8th Grade Science, Standard 5.6 Content Guide & Five Items Resource Introduction The following information should be used as a companion to the CPI Links. It provides clarifications concerning the content and skills contained in the CPI Links. Remember that instruction should be much richer than assessment and that the examples contained herein do not represent the variety of instructional strategies and supports necessary for meaningful teaching and learning of academic content. The information and examples are intended to clarify the intentions of the CPI Links so that assessment activities aligned to the links––and thus to the state standards––can be developed or chosen appropriately for students who participate in the NJ APA. For each standard, you will find that this resource includes •
•
•
The Test Specifications followed by the corresponding CPIs and Links
A Glossary of terms contained in the CPI Links
Five Items examples that show what constitutes five items for certain links where that
may not be clear
How to Use This Resource 1) Review the “Steps to Developing an Entry” in Modules IV and V of the Fall Training.
2) Remember to make your decisions regarding which CPI Link you will use to assess your
students based on the individual needs of your students. Just because a particular link may
be best for one student does not mean it is best for another, especially given the diverse
needs of the students who participate in the NJ APA.
3) Once you have selected a CPI Link, use the Glossary to look up the definitions of any/all
content vocabulary terms contained in the language of the link. This will ensure your
understanding of those terms is consistent with the understanding set forth by the NJ DOE
for the NJ APA.
4) If the CPI Link has an asterisk at the end of the link statement, you will find an example
of that link in the Five Items section to use as a guide/reference/model. Be sure to pay
attention to the “Important Considerations for This Link” section of the examples.
2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 1 8th Grade Science, Standard 5.6 8th Grade Science - Test Specifications and Links for Standard 5.6 - Chemistry (Portfolio Entry 2) The following are the required CPIs for Standard 5.6: Chemistry. Both CPIs are from Strand B: Chemical Reactions. You must select a CPI Link from one of the CPIs to develop an entry for the APA portfolio. STRAND B: Chemical Reactions You MUST CHOOSE only one of the following CPIs: CPI 5.6.8B1 Show how substances can chemically react with each other to form new substances having properties different from those of the original substances Essence of the CPI: Understand that chemical reactions create new substance(s) with different properties Matched Link ♦ Predict what sign/change of a
chemical reaction will occur, observe
chemical reactions, and collect data
on the signs a reaction occurred;
compare the prediction to the
results* 5.1.8B1
♦ Describe substances before and after
a chemical reaction* 5.1.8B3
Near Link Far Link ♦ Compare and contrast ♦ Identify common signs
a mixture and a
of a chemical change*
chemical reaction*
♦ Sort examples of
chemical reactions
versus mixtures*
OR CPI 5.6.8B3 Demonstrate that regardless how substances within a simple closed system interact, the total mass of the system remains the same Essence of the CPI: Understand that when substances react in a closed system, mass remains the same Matched Link ♦ Compare the mass of
substances before and
after chemical reactions,
determine if the mass is
the same or different, then
make predictions about
other chemical reactions*
5.1.8B3
Near Link Far Link ♦ Determine the mass of
♦ Determine the mass of
objects before and after a
various substances*
physical change and compare ♦ Compare and contrast the
the masses before and after*
mass of objects that are of
♦ Compare and contrast the
similar size and shape*
concepts of mass and
weight*
Please note: Always consult the Glossary section of this resource when working with any of these Links. Additionally, an asterisk at the end of a Link statement denotes there is an example for that specific Link in the Five Items section of this resource. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 2 8th Grade Science, Standard 5.6
Glossary Glossary – 5.6 Balance – an instrument used to measure mass (e.g., a triple beam balance) Chemical reaction – a process in which a chemical substance(s) undergoes a change into a different chemical substance (s). The new substance (s) has different properties than the original substance. (e.g., iron rusting, wood burning, cake baking) Compare – to examine (two or more objects, ideas, people, etc.) in order to note similarities Contrast – to compare in order to show differences; to note the opposite natures, purposes, etc. Mass – the amount of matter in an object; typically measured in kilograms, grams, or milligrams Mixture – a combination of two or more different materials that have been combined in such a way that no chemical reaction occurs (e.g., a tossed salad, oil and water, metal shavings and sawdust) Precipitate – the formation of a solid substance in a solution Physical change – involves a change in physical properties but does not alter an object’s chemical nature (A common example is water freezing or an ice cube melting. The physical properties of the water are changing, while its chemical makeup is not.) Other examples of physical changes: cutting, bending, mashing, change in state of matter (i.e., freezing, melting, boiling, condensing, evaporating), etc. System – encompasses all of the mass in a specific container or space Open system: a container or space that allows mass to move in and out (i.e., open aquarium) Closed system: a container or space that does not allow mass to move in or out (i.e., an unopened bag of cookies) Weight – the weight of an object is the force exerted on it by gravity; typically measured in ounces or pounds 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 3 8th Grade Science, Standard 5.6 Five Items Examples Five Items Examples The Five Items examples are samples of activities that may be used as models when choosing or developing activities for the APA. They include specific considerations and guidelines that if not followed could result in unscorable codes. However, they do not show the required markings for performance (+/-­‐) or independence (I, V, G, M, P), nor do they include student names and collection dates. They are sample activities, not sample evidence. Evidence must include all of the requirements of the Universal Scoring Rules, which are explained in the training modules and the Procedures Manual. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 4 8th Grade Science, Standard 5.6 Five Items Examples CPI 5.6.8B1 Show how substances can chemically react with each other to form new substances having properties different from those of the original substances Essence of the CPI: Understand that chemical reactions create new substance(s) with different properties Matched Link, Bullet 1: “Predict what sign/change of a chemical reaction will occur, observe chemical reactions, and collect data on the signs a reaction occurred; compare the prediction to the results* 5.1.8B1” Important Considerations for this Link: •
•
•
•
•
This link has four skills: 1) predict, 2) observe, 3) collect data, and 4) compare. All skills must be assessed.
5.1.8B1 is embedded in this link since predicting, observing, collecting data, and comparing results are all scientific
processes.
The prediction must be about a chemical reaction (e.g., heat produced, color change, odor, etc.).
Signs of a chemical change include bubbles of gas appearing in the system, the formation of a precipitate, the
emission of light, flames produced in the system, a change of color in the system, a change in temperature of the
system, or differences between the reactants and the products (e.g., density or volume or state of matter, electrical
conductivity, boiling or melting point, or odor).
In this example, the student watched a video whereby wood was burned since burning wood in a classroom is not
safe.
Directions to the student: Before watching the video, predict what will happen to the wood. Then watch the video and record observations. When finished watching the video, compare your prediction and observations. PREDICTION: What sign/change do you expect will occur when the wood is burned? There will be a color change. The wood will turn black.
OBSERVATIONS: What did you observe as the wood burned? 1.
2.
3.
4.
5.
6.
Before burning, the wood was brown.
The wood was hard.
During burning, smoke and flames were given off.
Heat was given off.
After burning, gray ash remained.
After burning, the remains were black.
COMPARISON: Compare your prediction to the results. A chemical reaction occurred because the color changed and heat
was given off. This example constitutes eight items. The student predicted a chemical change (one item), observed and collected data (six items) and then compared prediction to results (one item) for a total of eight items. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 5 REVISED 8th Grade Science, Standard 5.6 Five Items Examples
CPI 5.6.8B1 Show how substances can chemically react with each other to form new substances having properties different from those of the original substances Essence of the CPI: Understand that chemical reactions create new substance(s) with different properties Matched Link, Bullet 2: “Describe substances before and after a chemical reaction* 5.1.8B3” Important Considerations for this Link: •
•
•
Two or more substances must be described before and after a chemical reaction.
Assessing this link in the context of a science experiment whereby the student is observing the
chemical reaction fulfills the connection to 5.1.8B3.
This link is exclusive to substances involved in a chemical reaction.
Directions to the student: As you complete the baking soda and vinegar experiment, describe the physical properties of the baking soda and the vinegar before and after you combine them in your science journal. This example constitutes eight items. Each description is an item, and descriptions were included for each substance before the chemical reaction and then after they were combined to cause the chemical reaction. (The teacher numbered the student’s descriptions just to point out the number of items.) 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 6 8th Grade Science, Standard 5.6 Five Items Examples CPI: 5.6.8B1 Show how substances can chemically react with each other to form new substances having properties different from those of the original substances Essence of the CPI: Understand that chemical reactions create new substance(s) with different properties Near Link, Bullet 1: “Compare and contrast a mixture and a chemical reaction*” Important Considerations for this Link: • Since this link states “compare and contrast,” across the five items there must be at least one
characteristic that is distinct to mixtures only, at least once characteristic that is distinct to
chemical reactions only, and at least one characteristic that is shared by both mixtures and
chemical reactions.
Directions to student: Compare the characteristics of a mixture and a chemical reaction. (Teacher scribed responses) Comparison of a Mixture and a Chemical Reaction Mixture only Both Chemical reaction only Substances in
Two or more
Substances in chemical
mixture may be
substances
reaction combine to form
physically separated added together a new substance
Example is iron
filings and sand
Example is vinegar and
baking soda
May use a magnet
to separate iron
filings from sand
Mixing vinegar and
baking soda produces
carbon dioxide gas
This example constitutes seven items. Each characteristic is an item. In this case, the student provided three characteristics of mixtures, three characteristics of chemical reactions, and one shared characteristic for a total of seven items. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 7 8th Grade Science, Standard 5.6 Five Items Examples CPI: 5.6.8B1 Show how substances can chemically react with each other to form new substances having properties different from those of the original substances Essence of the CPI: Understand that chemical reactions create new substance(s) with different properties Far Link, Bullet 1: “Identify common signs of a chemical change*” Important Considerations for this Link: • In this example, there are five common signs of a chemical change and five distractors. This was
done so that there is a balanced representation between correct and incorrect answer choices
to prevent artificially inflating or deflating the student’s score in the event he/she chooses to
circle each answer choice or cross through each answer choice. Also note that every item has a
student response: each item is either circled or crossed through.
• Common signs of a chemical change include:
o Bubbles of gas appear in the system
o A precipitate forms in the system
o Light is emitted from the system
o Flames are produced in the system
o Changes in color of the system
o Increase or decrease in the temperature of the system
o Differences between the reactants and the products:
§ density or volume or state of matter
§ electrical conductivity
§ boiling or melting point
§ odor
• If pictures are used, clearly label the pictures so that the student and reviewer understand
what the pictures represent.
Directions to the student: Circle the things from the list that are signs of a chemical change. Draw a line through the things that are not signs of a chemical change. This example constitutes five items. The student identified five common signs of a chemical change. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 8 NEW! 8th Grade Science, Standard 5.6 Five Items Examples
CPI: 5.6.8B1 Show how substances can chemically react with each other to form new substances having properties different from those of the original substances Essence of the CPI: Understand that chemical reactions create new substance(s) with different properties Far Link, Bullet 2: “Sort examples of chemical reactions versus mixtures*”
Important Considerations for this Link: •
•
Across the five items, at least one example of a chemical reaction and at least one example of a
mixture must be included.
Notice that in the example below, the pictures are labeled so that it is clear what each picture is
intending to show/represent.
Directions to the student: Use the T-­‐chart to sort each example as a chemical reaction or as a mixture. This example constitutes five items. The student sorted five examples: three chemical reactions and two mixtures. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 9 REVISED 8th Grade Science, Standard 5.6 Five Items Examples
CPI: 5.6.8B3 Demonstrate that regardless how substances within a simple closed system interact, the total mass of the system remains the same Essence of the CPI: Understand that when substances react in a closed system, mass remains the same Matched Link, Bullet 1: “Compare the mass of substances before and after chemical reactions, determine if the mass is the same or different, then make predictions about other chemical reactions*” 5.1.8B3 Important Considerations for this Link: • Assessing this link in the context of an experiment fulfills the connection to 5.1.8B3.
• Because this CPI and its Essence are specific to closed systems, it is important that the chemical
reactions included in assessment activities for this link pertain to closed systems only. In the
example below, the test tube was capped so that the chemical reaction would occur in a closed
system.
• The example activity below was conducted in the context of an experiment whereby a small nail
was placed in a test tube with water and salt so that the nail would rust over time. The test tube
was capped so that the reaction would occur in a closed system. The student was given the
information in the yellow box then asked questions regarding comparing the mass of the
substances before and after the reaction as well as predicting what would happen in another
similar experiment involving a chemical reaction.
This example constitutes five items. Across the five items, the student compared the mass of substances before and after a chemical reaction, d etermined if the mass before and after was the same or different, and made two predictions about another chemical reaction. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 10 REVISED 8th Grade Science, Standard 5.6 Five Items Examples CPI: 5.6.8B3 Demonstrate that regardless how substances within a simple closed system interact, the total mass of the system remains the same Essence of the CPI: Understand that when substances react in a closed system, mass remains the same Near Link, Bullet 1: “Determine the mass of objects before and after a physical change and compare the masses before and after*” Important Considerations for this Link: •
•
This link contains two skills: 1) determine the mass of objects before and after a physical
change and 2) compare the masses before and after.
Mass is typically “determined” by using a balance. Mass is typically expressed in metric units
(milligrams, grams, kilograms).
Directions to the student: Use the balance to determine the mass of each item before and after the physical changes indicated in the tables. Then answer the final question to compare the masses before and after the physical changes. This example constitutes nine items. The student used a balance to determine the masses of four items before physical changes then again for the same four items after physical changes (the student’s measurements are highlighted in yellow), and then answered one question to compare the masses before and after the physical changes for a total of nine items. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 11 NEW! 8th Grade Science, Standard 5.6 Five Items Examples CPI: 5.6.8B3 Demonstrate that regardless how substances within a simple closed system interact, the total mass of the system remains the same Essence of the CPI: Understand that when substances react in a closed system, mass remains the same Near Link, Bullet 2: “Compare and contrast the concepts of mass and weight*”
Important Considerations for this Link: •
•
Each comparison/each contrast is an item.
This link is asking the student to compare and contrast the concepts of mass and weight, not
the mass and weight of specific substances.
Directions to the student: Use the word strips to complete the Venn diagram comparing the concepts of mass vs. weight. This example constitutes ten items. Each comparison/contrast is an item. The student listed four characteristics that are specific to mass, four that are specific to weight, and two that are true of both. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 12 8th Grade Science, Standard 5.6 Five Items Examples CPI: 5.6.8B3 Demonstrate that regardless how substances within a simple closed system interact, the total mass of the system remains the same Essence of the CPI: Understand that when substances react in a closed system, mass remains the same Far Link, Bullet 1: “Determine the mass of various substances*” Important Considerations for this Link: • Mass is typically “determined” by using a balance. Mass is typically expressed in metric units
(milligrams, grams, kilograms).
Directions to the student: Using the balance, find the mass of each substance and record it in the chart. Substance 1. piece of chalk
2. apple
3. AA battery
4. bar of soap
5. toy car
Mass Your answer: 1 g Your answer: 1 81 g Your answer: 2 3 g Your answer: 1 20 g Your answer: 3 4 g This example constitutes five items. The student was given five materials, used a scale to determine the mass of each, and recorded the mass in the chart f or a total of five items. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 13 8th Grade Science, Standard 5.6 Five Items Examples CPI: 5.6.8B3 Demonstrate that regardless how substances within a simple closed system interact, the total mass of the system remains the same Essence of the CPI: Understand that when substances react in a closed system, mass remains the same Far Link, Bullet 2: “Compare and contrast the mass of objects that are of similar size and shape*” Important Considerations for this Link: • Since the link says, “compare and contrast,” across the five items both similarities and
differences must be addressed. In the case of the example below, the first four items involve
different masses, and the last item addressed two objects with similar masses.
• Mass is typically “determined” by using a balance. Mass is typically expressed in metric units
(milligrams, grams, kilograms).
Directions to the student: For each set of items listed, use the balance scale to compare their masses. Then circle the statement that is true. This example constitutes five items. The student compared and contrasted five different sets of objects for a total of five items. 2015-­‐2016 NJ APA Content Guide & Five Items Resource Page 14