 New Hope Road Lawrenceville, GA Phone: Science Fair Handbook Agapé Jr. Academy 186 New Hope Road Lawrenceville, GA 30046 Phone: 678 376-0883 www.agapejracademy.us 2016-2017 SCIENCE FAIR PROJECTS OBJECTIVES: The primary purpose of science projects

More information

GCSE Psychology. Schemes of Work: Unit 1 Research Methods

GCSE Psychology. Schemes of Work: Unit 1 Research Methods GCSE Psychology Schemes of Work: Unit 1 Research Methods Research methods This section will be examined through questions focusing on the specification content. It is not to be seen as an entirely separate

More information

UConn ECE Chemistry 1127Q/1128Q Christian Heritage School Fall 2014/Spring 2015

UConn ECE Chemistry 1127Q/1128Q Christian Heritage School Fall 2014/Spring 2015 The heavens declare the glory of God; the skies proclaim the work of his hands. Day after day they pour forth speech; night after night they display knowledge. Psalm 19: 1-2 For since the creation of the

More information

Guided Reading Activities

Guided Reading Activities Name Period Chapter 2: The Chemical Basis of Life Guided Reading Activities Big idea: Elements, atom, and compounds Answer the following questions as you read modules 2.1 2.4: 1. Match the following terms

More information

Southeastern Louisiana University Dual Enrollment Program--Chemistry

Southeastern Louisiana University Dual Enrollment Program--Chemistry Southeastern Louisiana University Dual Enrollment Program--Chemistry The Southeastern Dual Enrollment Chemistry Program is a program whereby high school students are given the opportunity to take college

More information

Prentice Hall Interactive Science Series 2011 Correlated to: Arizona Science Standards, Strands 1-6 (Grade 7)

Prentice Hall Interactive Science Series 2011 Correlated to: Arizona Science Standards, Strands 1-6 (Grade 7) Strand 1: Inquiry Process Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate

More information

CfE Higher Chemistry Unit Two Nature s Chemistry Homework Booklet

CfE Higher Chemistry Unit Two Nature s Chemistry Homework Booklet Name: Reg: CfE Higher Chemistry Unit Two Nature s Chemistry Homework Booklet Topic Mark Page ) Esters, Fats and Oils 2 Teacher Comments: / 2) Proteins Teacher Comments: /7 6 3) Oxidation of Food Teacher

More information

High School Core Science Standards Chemistry

High School Core Science Standards Chemistry Overview The standards for chemistry establish scientific inquiry skills and core content for all chemistry courses in DoDEA schools. In chemistry, students acquire a fundamental knowledge of the substances

More information

2016 Science Fair Calendar -Grades K-5

2016 Science Fair Calendar -Grades K-5 2016 Science Fair Calendar -Grades K-5 January 22-February 10 February 10 Students and parents may read this packet, investigate project ideas, and complete proposal forms. Science fair proposal forms

More information

Scaffolding for Claims, Evidence and Reasoning An Introduction to Science Unit

Scaffolding for Claims, Evidence and Reasoning An Introduction to Science Unit Scaffolding for Claims, Evidence and Reasoning An Introduction to Science Unit Purpose - In this sampling from an Introduction to Science Unit for Middle School students, 7 experiment activities are showcased

More information

INSPIRE GK12 Lesson Plan. The Chemistry of Climate Change Length of Lesson

INSPIRE GK12 Lesson Plan. The Chemistry of Climate Change Length of Lesson Lesson Title The Chemistry of Climate Change Length of Lesson 180 min Created By David Wilson Subject Physical Science / Chemistry / Organic Chemistry Grade Level 8-12 State Standards 2c, 4d / 2a, 4d /

More information

The Candle Flame: Measuring the Temperature of a Flame According to the Three Zones Model (Teacher s Guide)

The Candle Flame: Measuring the Temperature of a Flame According to the Three Zones Model (Teacher s Guide) The Candle Flame: Measuring the Temperature of a Flame According to the Three Zones Model (Teacher s Guide) OVERVIEW Students will study the relationship between the chromatic structure of a candle flame

More information

NGSS Science and Engineering Practices* (March 2013 Draft)

NGSS Science and Engineering Practices* (March 2013 Draft) Science and Engineering Practices Asking Questions and Defining Problems A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed

More information

Forensic Science Standards and Benchmarks

Forensic Science Standards and Benchmarks Forensic Science Standards and Standard 1: Understands and applies principles of scientific inquiry Power : Identifies questions and concepts that guide science investigations Uses technology and mathematics

More information

2015-2016 North Dakota Advanced Placement (AP) Course Codes. Computer Science Education Course Code 23580 Advanced Placement Computer Science A

2015-2016 North Dakota Advanced Placement (AP) Course Codes. Computer Science Education Course Code 23580 Advanced Placement Computer Science A 2015-2016 North Dakota Advanced Placement (AP) Course Codes Computer Science Education Course Course Name Code 23580 Advanced Placement Computer Science A 23581 Advanced Placement Computer Science AB English/Language

More information

CFSD 21 ST CENTURY SKILL RUBRIC CRITICAL & CREATIVE THINKING

CFSD 21 ST CENTURY SKILL RUBRIC CRITICAL & CREATIVE THINKING Critical and creative thinking (higher order thinking) refer to a set of cognitive skills or strategies that increases the probability of a desired outcome. In an information- rich society, the quality

More information

Standards A complete list of the standards covered by this lesson is included in the Appendix at the end of the lesson.

Standards A complete list of the standards covered by this lesson is included in the Appendix at the end of the lesson. Lesson 3: Albedo Time: approximately 40-50 minutes, plus 30 minutes for students to paint pop bottles Materials: Text: Albedo (from web site 1 per group) Small thermometers, at least 0ºC to 100ºC range

More information

Sociology 3111 Research Methods ONLINE System Requirements: focus of this course Objectives

Sociology 3111 Research Methods ONLINE System Requirements: focus of this course Objectives Sociology 3111 ONLINE Research Methods Instructor: Michael Timberlake Office: 426 BEH S Phone: (801) 581-8132 E-mail: Use CANVAS mail feature for all mail. In a pinch, use timber@soc.utah.edu Office Hours:

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS June 2003 Authorized for Distribution by the New York State Education Department "NYSTCE," "New York State Teacher Certification Examinations," and the

More information

DEEPER LEARNING COMPETENCIES April 2013

DEEPER LEARNING COMPETENCIES April 2013 DEEPER LEARNING COMPETENCIES April 2013 Deeper learning is an umbrella term for the skills and knowledge that students must possess to succeed in 21 st century jobs and civic life. At its heart is a set

More information

Chemistry. General Course Information :: The student is expected to...

Chemistry. General Course Information :: The student is expected to... Chemistry General Course Information :: The student is expected to... Pacing Guide Weeks 1-3: Lab Safety, Intro to Chem, States of Matter, Scientific Method Weeks 4-6: Physical vs. Chemical Change, Mixture

More information

Bachelor s Programme in Agricultural and Environmental Management Study line: Environmental Management. Total Study description 2011-2013

Bachelor s Programme in Agricultural and Environmental Management Study line: Environmental Management. Total Study description 2011-2013 Bachelor s Programme in Agricultural and Environmental Management Study line: Environmental Management Total Study description 2011-2013 Table of contents: 1. The Programme... 3 2. Total study overview...

More information

Part 2: Identification of Indicators, Variables and Potential Items (150 Points)

Part 2: Identification of Indicators, Variables and Potential Items (150 Points) Part 2: Identification of Indicators, Variables and Potential Items (150 Points) Objectives: After completing this assignment, you will know how to: 1. Identify the indicators or variables that other researchers

More information

State what factors affect the rate of diffusion and explain how the rate is affected.

State what factors affect the rate of diffusion and explain how the rate is affected. Lab 4 Diffusion and Osmosis Lab Objectives Upon completion of this lab you should be able to do the following. Define and/or use properly the following terms: solute, solvent, concentration gradient, diffusion,

More information

Chemistry 13: States of Matter

Chemistry 13: States of Matter Chemistry 13: States of Matter Name: Period: Date: Chemistry Content Standard: Gases and Their Properties The kinetic molecular theory describes the motion of atoms and molecules and explains the properties

More information

Science Fair Project: A Handbook for Teachers & Parents

Science Fair Project: A Handbook for Teachers & Parents Science Fair Project: A Handbook for Teachers & Parents Aventura Waterways K-8 Center Miami-Dade County Public Schools 21101 NE 26 th Avenue Miami, Fl 33180 Principal: Mr. Luis Bello Assistant Principal:

More information

Isotopes and Mass Spectrometry

Isotopes and Mass Spectrometry PSI AP Chemistry Activity Isotopes and Mass Spectrometry Why? In this activity we will address the questions: Are all atoms of an element identical and how do we know? How can data from mass spectrometry

More information