West Virginia Department of Education



Project Title: Slide or Fried?

Project Idea: After receiving a Letter and watching a news clip about the dangers of playground equipment on hot summer days, students will work collaboratively to research, design, and conduct experiments, draw conclusions and present their recommendations to the Parks and Recreation Commission. This real world scenario will help students master the scientific concepts of absorption and reflection of light with regards to temperature and will sharpen scientific inquiry skills.

Entry Event: The teacher will present each student with the Entry Event Letter as if it has just been received. The teacher will begin to read the letter aloud, stopping to allow students the opportunity to view the news clip using a computer and projector. After viewing, the teacher will initiate a short discussion. The rest of the letter will be read by the teacher, while students take note of the requirements. The teacher will answer questions about the requirements and encourage note-taking as needed. Students will be divided into teams (see manage the process for teaming ideas).

Content Standards:

|Standards Directly Taught or |Identified Learning Targets |Evidence of Success in Achieving Identified Learning Target |

|Learned Through Discovery | | |

|S.6.PS.2 |Vocabulary includes absorption, |Students will use vocabulary correctly on written assignments and during class discussions |

|develop and use a model to |reflection, translucent, opaque, and |including group work.    |

|describe that waves are |transparent.  |  |

|reflected, absorbed, or |  |The student will successfully complete the Transmission of Light Review Game |

|transmitted through various |The student will be able to compare |(Powerpoint).    |

|materials. |and contrast the characteristics of |  |

| |translucent, transparent, and opaque |The student will successfully complete the Transmission of Light Review Game (PowerPoint). |

| |materials.  |and the |

| |  |Transmission of Light Quiz.  |

| |The student will identify and classify| |

| |examples of translucent, transparent, |Students will use vocabulary correctly on written assignments and during class discussions |

| |and opaque materials. |including group work.  |

| | |  |

| |Vocabulary includes absorption and |Reflection Activity |

| |reflection.  | |

| |  |  |

| |The student will distinguish between |Diffraction Activity |

| |reflection and absorption of light |  |

| |through investigation. |  |

| | | |

| | |Exploring Properties of Light Activities  |

| | | |

| | |  |

| | |Refraction Activity |

| | |  |

| |Vocabulary includes transverse wave, |The student will successfully complete the |

| |crest trough, frequency, wavelength, |Absorption of Radiant Energy Lab and |

| |amplitude, medium, reflection, |Reflectivity of Light Lab. |

| |refraction, and diffraction. | |

| |  | |

| |The student will properly illustrate | |

| |and label the basic parts and | |

|S.6.PS.1 |properties of a light wave. |Students will successfully complete the Wave on a String pHet simulation (instructions |

|use mathematical representations|The student will make observations of |attached) |

|to describe a simple model for |light waves as they encounter various | |

|waves that includes how the |media and make illustrations based on |Students will use vocabulary correctly on written assignments and during class discussions |

|amplitude of a wave is related |those observations. |including group work.    |

|to the energy in a wave. | |  |

| | |The student will successfully complete an exit slip to draw and label the crest, trough, |

| | |wavelength, etc.  |

| |The student will know basic operations|Parts of a Wave Exit Slip |

| |and functions of probes and related | |

| |technologies; they will use them to | |

| |collect, organize, and display | |

| |experimental data. | |

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| |Vocabulary includes hypothesis, | |

|S.6-8.L.3 |quantitative observation, qualitative | |

|follow precisely a multistep |observation, constants, independent | |

|procedure when carrying out |variable, dependent variable | |

|experiments, taking |  |The student will successfully complete |

|measurements, or performing |The student will use careful |Absorption of Radiant Energy Lab and |

|technical tasks. |methodology and logical reasoning to |Reflectivity of Light Lab. |

| |safely conduct an investigation, and | |

| |support conclusions with observations | |

|S.6-8.L.4 |and organized data.  | |

|determine the meaning of |  | |

|symbols, key terms, and other |The student will design an experiment | |

|domain-specific words and |to manipulate a variable with | |

|phrases as they are used in a |appropriate controls and constants. | |

|specific scientific or technical| | |

|context relevant to grades 6–8 | | |

|texts and topics |The student will select the | |

| |appropriate type of graph and/or table|The student will successfully complete |

| |for data collection and |Experimental Design Vocabulary Flashcards and Experimental Design Quiz. |

| |interpretation. |  |

| |  |Given a laboratory scenario, the student will successfully identify and classify lab |

| |The student will use appropriate |procedures as safe or unsafe. |

| |labels and titles when constructing |Safety Scenarios homework assignment |

| |graphs. |Lab Report Rubric |

| |  |  |

| |The student will analyze and explain |The student will successfully design a laboratory experiment and write a lab report using |

| |data. |the steps of the scientific method. |

| | |Lab Report Rubric |

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|S.6-8.L.7 | | |

|integrate quantitative or | | |

|technical information expressed | | |

|in words in a text with a | | |

|version of that information | | |

|expressed visually (e.g., in a | | |

|flowchart, diagram, model, | | |

|graph, or table). | | |

| | | |

| | | |

| | |Using the Graphing Checklist as a guide, the student will successfully select the |

| | |appropriate graph to display data. |

| | |  |

| | |The student will use the Graphing Checklist as a guide to appropriately label graphs. |

| | |   |

| | |The student will analyze collected data and explain it during the final presentation. |

| | |Final Presentation Content Rubric |

| | |OR Lab Report Rubric |

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| | |**Bolded text refers to resources used within the PBL Document that are located after the |

| | |body of the project information. |

Performance Objectives:

Know –

Vocabulary includes independent variable, dependent variable, constants, qualitative observation, quantitative observation, translucent, transparent, opaque, crest, trough, wavelength, frequency, amplitude, medium, absorption, reflection, refraction, diffraction,

wave parts,

absorption and reflection of light,

properties of light,

examples of transparent, translucent, and opaque materials,

safe lab procedures/rules

probe functions

 

Do –

perform labs/activities to investigate the properties of light waves

design and perform experiments to cool down a playground slide

use probes to collect quantitative data

identify independent variable, dependent variable, constants

create tables and graphs to organize and display data

write a lab report using a checklist as a guide

complete quizzes

create and use a multimedia presentation to present data, explain conclusions, and make a recommendation

participate in a peer review, critically analyze presentations, ask questions, and make recommendations based on criteria from a rubric.

Driving Question: How can you use the properties of waves to make the temperature of a playground slide safer?

Assessment Plan:

| |Design an experiment and write a lab report |

|Major Group Products |Final Presentation |

| |Quizzes- |

|Major Individual Products |Transmission of Light Quiz  |

| |Experimental Design Quiz |

| |Homework- |

| |Safety Scenarios |

Assessment and Reflection:

|Rubric(s) I Will Use: |Collaboration |X  |Written Communication |  |

| |Contract Requirements Checklist | | | |

| |Critical Thinking & Problem Solving |X  |Content Knowledge | X |

| |Lab Report Rubric | |Final Presentation Content Rubric | |

| |Oral Communication |X  |Other |  |

| |Final Presentation Rubric | | | |

|Other Classroom Assessments For Learning: |Quizzes/Tests |X |Practice Presentations |X  |

| |Experimental Design Quiz | |Final Presentation Rubric    | |

| |Transmission of Light Quiz | |Final Presentation Content Rubric | |

| |Self-Evaluation |X  |Notes/Labs/Activities | X |

| |Final Self Reflection for Slide or Fried? | |Absorption of Radiant Energy Lab | |

| |Peer Evaluation |X  |Checklists/Observations | X  |

| |Final Presentation Rubric   | |Graphing Checklist | |

| |Final Presentation Content Rubric  | | | |

| |Online Tests and Exams |  |Concept Maps |  |

|Reflections: |Survey |  |Focus Group |  |

| |Discussion |  |Task Management Chart |X  |

| | | |Project Management Log Checklist | |

| |Journal Writing/Learning Log |  |Other | |

Map the Product:

Product: Final Presentation

|Knowledge and Skills Needed |Already Have Learned |Taught Before the Project |Taught During the Project |

|1.using computers to create spreadsheets, graphs, and | X | X |X |

|documents to summarize and explain data. | | | |

|2.  using probes and data collection software | X | X |X  |

|3.  identifying variables and constants in an experiment | X | X |X  |

|4.  distinguishing between transparent, translucent, and |  |  |X  |

|opaque materials | | | |

|5.  distinguishing between absorption and reflection of |  |  |X  |

|light | | | |

|6.  designing an experiment to solve a problem | X |X  |X  |

Resources:

School-based Individuals:

Technology Integration Specialist (TIS) – if possible

Special Education Teacher to assist with modifications as needed

 Technology:

Desktop Computer or Laptop computer with Microsoft programs such as Word and PowerPoint

TI-84 Graphing Calculator with Easy Data software

Temperature Probe or Infrared Thermometer

Light Sensor Probe and Easy Link connector

Video recorder with sound and editing software (such as FlipVideo®)

Digital Camera with editing software

pHet Online Simulations

 

Websites:

Reflection Activity



Diffraction Activity



Exploring Light Activities



Entry Event News Segment

 

Phet Wave on a String



Community:

Member of Parks and Recreation Committee to serve on presentation panel (if possible)

 

Materials:

Tag Board to photocopy Experimental Design Vocabulary Flashcards 

Projector for presentations and Transmission of Light Review Game 

Computers with internet access, word processing programs, media presentation programs, and spreadsheet and graphing capabilities

Printers (and ink) for the computers

Video cameras with editing software to include videos in presentations

Digital Cameras with editing software to include pictures in presentations

Manage the Process:

This PBL may take 3-4 weeks (block schedule) to complete, based on the prior knowledge and experience of students. It may be completed at the beginning of the year to help teach and/or review experimental design or can be completed later in the year to teach light.

 

Step 1: Before starting the project, heterogeneous teams (3-4 students per team) will be selected based on the strengths and weaknesses of individual students. Differentiation is addressed in this project by the inclusion of activities appropriate for a variety of learning styles. Some tasks, such as labs can be accomplished either by individuals, pairs, or groups depending on student needs and classroom resources. Additional accommodations should be considered according to Individual Education Plans. Prior to launching the project, the local Parks and Recreation Commission could be contacted to solicit volunteers to serve on the final presentation panel. Possible dates for the final presentation should be discussed. Panelist should be provided a copy of the Final Presentation Rubric and Final Presentation Content Rubric at this time.

 

Step 2: The Entry Event Letter should be photocopied for students prior to launching the entry event. The memo may be placed in a large envelope and opened in front of students to make it more authentic. The teacher will launch the entry event.

 

Step 3: (1-2 blocks) Teams will be assembled and guided in the construction of team contracts and Project Management Logs (Group Tasks). They may use the Contract Requirements Checklist for guidance in the construction of the contract and will update project management logs weekly. The Final Presentation Rubric and Final Presentation Content Rubric will be provided to students at this time.

 

Step 4: (5-6 blocks) Students will investigate the properties of light and its effects on temperature. Working in pre-selected heterogeneous teams, students will perform lab activities to make observations of light waves as they encounter various media and make illustrations based on those observations. (Wave on a String, Reflection Activity, Diffraction Activity, Exploring Properties of Light Activities, Refraction Activity, Absorption of Radiant Energy Lab, Reflectivity of Light Lab) Students will individually complete the Parts of a Wave Exit Slip following the completion of the lab activities. The content and lab skills gained by performing these activities can be used as a guide to help students design their experiments and presentations. The Transmission of Light Review Game(Powerpoint) may be played as a form of formative assessment. Students will complete the Transmission of Light Quiz.

 

Step 5: Student teams will now begin to design experiments for lowering the temperatures of playground slides. They may need guidance to identify variables and define constants. If needed, the teacher will review concepts and vocabulary using Experimental Design Vocabulary Flashcards. Flashcards should be photocopied and on tag board and cut ahead of time. Students will work in teams to match the word to its definition. Student understanding of experimental design may be assessed with the Experimental Design Quiz. Because students are in the design stage of the project, basic lab safety rules should be reviewed. Safety Scenarios can be assigned for homework. The Lab Report Rubric will be provided to students at this time as a guide while designing their experiments.

 

Step 6: Each team will conduct experiments to measure, compare, and evaluate the effects of absorption and reflection of light on temperature of a slide. Demonstrations will be photographed and videotaped by students for future use in presentations. The lab report should also be written, and data should be analyzed and displayed. Students will use the Lab Report Rubric and Graphing Checklist as a guide. If available, the Technology Integration Specialist may be brought in to assist students with video and photo editing. The Final Presentation Rubric and Final Presentation Content Rubric should once again be utilized by students to make certain all requirements are being met.

 

Step 7: Students teams will collaborate on presentation. This will include planning what demonstrations, videos, photos, and information are to be included as well as organizing tasks for the final presentation.

 

Step 8: Student teams will participate in the peer review process (Critical Friends) using the Final Presentation Rubric and Final Presentation Content Rubric. This serves as valuable feedback for students before the final presentation. The teacher should allow students time, as needed, to edit and finalize presentations.

 

Step 9: Student teams will present their final presentation to fellow classmates and “experts” that have been invited to be part of the panel. Note: If Parks and Recreation Committee panelists are not available, a team of pre-selected adults may be used as “expert panelists”.

 

Step 10: Students will participate in a post-project Final Self Reflection for Slide or Fried.

**Bolded text refers to resources used within the PBL Document that are located after the body of the project information.

Project Reflection and Evaluation:

During the project, the teacher should observe and document project successes and obstacles to make future PBLs more effective. Individual and group products will be evaluated using the rubrics, checklists, and observations. Student responses to questions asked during the final presentation should be observed as well. Visiting panelists should provide feedback for student presentations. Panelists should also be asked to critique the rubrics and offer suggestions for improvement. Student self-reflection pieces should be read by the teacher and their suggestions for future project improvement should be taken into consideration.

Parks and Local Area Youth Group

Shady Lane

Small Town, W.V. 12345

KidsR1st@

To: Seventh Grade Science Students

From: Yule B. Havinfun, CEO Parks and Local Area Youth Group

Date: December 21, 2010

Re: Hot Time at Area Playgrounds

Because of numerous reports of children being injured while using playground equipment, the Parks and Local Area Youth Group has convened to address the problem. The PLAY Group has decided to solicit the assistance from students in local schools to utilize experimental processes to gather data and propose possible solutions based on their research.

Your school team has been selected specifically to investigate problems related to the temperatures of playground slides. Please take a moment to view the news clip from CBS® news and familiarize yourselves with the issue.

Your school teams are scheduled to present your research and recommendations to our panel of experts on _______________________. Please examine the list of requirements below.

• Scientific tests must be conducted

• Data must be collected, properly displayed, and analyzed

• Conclusions must be based on experimental data

• Video clips and photos must be a part of your presentation, possible formats include video such as Movie Maker or PowerPoint

• An animated model should be included as part of the presentation

We look forward to hearing from you.

Sincerely,

Mr. Yule B. Havinfun

Yule B. Havinfun

CEO Parks and Local Area Youth Group

CHALLENGE: Conduct an experiment to determine which color of paper absorbs the most radiant energy.

HYPOTHESISSIS: Create a hypothesis by completing the “If, then, because” statement below.

If ___________________________________________________________________________________________, then ______________________________________________________________________________________, because _____________________________________________________________________________________.

EXPERIMENTAL DESIGN DIAGRAM

|Independent Variable (I.V.): PAPER COLOR |

|Levels of the I.V. | | | |

| | | | |

|White |Black |Blue |Green |

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|1 trial per lab group |1 trial per lab group |1 trial per lab group |1 trial per lab group |

Dependent Variable (D.V.): Temperature of Paper (°C)

Constants (C.): List all the factors that are kept the same in the experiment.

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MATERIALS:

5 X 5 piece of black construction paper

5 X 5 piece of white construction paper

5 X 5 piece of blue construction paper

5 X 5 piece of green construction paper

Graphing Calculator with probe software

Temperature Probe and necessary adapter

Light source with 100W bulb and stand

Metric Ruler

PROCEDURE:

1. Turn on the graphing calculator and plug in the temperature probe.

2. Program the calculator to record the temperature every 30 seconds for 10 minutes.

3. Tape the temperature probe to the table.

4. Position the light source 15cm directly over the temperature probe.

5. Place the white paper on top of the temperature probe.

6. Simultaneously turn on the light and press start on the calculator.

7. When data collection is complete, turn off the light source.

8. Examine the graph and record the beginning temperature, ending temperature, and temperature change in the data table.

9. Allow the thermometer to cool before beginning the next test.

10. Repeat steps 5-9 with the black, blue, and green paper.

11. Compare results and use the data to draw conclusions.

DATA/RESULTS:

| |White Paper |Black Paper |Blue Paper |Green Paper |

|Final Temperature | | | | |

| |°C |°C |°C |°C |

|Beginning Temperature | | | | |

| |°C |°C |°C |°C |

|Temperature Change | | | | |

| |°C |°C |°C |°C |

CONCLUSIONS: Examine the data. Write one paragraph explaining the data.

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Challenge: Conduct an experiment to determine which color of paper reflects the most light.

HYPOTHESISSIS: Create a hypothesis by completing the “If, then, because” statement below.

If ___________________________________________________________________________________________, then ______________________________________________________________________________________, because _____________________________________________________________________________________.

EXPERIMENTAL DESIGN DIAGRAM

|Independent Variable (I.V.): PAPER COLOR |

|Levels of the I.V. | | | | |

| | | | | |

|White |Black |Blue |Green |Aluminum Foil |

| | | | |(control) |

| | | | | |

|1 trial per lab group |1 trial per lab group |1 trial per lab group |1 trial per lab group |1 trial per lab group |

Dependent Variable (D.V.): % reflectivity of Light

Constants (C.): List all the factors that are kept the same in the experiment.

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•

•

•

MATERIALS:

5 X 5 piece of black construction paper

5 X 5 piece of white construction paper

5 X 5 piece of blue construction paper

5 X 5 piece of green construction paper

5 X 5 piece of aluminum foil

Graphing Calculator with probe software

Light Sensor and adapter

Tape or clamp

Metric Ruler

PROCEDURE:

12. Turn on the graphing calculator and plug in the light sensor.

13. Program the calculator if needed to record the reflectivity value (LUX).

14. Tape or clamp the light sensor 5cm above the table

15. Place the aluminum foil directly under the light sensor.

16. Allow the light sensor reading to stabilize and record the value.

17. Repeat steps 4-5 with the white, black, blue, and green paper.

18. Calculate the percent reflectivity and compare results.

DATA/RESULTS:

% Reflectivity = value of paper

value of aluminum X 100

|I.V. |White Paper |Black Paper |Blue Paper |Green Paper |Aluminum Foil |

|Reflection Value | | | | | |

|(lux) | | | | | |

|Percent Reflectivity | | | | | |

| |% |% |% |% |100 % |

CONCLUSIONS: Examine the data. Write one paragraph explaining the data.

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Directions- Read each summary and answer the questions that follow.

A. Bobbie and Keri came into the science lab and put on their safety goggles. They searched for the procedure but did not find it at their station so they looked at their equipment and decided what they should do with it. Keri tied back her long hair and they carefully mixed several chemicals together. Then, they heated them, being careful not to reach across the flame.

What did Bobbie and Keri do right?

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What rules did Bobbie and Keri break?

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B. Before beginning the lab, Russell and Holley carefully read all the instructions. Russell had a question about one part so he asked his teacher for clarification. Holley and Russell put on their safety goggles and started working with the acids. While working, Holley poured water into the beaker of acid to weaken it. Russell accidentally knocked over another beaker of acid and quickly wiped it up with his shirt sleeve before the teacher found out. When they were finished with the experiment, Holley poured the acids back into their original containers on the teacher’s desk and they cleaned up their station.

What did Russell and Holley do right?

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What rules did Russell and Holley break?

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On the back of this paper, use the safety guidelines to create your own science safety story. Make sure there are five safety rules that are followed as well as broken. Be prepared to share your story with your classmates (

Name: _____________________________________ Date: _____________

Contract Requirements Checklist Class Period: _______

Use this checklist to help you create your team’s contract. Contracts are due _________________; they must be signed by all group members. Each group must have the following clauses (criteria) in their contract.

1. Attendance

← How will you keep team members informed when they are absent?

← How will you ensure that your team members will be in class each day?

← How will you ensure that your team members will be on time each day?

← What are the consequences when a group member misses class?

← What are the consequences if a group member misses a presentation?

2. Member Dismissal

← Under what circumstances will you fire a member from your group?

← How will your group decide if a member should be fired?

← Firing is a last resort. What steps will you take to prevent the situation from reaching this point?

3. Work Division

← What process will you use to assign tasks to group members?

← How will you keep each member accountable for what is on their task list?

4. Leadership

← How will you designate a team leader?

← How will you reach consensus on who gets the leadership bonus?

5. Contact

← What contact information will you require of each other?

← Provide outside of school contact info – phone number, outside email, and any other important info.

6. Communication

← When and how often will your team members contact each other?

7. Signatures

← Provide a place for each team member to sign the contract.

← Provide a place for each team member to have a parent/guardian sign the contract.

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|INDEPENDENT |The factor in an experiment that is changed or manipulated by the experimenter |

|VARIABLE | |

| |The factor in the experiment that responds to the independent variable. |

|DEPENDENT | |

|VARIABLE | |

| | |

|CONSTANTS |All the factors that remain |

| |the same in an experiment |

| |and have a fixed value |

| | |

|HYPOTHESIS |A prediction about the relationship between the variables that can be tested |

| |The standard for comparing experimental effects in an experiment |

|CONTROL | |

|REPEATED |The number of experimental repetitions, objects, or organisms tested at each level for the |

|TRIALS |independent variable |

Experiment 1- Ms. Smith’s class conducted an experiment to determine if temperature affects the dissolving rate of an Alka-Seltzer Gold tablet. They recorded the dissolving time for hot water, room temperature water, and cold water.

1. What is the independent variable for Experiment 1?

a. Dissolve time of the tablet

b. Water temperature

c. Brand of the tablet

2. What is the dependent variable for Experiment 1?

a. Dissolve time of the tablet

b. Water temperature

c. Brand of tablet

3. Which of the following may not be a possible constant in Experiment 1?

a. Type and size of container

b. Temperature of water

c. Volume of water

d. Brand of tablet

Experiment 2- Lane and Emmersyn tested electromagnets to see if the brand of the battery would make the magnet stronger. They selected six steel nails of the same size to make the magnets. Using the same size insulated wire, they put 50 turns around each nail. Then, each nail was hooked to a different brand of D cell battery. The strength of the magnet was tested by counting the number of paper clips that could be picked up by the electromagnet.

4. What is the independent variable in Experiment 2?

a. Strength of the magnet

b. Type of nail

c. Brand of battery

d. Size of insulated wire

e. Size of battery

5. What is the dependent variable in Experiment 2?

a. Battery brand

b. Battery size

c. Size of wire

d. Strength of magnet

6. What does the experimenter measure to determine which battery worked best?

a. Number of turns around the nail

b. Number of paper clips picked up

c. Number of batteries used

d. Number of nails used in the experiment

7. Which of the following is not a constant in Experiment 2?

a. Number of wire turns

b. Size of wire

c. Size of battery

d. Type of nail

e. Battery brand

Experiment 3- Charlie waned to find out if temperature of water would affect the amount of time it takes to freeze. He poured 200ml of different temperatures of water and poured them each into the same type of plastic ice tray. He placed them in the same freezer at the same time and recorded the time it took to freeze the water.

8. Which of the following is a constant in Experiment 3?

a. Water temperature

b. Time to freeze

c. Plastic tray

9. What is the independent variable in Experiment 3?

a. Freeze time of water

b. Water temperature

c. Amount of water

10. What is the dependent variable in Experiment 3?

a. Freeze time of water

b. Water temperature

c. Amount of water

Experiment 4- An investigation was conducted to see if keeping the lights on for different amounts of time each day affects the number of eggs that chicken laid.

11. What is the independent variable in Experiment 4?

a. Number of eggs laid

b. Type of light source

c. Amount of light

d. Number of chickens

12. What is the dependent variable in Experiment 4?

a. Number of eggs laid

b. Type of light source

c. Amount of light

d. Number of chickens

13. What might be a possible constant for Experiment 4?

a. Amount of light

b. Type of light

c. Number of eggs laid

Experiment 5- A study was conducted to determine the effect that exercise has on pulse rate. High school students rode bikes for different numbers of kilometers and then their pulse was measured. One group rode 10km, a second group rode 20km, a third group rode 30km, and a fourth group rode 40km. Following the exercise, the pulse rate was immediately measured by counting the pulse for one minute.

14. What is the independent variable for Experiment 5?

a. Pulse rate of the students

b. Kilometers rode by students

c. Age range of students

15. What is the dependent variable for Experiment 5?

a. Age range of students

b. Bike course

c. Pulse rate of students

d. Type of bike

16. What may affect the results of experiment 5?

a. The bike course

b. Type of bike used

c. Physical shape and health of each student

17. What are constants?

a. Factors within the experiment that are changed by the experimenter

b. The factors in the experiment that remain the same

c. Factors within the experiment that respond to the independent variable

18. What is an independent variable?

a. Factors within the experiment that are changed by the experimenter

b. The factors in the experiment that remain the same

c. Factors within the experiment that respond to the independent variable

19. What is a dependent variable?

a. Factors within the experiment that are changed by the experimenter

b. The factors in the experiment that remain the same

c. Factors within the experiment that respond to the independent variable

20. Constants are important in an experiment because the makes the results more valid.

a. True

b. False

Directions- Use the Graphing Checklist below to guide and record progress on your Slide or Fried PBL.

1. Graph type is appropriate for data

2. Complete Title: What the graph is about and when the data was collected

3. Data Source: Where the data came from is clearly stated

4. Axis Units: The units of the data are clear. For example: miles, liters, seconds, bits per second, and births per 1000

5. Totals omitted where unnecessary (Pie & Bar graphs especially)

6. Labels appropriate size for graph. Labels horizontal where possible

7. Reasonable amount of data on graph. Not too much data for one graph. Easy to read each data point

8. Text is concise

9. Legend only present if two or more series of data

10. Graph makes sense when shown to someone not familiar with subject or study

11. Axis scales appropriate for data variability

12. Distracting fonts, backgrounds, 3-D, and borders kept to absolute minimum

PROJECT MANAGEMENT LOG: GROUP TASKS

(Note: This document will be collected once per week during the project.)

|Members of my group | |

|Project Name: | |

|Task |Who Is Responsible? |Due |Status |Date completed |Date |Check off box|

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You have been investigating light waves and how they react when they encounter a medium.

Draw and label a light (transverse) wave below. Be sure to include crest, trough, wavelength, amplitude.

Problem – The problem is the question you are trying to answer.

θ 2 Points The problem is written in the form of a question and is in a complete

sentence with a question mark at the end

θ 1 Point The problem is not written in the form of a question, is an incomplete

sentence, or is missing the question mark.

Hypothesis – A hypothesis is an educated guess at the answer to the problem.

θ 2 Points The hypothesis is written as a guess or explanation to the answer of

the problem and is in a complete sentence. (If.. then… because)

θ 1 Point The hypothesis is not written in an If.. then… sentence or is not an

educated guess to the problem.

Identifying the Variables and Controls – The independent variable is the one factor in the experiment that is different in each test. The dependent variable is what is responding to the independent variable. It is what you are measuring in the experiment. The constants are the parts of the experiment that are kept the same in each test.

θ 2 Points The independent variable, dependent variable, and constants are

clearly identified.

θ 1 Point The variables or constants are partially identified.

θ 0 Points Neither the variables nor the constants are clearly identified.

Procedure – The procedure is a step-by-step explanation of how to perform the

experiment. To receive all 4 points the procedure must include all of the following:

a. procedure steps must be numbered

b. procedure steps must be in the correct order

c. procedure steps must include instructions on what to measure and where to

record the data

d. procedure steps must be written in complete sentences

θ 4 Points All four requirements have been met.

θ 3 Points Three of the requirements have been completed.

θ 2 Points Two of the requirements have been completed.

θ 1 Points One of the requirements have been completed.

Data – The data is the information collected from the experiment. It can be in the form of measurements or observations. Data is usually written in some kind of data table.

θ 3 Points Data is organized in a data table. It includes more than one

trial. All numbers have labels.(cm., ml., g.)

θ 2 Points Data is organized in a data table but includes only one trial or table

not properly labeled.

θ 1 Point Data is not organized in a table or only one trial was performed

and table is not properly labeled.

Results – This is where you analyze the data. Calculations are performed and a graph is drawn. (The graph carries its own 10 point grade.)

θ 3 Points All calculations were completed and the correct graph type (bar,

line, pie) has been drawn with proper title and labels.

θ 2 Points Calculations were completed, but not correctly or a graph is drawn,

but it is not the correct type or not labeled properly.

θ 1 Point Calculations were not completed or a graph was not completed.

θ 0 Points Neither the calculations nor the graph were completed.

Conclusion – The conclusion is the part of the experiment where you answer the problem. Your answer should also respond to your hypothesis stating whether you were correct or incorrect. A correctly written conclusion must include all of the following:

a. written in complete sentences

b. responded as to whether your hypothesis was right or wrong

c. answered the question written in the problem

θ 3 Points Conclusion includes all three requirements.

θ 2 Points Conclusion included two out of three requirements.

θ 1 Point Conclusion included one out of three requirements.

θ 0 Points Conclusion did not include any of the three requirements.

Neatness and Organization – Your lab report must be written on a clean and unwrinkled paper. Your handwriting should be clear and easy to read.

θ 1 Point Lab report is clean, unwrinkled, and easy to read.

θ 0 Points Lab report is stained, wrinkled, or difficult

Directions- Read each example. Identify each object or process as being transparent, translucent, or opaque.

| |tissue paper |

| |eyeglass lenses |

| |clock face |

| |science book |

| |water from the water fountain |

| |aluminum foil |

| |fog |

| |frosted glass |

| |car windshield |

| |wax paper |

| |poster board |

| |Light does not pass through this type of object. |

| |allowing light to pass through with little or |

| |no interruption or distortion so that objects |

| |on the other side can be clearly seen |

| |letting light pass but diffusing it so that |

| |objects on the other side cannot be clearly |

| |distinguished |

Name_______________________________________________________________Class______________Date______________________________

|Presentation |Below Standard |At Standard |Above Standard |

|Physical Attributes |Student(s) do not dress appropriately. |Student(s) dress appropriately for the presentation. |In addition to the At Standard criteria: |

|10% |Student(s) do not maintain proper body language. |Student(s) maintain proper body language. |Student(s) dress to enhance the purpose of the presentation. |

| |Student(s) fidget, hiding behind objects, and play with|Student(s) refrain from fidgeting, hiding behind objects, playing|Student(s) use body language to enhance the purpose of the |

| |objects, etc. |with objects, etc. |presentation. |

| |0……………………………………………………..6 |7………………………………………………………………8 |9……………………………………………………………………10 |

|Oral & Verbal Skills |Student(s) use oral fillers (uh, ok, etc.) |Student(s) use minimum of oral fillers (uh, ok, etc.) |In addition to the At Standard criteria: |

|10% |Student(s) pronounces words incorrectly. |Student(s) pronounce words correctly and in Standard English. |Student(s) modulate volume, pace, and tone to enhance presentation. |

| |Student(s) do not speak loudly and clearly. |Student(s) speak loudly and clearly. |Student(s) speak from memory and make only passing reference to notes |

| |Student(s) uses tone and pace that obscures |Student(s) speak at a pace and in a tone that allows clear |or cards. |

| |communication. |communication to the audience. |9……………………………………………………………………10 |

| |Text contains errors. |Text displayed during the presentation is free of spelling, usage| |

| |Student(s) reads from notes. |or mechanical errors. | |

| |0……………………………………………………..6 |Student(s) possess notes but do not read from them. | |

| | |7………………………………………………………………8 | |

|Organization and |The introduction is not clear or coherent and may not |The introduction is clear and coherent and evokes interest in the|The introduction is compelling and provides motivating content that |

|Content |evoke interest in the topic. |topic. |hooks the viewer. |

|50% |Information is not presented in a way that is connected|Information is presented in a way that is connected to the topic.|A rich variety of supporting information contributes to the |

| |to the topic. |Details are logical. |understanding of the topic. |

| |Details are not logical. |Supporting information contributes to the development of the |The piece contains motivating or provocative questions. |

| |Supporting information does not contribute to the |topic. |The piece contains advanced organizers that prepare the audience for |

| |development of the topic. |The content includes a clear point of view. |subsequent points. |

| |The content does not include a clear point of view. |The conclusion is clear and coherent. |The conclusion provides a thought-provoking restatement of the main |

| |The conclusion is not clear or coherent. |34………………………………………………………………44 |point. |

| |0……………………………………………………..33 | |45……………………………………………………………………50 |

|Technical Attributes |Technical features of display boards, PowerPoints, |Technical features of display boards, PowerPoints, websites, |In addition to At Standard criteria: |

|10% |websites, audio, video, etc., distract audience from |audio, video, etc. do not distract audience from the content and |Technical features of display boards, PowerPoints, websites, audio, |

| |the content and purpose of presentation. |purpose of the presentation. |video, etc. enhance the purpose of the presentation. |

| |Technical features do not demonstrate care in creation,|Technical features demonstrate care in creation, including |Technical features demonstrate creativity, thorough research and |

| |including editing, proofreading, finishing. |editing, proofreading, finishing. |careful planning. |

| |0……………………………………………………..6 |7………………………………………………………………8 |9……………………………………………………………………10 |

|Response to Audience |Student(s) do not provide appropriate oral responses to|Student(s) provide appropriate oral responses to audience |In addition to At Standard criteria: |

|10% |audience questions, concerns, comments. |questions, concerns, comments. |Student(s) incorporate audience questions, comments and concerns into |

| |Student(s) do not adapt their presentation based on |Student(s) make minor modifications to their presentation based |their presentation. |

| |questions, concerns or comments from audience. |on questions, concerns or comments from audience. |Student(s) display willingness and ability to move away from their |

| |0……………………………………………………..6 |7………………………………………………………………8 |script/plan and modify presentation based on audience response. |

| | | |9……………………………………………………………………10 |

Name: ________________________________________ ________________ Class: _________________________ Date: __________________

Slide or Fried? Final Presentation Content Rubric

| |Novice |Mastery |Distinguished |

|GROUP |Some team members: |All team members: |In addition to meeting the Mastery criteria |

|WORK |are on task during the activity |are on task during the activity |team members are able to recognize/describe/articulate: |

| |contribute ideas/possible solutions |contribute ideas/possible solutions |challenges to the group effort while completing the task |

| |share in the decision making process |share in the decision making process |solutions that were used to address the challenges to the group effort |

| |are respectful to one another |are respectful to one another |18…………………………..……………………..20 |

| |share the responsibility of cleaning up after the activity |share the responsibility of cleaning up after the activity | |

| |0……………………….……………………….13 |14……………………….…………………………..17 | |

|CONTENT |The student/team is unable to: |The student/team: |In addition to meeting the Mastery criteria the student/team: |

| |describe the basic concept/s of the activity- |describes the basic concept/s of the activity- |relates the concepts to previously learned concepts |

| |-absorption and reflection of light and its effect on |-absorption and reflection of light and its effect on temperature |makes connections/applications of this concept to other curricula areas |

| |temperature |- changes in waves as they encounter various media |describes global applications for this concept |

| |- change in waves as they encounter various media |designs an experiment to solve a problem | |

| |design an experiment to solve a problem |records data from the lab activity | |

| |record data from the lab activity |makes a conclusion/s that is supported by the data |54………………………………………………..60 |

| |make a conclusion/s that is supported by the data |42…………………………………………………..53 | |

| |0……………………….……………………..41 | | |

|USE |The student/team is unable to use technology to: |The student/team uses technology to: |In addition to meeting the Mastery criteria |

|OF TECHNOLOGY |collect data |collect data |the student/team: |

| |organize &presents data (data table/s or graphic organizer/s) |organize & presents data (data table/s or graphic organizer/s) |recognizes/describes/articulates the limitations of the tool/s that were|

| |find other resources that support or conflict with the |find other resources that support or conflict with the conclusions|used for the activity |

| |conclusions of the experiment |of the experiment |considers /describes/articulates solutions to problems encountered while|

| |0……………………….………………………….13 | |using the technology during the lab/activity |

| | |14…………………………….……………………..17 |18…………………………..……………………..20 |

COMMENTS:

Rubric Modified from BIE by RAnglin & KBuckner

Name: ______________________________________________ Date: ________________

Final Self Reflection for Slide or Fried? Class Period: __________

Spend a few minutes to analyze your performance on group and individual tasks, then use complete sentences to answer the questions below.

|Project Name |

|Describe the project in a sentence or two. |

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|What is the most important thing you learned during this project? |

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|What do you wish you had spent more time on? |

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|What big idea(s) did this project help you understand? |

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|What do you wish you had done differently? |

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|What part of the project did you do your best work on? |

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|What was the most enjoyable part of this project? |

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|What was the least enjoyable part of this project? |

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|How could your teacher(s) change this project to make it better next time? |

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Name: __________________________________________________Date_____________________Pd.______

Objective: Explore transverse and longitudinal waves as well as examples of each.

Part 1: exploring amplitude and pulse waves

Background video:

|Vocabulary |Definition |Image |

|Amplitude: |Energy a wave has |[pic] |

|Frequency: |Number of waves that pass by per second |[pic] |

|Periods: |Length of time for a wave to complete |[pic] |

|Wavelength: |Distance between two crests |[pic] |

|Crest/Trough: |Crest=the highest point on a wavelength |[pic] |

| | | |

| |Trough=the lowest point on a wavelength | |

Instructions for measuring frequency, periods, and wavelength in a simulation: (click the here to open the simulation)

Use the demonstrations below to help you measure the period and wavelength:

Demonstration: Measuring the period

Demonstration: Measuring the Wavelength:

1. Select oscillate, slow motion, timer, and rulers.

[pic]

2. Set the amplitude to 1.0 cm (This will stay the same).

3. Set frequency to 0.50 Hz.

[pic]

4. Pause ([pic])the simulation when the oscillator is at the bottom of its cycle.

5. Click play ([pic])on your timer [pic]. It should not start yet.

6. Click play ([pic]) to start the simulation. The waves and the timer will start.

7. Click pause ([pic]) when the oscillator is at the bottom of the cycle. This means you have made one wave.

8. Use the ruler ([pic]) to measure wavelengths.

9. Record your data in the table below (a period is how much time it takes to make one wave).

**Repeat steps 1 - 9 for 1Hz, 2Hz, and 3 Hz (change the frequency ONLY/do NOT change the amplitude).**

|Frequency |Period (s) |Wavelength (cm) |

|0.50 Hz | | |

|1.00 Hz | | |

|2.00 Hz | | |

|3.00 Hz | | |

1. Based on observations, what is wavelength? ________________________________________________

________________________________________________________________________________________________________________________________________________________________________

2. Based on observations, what is a period? __________________________________________________

________________________________________________________________________________________________________________________________________________________________________

3. Based on observations, what is frequency? _________________________________________________

________________________________________________________________________________________________________________________________________________________________________

4. Based on observations, what is the mathematical relationship between frequency in period? Give an example to defend your answer. _________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Based on observations, what is a question you still have about waves? ___________________________

________________________________________________________________________________________________________________________________________________________________________

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