Grade 8 Integrative Item Cluster
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Teacher Version Delaware Science Assessment Prototype: Grade 8 Integrative Item Cluster Prepared for the Delaware Department of Education by WestEd
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Transcript of Grade 8 Integrative Item Cluster
TeacherVersion
DelawareScienceAssessmentPrototype:Grade8IntegrativeItemCluster
PreparedfortheDelawareDepartmentofEducationbyWestEd
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DelawareScienceAssessmentPrototypeGrade8IntegrativeItemCluster
Background:TheDelawareDepartmentofEducationengagedwithWestEdtodesignanddevelopsampletaskstomeasuretheNextGenerationScienceStandards(NGSS).ThesetaskswereadministeredtoDelawarestudentsaspartofaprocesstoevaluatethetasks’effectivenessatmeasuringallthreedimensionsoftheNGSS—ScienceandEngineeringPractices(SEPs),DisciplinaryCoreIdeas(DCIs),andCrosscuttingConcepts(CCC).Thesetaskswererevisedbasedonthedatacollectedduringtheresearchperiod,andarenowavailabletoDelawareeducatorsassampleNGSS-alignedassessmentsforuseintheirclassrooms.RecommendationsonhowtousetheIntegrativeItemClusterPrototype:ThefollowingIntegrativeItemCluster(IIC)isdesignedtoelicitevidenceofastudent’sunderstandingandabilitytoapplyspecificscienceskillsinareal-worldcontext.EachIICisdesignedaroundacentralphenomenonandrequiresstudentstouseandapplyallthreedimensionstorespondtoquestionsassociatedwithacommonstimulus.ItisrecommendedthatthisIICbeadministeredfollowingtheinstructionofPerformanceExpectations(PEs)MS-PS3-4,andMS-PS3-5.ThisIICassessesastudent’sabilitytoapplysciencepracticesthatarerelatedtoPEsMS-PS3-4andMS-PS3-5.OnlythespecificSEPsofPlanningandCarryingOutInvestigationsandEngaginginArgumentfromEvidencearemeasuredaspartofthisIIC.EitherSEPmaybeusedwithanitemaligningtoeitherPEtomorecloselymirrorinstruction.Inthisway,theIICspreparestudentstointegrateandapplyknowledgeandskillsfromspecificPEsattheendofarelevantunitofinstruction,animportantexpectationofDelaware’sComprehensiveScienceAssessmentSystem.ThisIICprototypeisprovidedasaformativeassessmenttoolandisnotmeanttodemonstratetheexactmodeorcontentthatwillappearinDelaware’sfutureassessments.Rather,weinviteteacherstoexploretheuseofIICsintheirclassroomtobetterunderstandthenatureofNGSSassessment.Materials:2StudentVersionPDF:ThisversionisavailabletodownloadandprintinordertoadministertheIICprototypedirectlytostudents.Allstudentresponsescanbecapturedonthishardcopy,ORasetofclasscopiescanbeprintedandstudentresponsescanbecapturedonaseparatepieceofpaper.TheIICisdesignedtobeself-explanatoryandshouldrequirelittleinstructiononthepartoftheteacherorproctor.ThesuggestedtimetocompletetheIICis20minutes.
Grade8IntegrativeItemCluster
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2TeacherVersionPDF:Inadditiontothecontentcontainedinthestudentversion,theteacherversionprovidesalignmentinformationingraymetadataboxes.Scoringinformation(thekey)isincludedinthemetadataorisprovidedasadetailedrubric/scoringinformationsectionbelowitemswhererelevant.Keysandrecommendedpointvaluesforeachquestionareprovidedinthemetadatatables(10pointstotalfortheIIC),butpointvaluescanbeadjustedbasedonoverallclassperformance.Theseresourcesareavailableforpublicuseandweencourageyoutosharethemfreely.Questionscanbesenttoapril.mccrae@doe.k12.de.us.
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AlignmentInformationfortheGrade8IICPE/PEBundle:
MS-PS3-4:Plananinvestigationtodeterminetherelationshipsamongtheenergytransferred,thetypeofmatter,themass,andthechangeintheaveragekineticenergyoftheparticlesasmeasuredbythetemperatureofthesample.
MS-PS3-5:Construct,use,andpresentargumentstosupporttheclaimthatwhenthekineticenergyofanobjectchanges,energyistransferredtoorfromtheobject.
Dimensions:SEP:INV,ARGDCI:PS3.A,PS3.BCCC:SPQ,E/MFocus:TemperatureandKineticEnergyPhenomenon:Hotpacksaffectthetemperatureoftheirsurroundings.Themassofwateraffectsthetemperaturechangecausedbyahotpack.HotPackInvestigation#1Astudentinvestigatedhowvolumeaffectshowthetemperatureofasubstancechangesbyfollowingthesesteps:
• Placeaninstanthotpackinthebottomofacardboardbox.• Putalayerofaluminumfoilontopofthehotpack.• Placeatight-fittingcardboarddividerintheboxontopofthefoiltocreatefour
sections.• Addadifferentvolumeofroomtemperaturewatertoeachjar.• Placeonejarineachsection,asshowninthediagrambelow.
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Thecardboardboxwassealedandthewaterwasallowedtoheatfor10minutes.After10minutes,thestudentremovedthefourjarsandimmediatelyrecordedthetemperatureofthewaterineachjar.Item:1 ItemFormat:CRGrade:8 PE/PEBundle:MS-PS3-4 TotalPoints:0Dimensions:SEP:INVDCI:PS3.A;PS3.B Key(s):notscoredFocus:Howdoesmassaffecttemperaturechange? Question1.Inthespacebelow,makeapredictiontoanswerthesetwoscientificquestions:
1. Howwillthermalenergybetransferredbetweentheinstanthotpackandthewaterineachjar?
2. Howwillthetemperatureofthewaterineachjarchangeduringthe10minutestheboxissealed?
Writeoneortwosentences.Itisnotimportantforyourpredictiontobecorrect.Youwillexplainwhetherornotyourpredictionissupportedlater.
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Datafromthestudent’sexperimentareshowninthetableandgraphbelow.Thinkaboutthepredictionyoumadeasyoulookoverthesedata.
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Item:2 ItemFormat:CRGrade:8 PE/PEBundle:MS-PS3-4 TotalPoints:2Dimensions:SEP:ARGDCI:PS3.A;PS3.B Key(s):SeeScoringbelow.Focus:Howdoesmassaffecttemperaturechange? Question2.PartADoesthedatainthegraphsupportthepredictionyoumadeinQuestion1?
PartBExplainhowthedatasupportordonotsupportyourprediction.Usedatafromthegraphand/ortabletosupportyourexplanation.
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ScoringforQuestion2:Twopointstotal:
• Onepointforindicatingwhetherthegraphshowsevidenceofthedirectionofheattransferintheprediction.
• Onepointforindicatingwhetherthegraphshowsthechangeintemperaturedescribedintheprediction.
NoteforScoring:nocreditisgivenfortheanswertoPartA.SampleStudentResponse:Theresponseshouldincludeanexplanationforthecomparison,usingthedatainthegraphasevidence.Thetableandgraphbothshowthatthewaterineachjarincreasedintemperature.Thisisevidencethatheattransferredfromthehotpacktothewaterinthejar,whichsupportsmyprediction.Thegraphandtablealsoshowsthatthetemperaturechangeisgreaterinjarswithlesswater(smallervolume),sothispartofmypredictionisnotsupportedbyevidence.
Circleone: Yes No
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HotPackInvestigation#2Thestudentcollectsthedatashowninthetablebeforeandafterusinganinstanthotpackonhisarm.
InstantHotPackData
BeforeUsing AfterUsingMassofInstantHotPack 300g 300gTemperatureofInstantHotPack 45°C 15°CTemperatureofArm 30°C 35°CTemperatureofRoom 20°C 20°C
Item:3 ItemFormat:MSGrade:8 PE/PEBundle:MS-PS3-4 TotalPoints:1Dimensions:SEP:ARGDCI:PS3.A,PS3.BCCC:E/M Key(s):A,DFocus:Conservationofmassandenergy
Phenomenon(ifapplicable):Ahotpackwarmstheskin,butthehotpackcools.Thisisevidencethatenergyisconserved,becauseenergyistransferred,notcreatedordestroyed.Themassofthehotpackdoesnotchange.Question3.Whichstatementssupportthestudent’sclaimthatthematterandenergyoftheinstanthotpackareconservedeventhoughthetemperatureoftheinstanthotpackchanged?Selectthetwocorrectstatements.
A. Themassoftheinstanthotpackdidnotchangebecausethesameamountofmatterwaspresent.*
B. Themassoftheinstanthotpackdidnotchangebecausethetotalamountofenergywasconserved.
C. Matterwasconservedbecauseitflowedfromthehotpacktothearm,asshownbythetemperaturedata.
D. Energywasconservedbecauseitflowedfromtheinstanthotpackintothearmcausingthearmtowarm,asshownbythetemperaturedata.*
E. Theinstanthotpacktransferredenergyascoldflowedfromthearmintothehotpackandchangedthetemperatureofthearm,untilbothwereatthesametemperature.
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HotPackInvestigation#3Thestudentwantstotesthowtheratiobetweenthemassofahotpackandthemassofawatersamplerelatestotemperaturechange.Thestudentdesignstheprocedureshownbelow.
Student’sProcedure
Thestudentrealizeshemustredesignhisprocedurebeforeconductingthetest.Item:4 ItemFormat:CRGrade:8 PE/PEBundle:MS-PS3-4 TotalPoints:2Dimensions:SEP:INVDCI:PS3.A,PS3.BCCC:SPQ Key(s):SeeScoringbelowFocus:Howcanyoudesignabetterhotpack?
Question4.Explainhowthestudentshouldredesigntheproceduretotesthowtheratiobetweenthemassofahotpackandthemassofawatersamplerelatestotemperaturechange.Usewhatyouknowaboutproportionandquantitytosupportyourexplanation.
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ScoringforItem4:Twopointstotal:
• Onepointforexplanationofhowthestudentshouldredesigntheprocedure.• Onepointforcorrectuseofproportionandquantitytosupporttheexplanation.
SampleStudentResponse:Thestudentcouldrevisehisproceduresothateitherthevolumeofthewaterormassofthehotpackareincreased,butnotboth.Increasingthesizesofboththehotpackandthewaterproportionallycausestheratioofsalttowatertoremainconstant.Inordertotesttheratio,theincreasecannotbeproportional.Thestudentmustincreasethequantityofeitherthemassofthewaterorthemassofthehotpackwhilekeepingtheotherquantitythesame.
1. Placeabeakerwith50mLofroom-temperaturewaterontopofa300-ghotpack.
2. Placeabeakerwith100mLofroom-temperaturewaterontopofa600-ghotpack.
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HotPackInvestigation#4Thestudentnoticesthattheratioofsalttowaterisdifferentindifferentbrandsofhotpacks.Thestudentteststwodifferentbrandsofhotpackstoseehowthisratioaffectsthetemperatureofthehotpackovertime.Thestudentplacestwodifferenthotpacksontwoidenticalmetalbenchesoutsideonacooldayandrecordsthetemperatureofeachhotpackeachminutefortenminutes.Thestudent’sdataareshownbelow.
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Question5.PartAWhichclaimisbestsupportedbythestudents’data?
A. Asaltsolutionwithmoremasswillhaveahighertemperaturethanasaltsolutionwithlessmass.
B. Asaltsolutionwithmorewaterthansaltwillhaveahighertemperaturethanasaltsolutionwithmoresaltthanwater.
C. Asaltsolutionwithahigherratioofsalttowaterwillhaveahighertemperaturethanasaltsolutionwithalowerratioofsalttowater.*
D. Asaltsolutionwithagreatertotalvolumeofsaltandwaterwillhaveahighertemperaturethanasaltsolutionwithasmallertotalvolumeofsaltandwater.
PartBBasedonthedata,whichcombinationsofsaltandwaterwilllikelyreachahighertemperaturethaneitherBrandAorBrandB?Selectthetwocorrectanswers.
A. 75.0gofsaltand250mLofwater
B. 100.0gofsaltand250mLofwater*
C. 100.0gofsaltand400mLofwater
D. 125.0gofsaltand400mLofwater
E. 150.0gofsaltand400mLofwater*
Item:5 ItemFormat:MC/MSGrade:8 PE/PEBundle:MS-PS3-4 TotalPoints:2Dimensions:DCI:PS3.A,PS3.BCCC:SPQ Key(s):PartA:C
PartB:B,EFocus:Howdoestheratioofsalttowaterrelatetohowwellahotpackworks?
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Item:6 ItemFormat:Modeldrawing,CRGrade:8 PE/PEBundle:MS-PS3-5 TotalPoints:3(PartA:2points;
PartB:1point)Dimensions:SEP:ARGDCI:PS3.A,PS3.BCCC:E/M Key(s):SeeScoringbelowFocus:Whydohotpacksfeelhot? Question6.Thestudentlooksatthehotpacksonthebenchanddeterminesthehotpacksandthebenchcanbethoughtofastwointeractingsystems.Thestudentwantstomodelenergyflowandaveragekineticenergyoftheparticlesatdifferentlocationsasthesetwosystemsinteract.PartAFollowthesestepstocompletethestudents’model:
Step1: Lookatthesixparticlepictures,labeledA-F,below.Eachpicture
representsthemotionoftheparticlesatonelocationinthemodel.
Step2:Writetheletterofthepicture(A-F)thatbestrepresentsthemotionoftheparticlesineachwhiteboxonthemodel.Eachlettershouldonlybeusedonetime.
Step3:Onthemodel,drawonelargearrowtoshowthedirectioninwhichenergyistransferredbetweenthehotpackandthecoldbenchinthissystem.
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PartBExplainhowthekineticenergyofthemoleculesintheinstanthotpackandinthecoldbenchwillchangeasaresultoftheheattransferyoumodeledinPartA.
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ScoringforItem6:(3pointstotal)PartATwopoints:
• Onepointforcorrectorderofletters• Onepointforcorrectdirectionoflargearrow
PartBOnepoint:
• OnepointforexplanationofenergytransferamongthetwosystemsSampleStudentResponse:Energytransfersfromthehotpacktothebenchbecausethehotpackiswarmerthanthecoldbench.Thiscausesthekineticenergyoftheparticlesinthehotpacktodecreaseandthekineticenergyoftheparticlesinthecoldbenchtoincrease.
C
A
B
F
E
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