Physics I
Attachments
Attachment A
CLE: 1.1.A.a
Page 1
Get Down With Density
Objectives: 1. Students will be able to define density.
2. Students will observe that things that are less dense than water will float.
3. Students will be able to find the density of copper, iron and aluminum.
Vocabulary: DENSITY = the mass per unit volume of a substance.
MASS = the amount of matter in an object.
VOLUME = the amount of space something takes up.
ELEMENT = a simple substance that cannot be broken down into simpler substances.
Background: Density is a basic physical property of all matter. Every substance has a density that can be
measured and the density of a substance is always the same. If you were asked, which do you think is heavier,
a kilogram of feathers or a kilogram of lead, your initial response would probably be the lead. Surprisingly,
they both weigh the same amount. How is this possible? A kilogram of feathers takes up a large amount of
space, or volume. A kilogram of lead is small enough to hold in your hand. The kilogram of lead takes up less
space because lead has a much greater density than the feathers. Density is the mass per unit volume of a
substance. To find the density of a substance divide the mass by the volume.
Density = Mass
Volume
The amount of matter in an object is its mass. Consider the matter in a bag of potatoes to that of a bag of
popcorn. The bag of potatoes has more matter than the bag of popcorn. The bag of potatoes has more mass.
Mass is measured with an instrument called a balance, in units of grams. The amount of space an object takes
up is called its volume. A graduated cylinder is used to measure the volume of a liquid and is often measured
in milliliters. The volume of a solid can be determined by measuring the amount of water the solid displaces in
a graduated cylinder.
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Attachment A
CLE: 1.1.A.a
Page 2
Materials:
iron cylinder (Fe - #26)
aluminum cylinder (Al - #13)
water (H20)
unknown sample (brass)
copper cylinder (Cu - #29)
triple beam balance
50-ml graduated cylinder
Procedure: 1. Weigh the three samples on a triple beam balance, to find the mass.
2. Record your answers on the worksheet.
3. Fill a 25-ml graduated cylinder with 10 ml of water.
4. Tilt the graduated cylinder slightly and place one sample in the graduated cylinder. Allow the
sample to slide down the side of the cylinder. Try to avoid any water splashing or spillage.
5. Record the volume of the water in the cylinder with the metal in it on the worksheet.
6. Subtract the volume of the water from the volume of the metal and water, to get the volume of
the metal.
7. Remove water and sample from cylinder.
8. Repeat steps 3-7 for the two remaining samples.
Calculate the density of the metals examined on the worksheet.
Questions: 1. Which metal is the most dense?
2. Which metal is the least dense?
3. The density of water is 1 gram per milliliter. If ice floats on water, predict what you would
think the density of an ice cube in a glass of water would be.
Explanation: The density of water is 1 gram per milliliter. The metals used in this experiment have a density
greater than 1 g/ml, therefore all the metals sink in water.
Follow-Up Activities: Worksheet #2
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Attachment A
CLE: 1.1.A.a
Worksheet #1
Name _____________________________________
Density of Metals
Materials
Mass
Volume of metal
and water
Volume
(-) of water =
Volume
of metal
Mass =
Volume
______________
____ g
________ ml
(-) 10 ml
=
______ ml
=
______________
____ g
________ ml
(-) 10 ml
=
______ ml
=
______________
____ g
________ ml
(-) 10 ml
=
______ ml
=
______________
____ g
________ ml
(-) 10 ml
=
______ ml
=
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Density
Attachment A
CLE: 1.1.A.a
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Attachment B
CLE: 1.2.B.a-d
Page 1
Potential Energy
Objective:
The main objective of this mini teach is to introduce the concept of potential energy. The students will
recognize that potential energy is the ability to do work. The students will identify the two factors that affect
potential energy. The following activities will demonstrate the effect of height and weight on potential
energy. The activities are designed for the intermediate level.
Materials Needed:
weights
nails
hammer
flat empty can
large rock
pebble
wooden blocks
empty spools
wooden matches
paper clips
scotch tape
buttons
tennis ball
meter stick
string
ruler with center groove
scissors
books of various widths
rubber bands
Strategy:
Activity - How does the weight of an object effect its gravitational potential energy.
1
2
3
4
Lift the pebble and the stone from the floor to the table.
Place the flat can on it's side on floor near the table.
Predict what will happen the pebble is pushed off the table and hits the can.
Predict what will happen when the large stone is pushed off the table and hits the can.
Activity - The effect height has on the energy of an moving object.
1
2
3
4
5
6
Cut an 1 in. square section in the top of a paper cup.
Place the cup over the ruler. The end of the ruler should touch the back of the cup.
Raise the opposite end of the ruler and rest it on the pencil.
Place the marble in the center groove at the ruler's highest end.
Release the marble and observe.
Repeat the steps above substituting books of various widths for the pencil.
Activity - The effect weight has on potential energy
1 Attach the string to handle of the pail.
2 Secure the opposite end of the string to the edge of the table. The string needs to be long enough to allow
the pail to swing about one inch above the floor.
3 Place the paper on the floor under the hanging pail.
4 Position the wooden block on floor in front of the pail.
5 Pull the pail back and allow it to swing into the block. Mark the position that the block has moved to on the
paper.
6 Repeat the steps above adding large pieces of clay to add weight to the bucket.
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Attachment B
CLE: 1.2.B.a-d
Page 2
Activity - The effect weight has on potential energy
1
2
3
4
5
6
Cut a 2 inch square section in the top of a paper cup.
Place the cup over the ruler. The end of the ruler should touch the back of the cup.
Raise the opposite end of the ruler and rest it on the book.
Place the small marble in the center groove at the ruler's highest end.
Release the marble and observe.
Repeat the steps above substituting the large marble.
Activity - Height and potential energy
1
2
3
4
Position the 50 gram weight directly over the first nail.
Lift the 50 gram weight to six inches as marked on the wooden bar.
Release the weight and observe.
Repeat the steps above raising the weight to 8 inches, 10 inches and 12 inches * If the first nail is damaged
replace.
Activity - Weight and potential energy
1
2
3
4
Position the 20 gram weight directly over the first nail.
Lift the 20 gram weight to the top of the wooden bar.
Release the weight and observe.
Repeat the steps above substituting various weights.
* If the first nail is damaged replace.
As a closing activity the student can make a motorized spool. This allows the student a hands, on at home,
activity. The students will construct the spool and answer a series of questions. This also serves an evaluative
tool.
Activity - The motorized spool
1 Loop the rubber band through two of the holes in the button.
2 Make a small hole in the end of the paper clip and use it to pull the rubber band through the hole in the
spool.
3 Hold the rubber band in place in the spool by inserting a short length of a Q-tip or a piece of the wooden
match through the ends of the band. Use small pieces of tape to hold the stick in place.
4 Insert a Q-tip or match through the other end of the rubber band, the head of the match or one end of the Qtip near the hole, and the other end extending out beyond the edge of the spool.
5 Using the long end of the stick, wind the rubber band 5 times. Place it on it's side on a table and let it go.
Observe the result.
6 Explain what happened to the spool when it was placed on the table?
7 Why did you have to wind the elastic band?
8 Explain where the energy came from to drive the spool.
9 Wind the spool again 5 times and using the ruler measure how it travels.
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Attachment B
CLE: 1.2.B.a-d
Page 3
10 Predict what will happen if you wind the band 10 times. Test your prediction by winding the band 10
times and letting it go on the table. Describe the result of your prediction.
11 Experiment with your motorized spool by measuring the distance it travels when wound 10, 15, 20 times.
Does the spool go twice as far with 20 turns as it did with 10 turns? Explain why it did or did not.
12 Wind the rubber band 10 times and hold the stick in place with a piece of tape. Put the spool away until
the next day.
13 After storing the spool overnight remove the tape and release the spool on the table. How far does it go
now?
14 How well did the rubber band store energy overnight?
The students will enjoy reporting their results the next day in class.
Each of the activities are designed to show increased height and or increased weight will increase potential
energy.
291
Attachment C
CLE: 2.1.A.b
Measuring Acceleration
Description
Students observe, measure, and calculate acceleration. They construct an accelerometer to make measurements. Data
is collected outside school and the activity is monitored by parents.
Materials
-Stopwatch
-Car
-Protractor
-Thread
-Washer
Preparations
1. Gather materials.
2. Discuss motion, velocity, and acceleration prior to this activity.
3. Introduce the concept of acceleration starting with examples of motion in a straight line. In straight line motion, an
object accelerates whenever it speeds up or slows down. Next, explain that an object following a circular path is
accelerating, even if its speed is constant. This is true because the direction of motion changes continuously on a
circular path.
Procedures
Knowledge/Skills:
Students






compare and contrast speed, velocity, and acceleration,
know that a change in velocity is acceleration,
demonstrate an ability to measure and calculate time, velocity, and acceleration,
utilize mathematical skills to measure and quantify acceleration,
utilize laboratory techniques to assist in concept development, and
utilize reading and writing skills to aid in concept development.
Procedures:
1. Students work in groups of two or three, and need access to a car. Since safety is an important issue, a parent should
do the driving while students take the measurements. Common sense needs to prevail; therefore, a lightly traveled road
should be used perhaps early on a weekend morning. Speeds should be safe. Accelerations should be small. The
parent needs to pay attention to driving while the students concentrate on taking measurements.
2. This activity uses an accelerometer to make measurements. The accelerometer needs to be constructed prior to this
activity.
An accelerometer consists of a washer hanging from a thread that is fastened to a protractor as shown in the attached
file, Figure A. Suppose the student holds the protractor inside a moving car. If the thread hangs vertically, then the
acceleration of the car is zero. The car is moving on a straight line at constant speed. If the car is accelerating, then the
direction of the acceleration is opposite to the direction of the washer movement.
The magnitude of the acceleration is given by a=g Tan O, where O is the angle that the thread makes with the vertical
as shown in the attached file, Figure B. The edge of the accelerometer must be parallel to the acceleration. This means
the edge is held parallel to the car's path if the car travels in a straight line. The edge is held perpendicular to the car's
path if the car travels in a circular path. Remind students that in circular motion, an object's velocity is tangent to its path,
but its acceleration is directed toward the center of the circular path. The instructor may wish to present proof that the
statements given above are correct. If this is done, then the instructor should plan on spending several class periods
carefully developing the definition of acceleration and the consequences of the definition. In particular, acceleration in
circular motion is a difficult topic for most students.
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Attachment C
CLE: 2.1.A.b
3. Students study three cases.
a. The car speeds up while traveling in a straight line.
b. The car slows down while traveling in a straight line.
c. The car travels on an unbanked curve at constant speed.
4. Have students make necessary measurements. Students measure the following quantities for each case.
a. When the car speeds up from rest at a constant rate while traveling in a straight line, measure the final speed, the
time for the acceleration, and the accelerometer angle O.
b. When the car slows to a stop at a constant rate while traveling in a straight line, measure the initial speed, the braking
time, and the accelerometer angle O.
c. When the car travels at constant speed on a circular path, measure the constant speed. Devise a method to measure
the radius of the car's path or make a good estimate of the radius.
Remind students to convert all English units into metric units before using the formulas:
a = (vf - vi) -t (motion on a straight line) and
a = v2 r (motion on a circle)
Note: f and i are subscripts; 2 is a superscript
to calculate the car's acceleration. Of course, students will want to compare each acceleration they compute using the
appropriate formula to the value found using the accelerometer.
5. Students organize information themselves. A laboratory report is suggested. Share the -Measuring Acceleration
Laboratory Report Rubric- provided in the attached file with the students. The report should contain a brief description of
the procedure used to collect the data, the data itself, all calculations, conclusions that the student infers from the data,
and sources of experimental error.
Note: The O which refers to the angle in the above procedures should have a line drawn horizontally through it as in
Figure B in the attached file. It is not possible to create this symbol, nor subscripts and superscripts, on this site.
Assessments
Formatively assess students using their student-generated laboratory reports. A suggested rubric is provided in the
attached file.
The following questions may also be used to assess student understanding.
1. Any change in velocity may be called:
a. Speed
b. Tme
c. Acceleration
d. Distance
(Answer c: Acceleration is defined as a change in velocity.)
2. A car starting from rest has a constant acceleration of 4 m/s2 2 is superscript. How far will it go in 5 seconds?
a 25 meters
b. 50 meters
c. 75 meters
d. 100 meters
(Answer b: Distance = 1/2at2) 2 is superscript
Additional acceleration problems are recommended. Problems using the accelerometer are also suggested.
Self-Reflection:
The measurement called for in this activity probably seemed simple when the assignment was described. Were the
measurements as easy to take as you originally thought? Has your view of what scientists do changed as a result of
your experiences measuring acceleration?
293
Attachment C
CLE: 2.1.A.b
294
Attachment D
CLE: 2.1.A.b
295
Attachment E
CLE: 2.1.B.a
Page 1
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Attachment E
CLE: 2.1.B.a
Page 2
297
Attachment E
CLE: 2.1.B.a
Page 3
298
Attachment F
CLE: 2.1.B.a
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300
Attachment G
CLE: 2.1.C.a
Mass/Acceleration
Objective(s):
To see the relationship between mass and acceleration of an object.
Materials Needed:
(8 groups of 3)………….8 pairs of scissors 8 spring carts
1 roll of masking tape 8 metersticks
8 sheets of plain paper 8 pencils
16 masses of 1 kg
Strategy:
Students will work in groups of three. In the group, one will be the starter, one will be the spotter, and one will
be the recorder. The recorder will make a data chart as follows:
Distance Cart
Moved
Distance Cart Moved
With 1 Mass
Distance Cart Moved
With 2 Masses
Conclusions
Trial l
Trial 2
Trial 3
Trial 4
1. The starter should label the number or name of his/her group with masking tape and place it on the
spring
2. Locate each group in a marked area against the wall.
3. Starter should release the cart without pushing in spring (force) and observe.
4. Starter should push spring (force) in half way, by forcing against the wall, and release. Then record
observation.
5. Starter should push spring in all the way, by forcing against the wall all the way, and release. Then
record observations and data on data chart.
6. Repeat #5 using 1 mass (1 kg ) on the cart, and record on data chart.
7. Repeat #5 using 2 masses (2 – 1 kg) on the cart, and record on data chart.
301
Attachment H
CLE: 2.1.C.a
Performance Assessment:
Rubric:
5
A. Explanation on paper shows understanding that force produces acceleration.
B. Explanation on paper shows the more mass the less distance the cart will travel.
C. Data chart information all recorded.
4 A. Explanation on paper shows the more mass the less distance the cart will travel.
B. Data chart information all recorded.
3 All information on data chart recorded.
2 About half of the information on data chart recorded.
1 No information recorded at all.
302
Attachment I
CLE: 2.2.D.c
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Attachment I
CLE: 2.2.D.c
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Attachment I
CLE: 2.2.D.c
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Attachment I
CLE: 2.2.D.c
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Attachment I
CLE: 2.2.D.c
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Attachment I
CLE: 2.2.D.c
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Attachment J
CLE: 2.2.D.d
Terminal Velocity
Mini-Lab
I.
Background:
Terminal Velocity is the velocity at which the force of air resistance is equal and opposite to
the force due to gravity on a falling object. Describe the relationship between mass, height of
the fall, and point at which terminal velocity is reached. Draw a force diagram of what will
happen. Describe what happens with acceleration over the time of the fall.
II.
Hypothesis
At what heights do the 2 objects need to be placed so that they reach the ground at the same
time. (What does this suggest about the relationship between mass and terminal velocity?)
III. Procedure
Given 3 coffee filters drop one from a known height, time the drop and find the final velocity.
Repeat at multiple heights to make sure you are getting the terminal velocity. Repeat using 2
coffee filters.
IV.
Data
V.
Data Analysis
Neatly collect the data from the various drops, include units
Show your calculations for the 2 final velocities
Calculate the heights for several drops when the two will hit at the same time.
VI.
Conclusion
Discuss the lab, what general relationship can you see between mass and terminal velocity.
Include why we do not need the mass of the coffee filter to complete this lab.
310
Attachment K
CLE: 2.2.E.a
Objects moving in circles
Activity
Use the centripetal force apparatus to check the centripetal force relation. The centripetal force apparatus
consists of a smooth-lipped straight tube and a string passing through the tube. A metal ball is attached to one
end of the string, and a weight is hanging from the other.
1. Holding the tube vertically, twirl it so that the ball circles the top of the tube in such a way that the tension
in the string holds up the weight attached to the bottom end of the string.
2. Time the circling ball for twenty passes, determine the radius of the circle and the mass of the ball, and
calculate the centripetal force. Compare the magnitude of the centripetal force to the weight of the ball.
Note: The string must remain in the horizontal plane, or else the weight of the ball due to gravity must be
considered
311
Attachment L
CLE: 2.2.E.a
#1 What do we call a force that keeps an object on a curved path, and what do we need to know to determine
the magnitude and direction of the force?
#2 In a sentence or two, report your findings below.
The satellites circle the Earth because an invisible force keeps them "tied" to the Earth and prevents them from
flying away into the universe along a straight line path. The little ball that you twirled was tied to the stick
with a string. The tension in the string provided the centripetal force to keep the ball from flying away.
#3 What pulls on the satellites to prevent them from flying away?
312
Attachment M
CLE: 6.1.C.a
313
Attachment N
CLE: 6.2.C.d
Page 1
Name: _________________________
Student Number: ________________
Name: _________________________
Student Number: ________________
Name: _________________________
Student Number: ________________
Directions for Forming Groups
You may choose whomever you wish, changing your seat if necessary. If there are two of you and you need a
third person, raise your hands to indicate this. Please remember to introduce yourselves.
You will all get the same credit for the activity, but the main point is for you to learn something. To do this,
you need to participate, or at least make sure (demand!) that you understand everything the other members of
your group want to write down. (If they can't explain it to you, they don't understand it.)
If this grouping doesn't work well for you, remember to change it for the next time we do an in-class activity.
If you are at all uncomfortable with group activities, you may be more comfortable with a single-gender
group.
Each group should get a tennis ball.
The Earth and the Sun: Diurnal (Daily) Motion.
Pretend your head is the Earth. Your eyes are you looking up into the sky. The bright light in the front of the
room represents the Sun. To represent the Earth spinning on its axis stand up and turn around. The Earth spins
toward the EAST. For you, that is to the left or if the top of your head represents the North Pole that is
counter-clockwise. Observe where your eyes enter and leave the light representing the Sun.
1. Sketch the Earth, the light rays from the Sun, and clearly showing your locations (your eyes) at sunrise,
sunset, noon and midnight. The viewpoint for the sketch is looking down from the North Pole. Show the
direction in which the Earth is spinning.
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Attachment N
CLE: 6.2.C.d
Page 2
The Sun, Earth and Moon System: Motion and Phases of the Moon
Now pretend that the tennis ball is the Moon.
The Scale Model of the Earth-Moon System: We selected your head and a tennis ball because: REarth = 6.4 x
103 km and the RMoon = 1.7 x 103km and this ratio, 3.8:1, is about the same as the ratio of the radius of your
head to a tennis ball. To scale the distance between the Earth and the Moon in units of the Moon's radius,
divide the distance between the two, 3.84 x 105 km, by the radius of the Moon. This = 226. So, if the radius of
the tennis ball is 1.4 inches, about how far away should you hold the tennis ball for it to be to scale?
Multiplying 1.4 in times 226 is about 316 inches or 26 ft.
2. Place the Earth (your head) and the Moon (tennis ball) in the proper relative positions to the Sun so that the
Moon's phase is full.
(a) Sketch the relative positions of the Earth, Moon and the Sun. Show with an arrow the direction in which
the Earth is spinning and the Moon orbiting. The Moon orbits the Earth in the same direction that the Earth
spins. If the top of your head is the North pole, they orbit and spin to the left (counter-clockwise).
(b) What time is it for you when the Full Moon is highest in the sky (that is, you are looking straight at it)?
midnight (circle one)
Now have your partner hold the tennis ball representing the Moon in the same place and turn yourself to the
left until the ball is just about to disappear from view, that is the Moon is about to set. Where is the light
representing the Sun?
(c) What time is it for you when the Full Moon sets?
dawn, sunrise, 6 am (circle one)
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Attachment N
CLE: 6.2.C.d
Page 3
3. Now, move the ball representing the Moon so that the Moon is at third quarter.
(a) Sketch the relative positions of the Earth, Moon and the Sun. Show with an arrow the direction in which
the Earth is spinning and the Moon orbiting.
(b) What time is it for you when the Third Quarter Moon is highest in the sky (you are looking straight at it)?
dawn, sunrise, 6 am (circle one)
Have your partner hold the Moon in the same place. Turn yourself to the left until you can just see the ball
representing the Moon.
(c) What time is it for you when the Third Quarter Moon rises?
midnight (circle one)
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Attachment N
CLE: 6.2.C.d
Page 4
The Sun, Earth and Moon System: Lunar Eclipses
4. An eclipse of the Moon occurs when the shadow of the Earth falls on the Moon. Again use your head and
the tennis ball to represent the Earth and the Moon respectively and orient them so the shadow of the your
head (the Earth) falls on the tennis ball (the Moon).
What is the phase of the Moon when there is a lunar eclipse?
full
When your group is done, the class as a whole will discuss the answers. Correct your answers if necessary,
and then hand in your work as one final activity sheet for credit. (Staplers are available to assemble your
cleanest set of answers.)
317
Attachment O
CLE: 6.2.D.a
3-D Model of the Solar System Project
CATEGORY 10 pts.
8 pts.
6 pts.
4 pts.
2 pts.
Only seveneight planet
names are
included,
and/or few
spelling
errors.
Only five-six
planet names
are included,
and/or some
spelling
errors.
Only threefour planet
names are
included,
and/or some
spelling
errors.
Only one-two No names of the
planet names planets are
are included, included.
and/or many
spelling
errors.
All planets
Only sevenPlanets
are
the
eight planets
display
correct color. are in the
correct color
correct color.
Only five-six
planet are in
the correct
color.
Only threefour planet
are in the
correct color.
Only one-two
planet are in
the correct
color.
No
representation of
color is shown of
the planets.
All planets
Planets are
show the
the correct
correct size.
size in
relation to
other planets
Only seveneight planets
are the
correct size
in relation to
other planets.
Only five-six
planets are
the correct
size in
relation to
other planets.
Only threefour planets
are the
correct size
in relation to
other planets.
Only one-two
planets are
the correct
size in
relation to
other planets.
No
representation of
size is shown in
relation to other
planets.
Only seveneight planets
are in correct
location in
relation to the
sun.
Only five-six
planets are in
correct
location in
relation to the
sun.
Only threefour planets
are in the
correct
location in
relation to the
sun.
Only one-two
planets are in
correct order
in relation to
the sun.
No
representation of
location in
relation to the
sun.
Names of
planets
included
The location
of planets are
in the correct
order in
relation to
the sun
All names are
included, and
spelled
correctly.
All planets
are in correct
order in
relation to the
sun.
318
0 pts.
Attachment P
CLE: 6.2.D.a
Oral Presentation Rubric : Solar System
CATEGORY
4
3
2
1
Content
Shows a full
Shows a good
Shows a good
understanding of the understanding of the understanding of
topic.
topic.
parts of the topic.
Does not seem to
understand the topic
very well.
Collaboration
with Peers
Almost always
listens to, shares
with, and supports
the efforts of others
in the group. Tries to
keep people working
well together.
Usually listens to,
shares with, and
supports the efforts
of others in the
group. Does not
cause "waves" in the
group.
Often listens to,
shares with, and
supports the efforts
of others in the group
but sometimes is not
a good team
member.
Rarely listens to,
shares with, and
supports the efforts
of others in the
group. Often is not a
good team member.
Visual Aid
Shows proper colors
and characteristics of
the planet, and it is
easily identified as
that planet.
Shows proper colors,
but has no
characteristics of the
planet on the visual
aid.
Shows some color,
and is somewhat
identifiable as that
planet.
No correct colors,
and not easily
identifiable as that
particular planet.
Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems pretty
prepared but might
have needed a
couple more
rehearsals.
The student is
Student does not
somewhat prepared, seem at all prepared
but it is clear that
to present.
rehearsal was
lacking.
Listens intently but
has one distracting
noise or movement.
Sometimes does not
appear to be
listening but is not
distracting.
Listens to Other Listens intently.
Does not make
Presentations
distracting noises or
movements.
319
Sometimes does not
appear to be
listening and has
distracting noises or
movements.
Attachment Q
CLE: 7.1.A
Page 1
Scoring Rubric: Student Laboratory Reports
Problem Statement
The student is to clearly identify the problem under investigation as accurately and completely as possible
from background information. The students’ explanation should strive to be precise and thorough.
Experimental Hypothesis
The student should predict what will happen based on proper use and interpretation of background
information, not merely on what he or she thinks will happen.
Experimental Design
The explanation of the design should include:
1. A listing of all materials to be used, relating the materials to the dependent and independent
variables as appropriate and noting controls to be placed on the study as needed.
2. A description of the design of the study, including:
a. What data will be collected?
b. How many trials will be completed?
c. How will variables be controlled?
d. How will the data be interpreted?
e. What graphs or charts will be based on the data collected?
3. A description of all safety concerns and how each will be addressed.
Data Collection, Display, and Analysis
The student conducts the experiment, carefully and systematically making measurements and entering data.
Graphic presentation(s) of data is produced appropriate to the analysis.
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Attachment Q
CLE: 7.1.A
Page 2
Conclusion
This includes a statement of what data results indicate (data analysis) and whether data supports or does not
support the hypothesis. In addition, experimental errors should be identified and their possible effect on the
reported results. Students are to discuss possible applications and extensions of research findings, indicate
other studies which have been or may be conducted to support the conclusion of the experiment.
Problem Statement
1
Statement of problem is
irrelevant or erroneous
Limited or no relevant
explanation
2
3
Problem partially
identified with partial
validity
Problem sufficiently
identified with some
validity
Limited relevant
explanation
Basic relevant explanation
4
Problem is
appropriately identified
Precise, clear and
relevant explanation
Experimental Hypothesis
1
Unreasonable
association between
problem and predicted
results
Results are not
operationalized
2
3
Association between
problem and predicted
results
Reasonable association
between the problem and the
predicted results
Made attempt to
operationalize key
variables
Key variables are
operationalized
Defends or challenges Hypothesis has some
established knowledge relationship to
established knowledge
Scant use of scientific but is not supported
concepts and
vocabulary
Scientific concepts and
vocabulary used, but
contains errors
4
Association between the
problem and the predicted
results is direct and
relevant
All variables are clearly
operationalized
Hypothesis has a reasonable
relationship with established
Hypothesis clearly refutes
knowledge; this relationship is or defends established
generally supported
knowledge and is fully
supported
Scientific concepts and
vocabulary used without
Student demonstrates
significant error
facility in the use of
scientific concepts and
vocabulary
321
Attachment Q
CLE: 7.1.A
Page 3
Experimental Design
1
Design is not
relevant to the
hypothesis
2
3
Design has general
relevance to the
hypothesis
Design is adequate to test the
hypothesis
List of materials and controls
List of materials and
is complete and some
controls is nearly
description provided
complete, missing at least
one important item
Description makes it likely that
Some procedural
the experiment can be reliably
components
Description makes it
replicated
generally described possible to replicate the
but are not
experiment if researcher
All major safety concerns are
replicable
makes some inferences
adequately addressed;
procedures adopted are likely
Safety concerns are Safety concerns miss at
to produce a safe experiment –
not specified, are
least one important
some further refinement could
irrelevant or are not consideration; procedures minimize possible discomfort
appropriate to the
will result in some risk to to the student
experiment
student safety if not
revised
List of materials
and controls
incomplete
4
Design is a wellconstructed test of the
stated hypothesis
List of materials and
controls is complete and
thoroughly described
The description of the
experiment is complete,
insuring that it can be
replicated
Safety concerns are fully
addressed and procedures
for conducting the
experiment insure that
there is little or no risk of
safety or discomfort to the
student
Data Collection & Analysis
1
Data are
inaccurate
Data are
haphazardly
recorded
Data table
missing
2
3
Most data are collected but
checks are not placed on
measurement to insure
accuracy
4
All significant data measured All significant data
with some checks placed on measured, checks are placed
measurement for accuracy
on measurements for
accuracy
Data recorded effectively
Data are recorded in a manner
Data recorded effectively
that threatens reliability
The data table is relevant to and efficiently
the task requirements
Data table incomplete or
The data table well-designed
contain inconsistencies
to the task requirements
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Attachment Q
CLE: 7.1.A
Page 4
Data Display
1
Graph form
inappropriate
2
3
Graph form is
appropriate
4
Graph form is appropriate,
multiple graphs used as
warranted
Data points missing All data points included,
or incorrect
some inaccurately plotted All data points included and
accurately plotted
Inappropriate
Labeling lacks clarity
labeling
Labeling clear
Intervals are appropriate
Intervals
Intervals appropriate
inappropriate
Graph visually designed to
assist reader
All graph forms are
appropriate, multiple graphs
used as warranted
All data points accurately
plotted
Labeling clear
Intervals appropriate
Graph visually compelling,
highlights conclusions of the
study
Conclusion
1
Inconclusive, or
conclusion not
warranted by data
analysis
2
3
Conclusion too general or
over- reaches the data
analysis
4
Conclusion precise, related to Conclusion precisely
the hypothesis
stated, relates directly to
support or non-support of
Conclusion uses operational the hypothesis
Conclusion uses the
terms of the experiment and
language of the experiment attempts to translate the
Conclusion uses
but does not translate
conclusion to make it relevant operational terms and
conclusion to its relevance to the original problem
suggests how the
to the original problem
conclusion has relevancy in
resolution of the original
The conclusion related to
problem
general interest and other
studies
Conclusion relates the
study to general interest,
other studies that have
been or could be conducted
323
Attachment R
CLE: 8.1.B.a
Page 1
Inventions and Discovery
Grade Level - 10-12
Lesson Purpose:
Lesson Purpose:
The purpose of this lesson is to familiarize students with the role of technology and inventions throughout
history. It will also show students how inventions have impacted human life today. The accidental nature of
discovery will also be presented. This lesson serves basis for the entire course.
Lesson Objectives:
1. The student will be able to define technology.
2. The student will be able to analyze the role at least one invention had on human society.
3. The student will be able to discuss the accidental nature of discovery and relate at least one series of
connections pertaining to the accidental nature of discovery.
Materials: Video: Bill Nye the Science Guy: Inventions
Video: Connections by James Burke (Any one episode will do)
Scientific American Issues before 4/01
Microsoft Powerpoint or Corel Presentations
Lesson Activities
Lesson Activity #1 (Introduction): Question and answer session with students about technology and
inventions.
Supporting Web Information: Technology Framework
http://knowledgecontext.org/introduction/framework.htm
This site gives the role of technology as it relates to history and human development as well as a link to a
timeline of major inventions since the beginning of history.
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Attachment R
CLE: 8.1.B.a
Page 2
Lesson Activity #2: Videos: Bill Nye the Science Guy: Inventions Connections by James Burke --> Students
will follow mapping of connections and write them down to reinforce each connection and the connection
process used by James Burke.
Lesson Activity #3:
Development of own connections/discoveries into a presentation--explaining each invention/discovery and its
impact on human society. Articles written by James Burke which the students can get out of Scientific
American will be used as a foundation for the presentation. The presentation will be a multimedia presentation
done in MicroSoft Powerpoint (mainly done like a web site). The presentation rubric is as follows:
The presentation must contain:
A title page with credits
A homepage containing all the connections
Each connection on the homepage should be a link to corresponding page
The homepage should be accessible from all other pages
A help page explaining the features of the presentation
The help page should be accessible from all other pages
Navigation through presentation by buttons or hyperlinks
Each connection page should contain an animation, sound and at least one picture
Transitions between pages
Each connection page should explain the connection and the impact of the discovery/invention/idea
Quit at any time
The last connection should link to the first
Incorporating video will count as extra credit
Lesson Activity #4 (Wrap-Up):
Students will view each others presentations.
325
Attachment S
CLE: 8.2.A.a-b
Hispanic Physicist Research Paper
4
3
2
1
Organization
Information is very
organized with wellconstructed
paragraphs and
subheadings.
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized. 8)
Amount of
Information
There is a clear
introduction and
conclusion, and the
scientist's life is
extensively detailed
and connected to
his/her work.
There is a good
introduction and
conclusion, and the
scientist's life is well
detailed and
connected to his/her
work.
There is an
introduction and
conclusion, and the
scientist's life is
adequately detailed
and connected to
his/her work.
Introduction or
Conclusion missing,
poor account of
scientist's life and
poorly connected to
his/her work.
Sources
All sources
(information and
graphics) are
accurately
documented in the
desired format.
All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.
All sources
(information and
graphics) are
accurately
documented, but
many are not in the
desired format.
Some sources are
not accurately
documented.
Mechanics
No grammatical,
spelling or
punctuation errors.
Almost no
A few grammatical
grammatical, spelling spelling, or
or punctuation errors punctuation errors.
Many grammatical,
spelling, or
punctuation errors.
Diagrams &
Illustrations
(optional)
At least three
illustrations are
included that add to
the reader's
understanding of the
topic.
Two illustrations are
included that add to
the reader's
understanding of the
topic.
One illustration is
included that adds to
the reader's
understanding of the
topic.
Diagrams and
illustrations are not
included OR do not
add to the reader's
understanding of the
topic.
Citations
At least three
citations from
research sources are
included and are
correctly punctuated.
Two citations from
research sources are
included and are
correctly punctuated.
Only one citation
from research
sources are included
and are correctly
punctuated
No citations are
included, or the ones
that are included are
incorrectly
punctuated.
Sources
At least three
different kinds of
sources are used
(book, magazine,
website)
Two different kinds
of sources are used
(from the following:
book, magazine,
website)
Only one kind of
No research sources
source is used (from are used
the following: book
magazine, website)
CATEGORY
326