te 401 lesson plans: fall, 1997 · web viewatomic-molecular processes (combustion,...

Carbon TIME and Undergraduate 2016-17 All Items List

ContentsCarbon TIME and Undergraduate 2016-17 All Items List.......................................................................1

General Structure of Item Pool and Tests.................................................................................................... 2General Structure of the Item Pool...................................................................................................................................... 2Selection of Items for Specific Tests.................................................................................................................................... 3

Item Lists................................................................................................................................................................. 4Table of Items and Descriptors............................................................................................................................................. 4Macroscopic Explanation Items........................................................................................................................................... 6BODYHEAT2........................................................................................................................................................................6BREADMOLD.......................................................................................................................................................................6BRNMATCHEN...................................................................................................................................................................6BRNMATCHMAT............................................................................................................................................................... 7CARBON.SS...........................................................................................................................................................................7COMPOSTB1516................................................................................................................................................................8ENERGRASS.........................................................................................................................................................................8ENERMUSHROOM............................................................................................................................................................8FATLOSS................................................................................................................................................................................9GIRLBREATHE....................................................................................................................................................................9GIRLGROWPARTS.............................................................................................................................................................9KEROBURN....................................................................................................................................................................... 10MATERIALS3....................................................................................................................................................................10MOUSEDIE.........................................................................................................................................................................11MUSCLE.............................................................................................................................................................................. 11OAKTREEPARTS.............................................................................................................................................................12OCTAMOLE........................................................................................................................................................................12PLANTDIE..........................................................................................................................................................................13PLANTDARK..................................................................................................................................................................... 13PLANTTABLE...................................................................................................................................................................13POTATO.............................................................................................................................................................................. 14

Macroscopic Inquiry Items................................................................................................................................................... 15ANIMALCLAIM................................................................................................................................................................ 15DECOMPCLAIM...............................................................................................................................................................16GLUBEXCLAIM.................................................................................................................................................................17PLANTCLAIM................................................................................................................................................................... 19

Large-scale Modeling or Explanation Items................................................................................................................. 20BIOMASSPYRAMID........................................................................................................................................................20CO2SUMMER....................................................................................................................................................................20CO2WINTER.....................................................................................................................................................................21DEERWOLF2.....................................................................................................................................................................21FLBULBS2..........................................................................................................................................................................21FOODCHAIN4................................................................................................................................................................... 21POSSIBLEFOREST.......................................................................................................................................................... 22

Large-scale Data Interpretation Items........................................................................................................................... 22

ARCTICICEONE................................................................................................................................................................23ARCTICICEFIVE...............................................................................................................................................................24KLGFIVE............................................................................................................................................................................. 25KLGLOCAL2...................................................................................................................................................................... 26KLGONE..............................................................................................................................................................................27

Sustainability and Decision-making Items................................................................................................................... 28

Tables of Items for Specific Tests................................................................................................................. 29Old versions Used on Baseline 16...................................................................................................................................... 33

General Structure of Item Pool and TestsThis section describes the structure of the item pool in general and procedures for

sampling from the item pool for individual tests.

General Structure of the Item PoolThe item pool is described in the Table 1 below. The white cells identify dimensions

where we have sufficient experience to develop clusters of items that have the potential to act as measurable subscales or statistically distinguishable dimensions. The gray cells identify issues that we are interested in, but currently lack sufficient experience with items. We can hopefully pilot items in these dimensions with the expectation of including them in future tests.

The bullets within cells identify types of items. We will try to make sure that items representing all the bullets are included in the item pool, but we will not require all the bullets to be included on particular tests. Notes in red identify people playing lead roles in identifying, writing, and evaluating items.

Table 1: Dimensions of Item PoolModels & Explanations Data & Arguments from Evidence

Macroscopic scale

JenniferExplanation items, including: Matter & energy Macroscopic contexts (burning, plant

& animal growth & movement, decay) Atomic-molecular processes

(combustion, photosynthesis, biosynthesis, digestion, cellular respiration)

Organic & inorganic materials (non-LP items)

EmilyInquiry & argument items, including: Purposes of investigations Interpretation of data Critiques of conclusions or

arguments from evidence

Ecosystem & global scale

Emily & JoyceModeling or explanation items, including: Carbon pools & fluxes (carbon cycling

and energy flow) Explaining biomass pyramid Predicting/explaining effects on pools

of changing fluxes (seasonal patterns & responses to disturbances)

Explaining effects of human energy use on CO2 pools & fluxes

Emily & JoyceData interpretation items, including: Global & local CO2 & climate-

related data Selection &

generalizability/scale Interpreting noisy data

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Sustainability & decision making

Elizabeth & Sarah Life cycle analysis of products,

lifestyles, production systems Dealing with uncertainty & preparation

for future learning

Elizabeth & Sarah Cost/benefit analysis with

environmental, social, & economic dimensions

Dealing with uncertainty & preparation for future learning

Selection of Items for Specific TestsThe outline below suggests approximate numbers of questions and their distribution for

different tests. We’ll define a typical question as consisting of several forced-choice items plus an explanation. This means that some questions are “double questions,” especially if they include multiple explanations. (The general idea is to keep full tests under 50 minutes for most students and unit tests under 20 minutes. It’s not an exact science.)

1. Full tests, Forms A, B, and C1.1. ~15 questions per form (Jennifer thinks 12-13 items per form is probably closer to what

we want given we used to have 15 with AAAS items.)1.1.1. ~40% macroscopic explanation (Note: this might be low since most of our current

items are macroscopic explanation and linking items with CTIME1 tests will be mostly macroscopic explanation. Maybe this should be 50%?—Jennifer thinks 6ish macroscopic explanation items will work.)

1.1.2. ~20% macroscopic inquiry1.1.3. ~20% large-scale modeling1.1.4. ~20% large-scale data interpretation

1.2. ~5 overlap questions per form2. Unit tests

2.1. Macroscopic units: Systems & Scale, Animals, Plants, Decomposers2.1.1. ~7 questions per form

2.1.1.1. ~70% macroscopic explanation2.1.1.2. ~30% macroscopic inquiry

2.1.2. At least 3 overlap questions per form2.2. Large-scale units: Ecosystems, Human Energy Systems

2.2.1. ~7 questions per form2.2.1.1. ~50% large-scale modeling2.2.1.2. ~50% large-scale data interpretation

2.2.2. At least 3 overlap questions per form3. College-level tests (Joyce, can you come up with some specifications for these?)4. Other tests?

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Item ListsTable of Items and Descriptors

Table 2 below includes a list of all the items and descriptors for the 2015-6 tests.[Question: Would it be better to do this on a spreadsheet and sort before copying into a table here? You can sort in a table in word like in Excel. Do we want it sorted alphabetically or in some other way?—Jennifer]

Item Name Scale Student Practice Specific descriptorsBURNMATCHMAT Macroscopic Explanation Matter

Burning Combustion

BURNMATCHEN Macroscopic Explanation Energy Burning Combustion

OCTAMOLE Macroscopic Explanation Matter Burning Combustion

MATERIALS Macroscopic Explanation Matter & energy Organic & inorganic materials

(non-LP items)KEROBURNMAT Macroscopic Explanation Matter

Burning Combustion

KEROBURNEN Macroscopic Explanation Energy Burning Combustion

CARBONTF Macroscopic Explanation MatterFATLOSS Macroscopic Explanation Matter

Animal growth & movement Cellular respiration

GIRLBREATHE Macroscopic Explanation Matter Animal growth & movement Cellular respiration

MOUSEDIE Macroscopic Explanation Matter & energy Animal growth & movement Organic & inorganic materials

(non-LP items)BODYHEAT2 Macroscopic Explanation Energy

Animal growth & movement Cellular respiration

GIRLGROWPARTS Macroscopic Explanation Matter Animal growth and movement Digestion and Biosynthesis

COMPOSTB Macroscopic Explanation Energy Decay Cellular respiration (and digestion)

BREADMOLD2 Macroscopic Explanation Matter Decay

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Cellular respiration (and digestion)POTATO Macroscopic Explanation Matter

Decay Cellular respiration (and digestion)

PLANTDIE Macroscopic Explanation Matter & energy Organic & inorganic materials

(non-LP items)OAKTREEPARTS Macroscopic Explanation Matter

Plant growth & movement Photosynthesis (and biosynthesis)

ENERGRASS Macroscopic Explanation Energy Plant growth & movement Photosynthesis

PLANTTABLEEN Macroscopic Explanation Energy Plant growth & movement Photosynthesis (and cellular

respiration)PLANTTABLEMAT Macroscopic Explanation Energy

Plant growth & movement Photosynthesis (and cellular

respiration)PLANTDIE Macroscopic Explanation Matter & energy

Organic & inorganic materials (non-LP items)

BIOMASSPYRAMID Ecosystem Explanation Explaining biomass pyramidFOODCHAIN Ecosystem Explanation Carbon pools & fluxes (carbon

cycling and energy flow)DEERWOLF Ecosystem Explanation Explaining biomass pyramidCO2 SUMMER Ecosystem Explanation Predicting/explaining effects on

pools of changing fluxes (seasonal patterns & responses to disturbances)

CO2 WINTER Ecosystem Explanation Predicting/explaining effects on pools of changing fluxes (seasonal patterns & responses to disturbances)

POSSIBLEFOREST Ecosystem Explanation Carbon pools & fluxes (carbon cycling and energy flow)

FLBULBS 11-12 Global Scale Explanation Explaining effects of human energy use on CO2 pools & fluxes

PLANTDARK Macroscopic Explanation Matter Plant growth & movement Cellular Respiration

ARCTICICEONE Global Scale Data Interpretation Identifying data trends Interpreting noisy data

ARCTICICEFIVE Global Scale Data Interpretation Identifying data trends Interpreting noisy data

ARCTICICELOCAL Global Scale Data Interpretation Generalizability of dataKLGOVERALL1516 Global Scale Data Interpretation Identifying data trends

Carbon pools & fluxes

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KLGLOCAL1516 Global Scale Data Interpretation Generalizability of dataKLGSEASON1516 Global Scale Data Interpretation Identifying data trends

Carbon pools & fluxesPLANTCLAIM Inquiry Data Interpretation Arguments from evidence

Logic of warrants Identifying uncertainty

ANIMALCLAIM Inquiry Data Interpretation Arguments from evidence Logic of warrants

GLUBEXCLAIM Inquiry Data Interpretation Arguments from evidence Logic of warrants

DECOMPCLAIM Inquiry Data Interpretation Arguments from evidence Logic of warrants

Macroscopic Explanation ItemsBODYHEAT2

How do you think food contributes to people’s body heat?

BREADMOLDA loaf of bread was left alone for 2 weeks. Three different kinds of mold grew on it. Assuming the bread did not dry out, which of the following is a reasonable prediction of the weight of the bread and mold after the 2-week period?

a. The mass increases, because the mold has grown.b. The mass remains the same as the mold converts bread into biomass.c. The mass decreases as the growing mold converts bread into energy.d. The mass decreases as the mold converts bread into biomass and gases.

Explain your reasoning. How does decay affect the combined weight of the bread and the mold?

Answer: d

BRNMATCHENWhen a match burns, there is heat and light energy in the flame. Where did that energy come from? Which of the following statements is true? Circle the letter of the correct answer.

Circle the best

choice to complete each of the statements about possible places where the energy in the flame might come from.

Explain your choices. Where does the heat and light energy in the flame come from?

After the flame goes out, does the energy still exist? YES NOAnswers: a; Some/None, None, All or most, None; Yes

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a. ALL of the energy came from the match or another source, OR

b. SOME of the energy was created by the flame as it burned.

BRNMATCHMATWhen a match burns, the ashes weigh less than the original match. What happened to the matter that used to be in the match?

Which of the following statements is true? Circle the letter of the correct answer.

Circle the best choice to answer each question about possible places where the matter in the match might go.

Explain your choices. What happens to the matter in a match as it burns?

Answers: a; All or most, None, None, All or most/Some

CARBON.SSAnswer these true-false questions.

Answers: True, False, True, False, True, True, True

COMPOSTB1516In autumn, people pile fallen leaves and put them in a compost pile. After several weeks, the pile becomes warm. Where does the heat come from?

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a. ALL of the matter is still somewhere in the environment, OR

b. SOME of the matter was consumed by the flame and no longer exists.

How much of the matter in the match goes into the AIR? All or most Some None

How much of the matter in the match turns into HEAT AND LIGHT ENERGY?

All or most Some None

How much of the matter in the match goes into the SOIL? All or most Some None

How much of the matter in the match goes into WATER VAPOR? All or most Some None

True False Carbon is a kind of atom.True False Carbon is a kind of molecule.True False There is carbon in pure air.True False There is carbon in pure water.True False There is carbon in alcohol.True False There is carbon in wood.True False There is carbon in our muscles.

ENERGRASSGrass needs energy to live and grow. How does it get its energy? Which of the following statements is true? Circle the letter of the correct answer.

Circle the best choice to complete each of the statements about possible sources of energy from outside the grass.How much of the grass’s energy comes from AIR? All or most Some None

How much of the grass’s energy comes from SUNLIGHT? All or most Some None

How much of the grass’s energy comes from WATER? All or most Some None

How much of the grass’s energy comes from SOIL NUTRIENTS? All or most Some None

Explain your choices. How does the grass get its energy?

Answers: a; None, All or most, None, None

ENERMUSHROOM

A mushroom is a part of a fungus that needs energy to live and grow. How does it get its energy? Which of the following statements is true? Circle the letter of the correct answer.

Circle the best choice to complete each of the statements about possible sources of energy from outside the mushroom.How much of the mushroom’s energy comes from AIR? All or most Some None

How much of the mushroom’s energy comes from SUNLIGHT? All or most Some None

How much of the mushroom’s energy comes from WATER? All or most Some None

How much of the mushroom’s energy comes from SOIL MINERALS? All or most Some NoneHow much of the mushroom’s energy comes from ORGANIC MATTER IN THE SOIL?

All or most Some None

Explain your choices. How does the mushroom get its energy?

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a. ALL of the grass’s energy came originally from sources outside the plant, ORb. SOME of the grass’s energy was made by the plant as it grew.

a. ALL of the mushroom’s energy came originally from sources outside the fungus, ORIGINALLYb. SOME of the mushroom’s energy was made by the fungus as it grew.

FATLOSSFat is mostly made of molecules such as stearic acid: C18H36O2. Decide and circle whether each of the following statements is true or false about what happens to the atoms in a man’s fat when he exercises and loses weight.

True False Some of the atoms in the man’s fat are incorporated into CARBON DIOXIDE in the air.

True False Some of the atoms in the man’s fat are converted into ENERGY that he uses when he exercises.

True False Some of the atoms in the man’s fat are BURNED UP AND DISAPPEAR.

True False Some of the atoms in the man’s fat are converted into HEAT.

True False Some of the atoms in the man’s fat are incorporated into WATER VAPOR in the air.

Explain the pattern in your answers. What happens to the atoms in the fat of a person who loses weight?

Answers: True, False, False, False, True

GIRLBREATHEWhen a girl breathes, she breathes in air that has more oxygen, and she breathes out air that has more carbon dioxide. Where in her body is the carbon dioxide produced? Circle True or False.

True False Some of the carbon dioxide is produced in the girl’s LUNGS.True False Some of the carbon dioxide is produced in the girl’s HANDS.True False Some of the carbon dioxide is produced in the girl’s BRAIN.

Explain how the carbon dioxide is produced in the girl’s lungs, hands, and/or brain.

Answer: True, True, True

GIRLGROWPARTSWhen a baby was five months old, she weighed 8 kg. After 7 years, the baby has grown into a big girl, weighing 25 kg. Where did her increase in mass come from? Which of the following statements is true? Circle the letter of the correct answer.

a. ALL of the increase in mass came from matter that was originally outside the girl, ORb. SOME of increase in mass came from matter that the girl made as she grew.

Circle the best choice to complete each of the statements about possible sources of mass from outside the girl.

How much of the girl’s mass came from the AIR? All or most Some NoneHow much of the girl’s mass came from SUNLIGHT? All or most Some NoneHow much of the girl’s mass came from WATER? All or most Some NoneHow much of the girl’s mass came from FOOD? All or most Some None

Explain your ideas about how different parts of a girl help the girl gain mass as it growsHow does her digestive system (stomach and intestines) help her gain mass as she grows?

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How does her blood help her gain mass as she grows?

Answers: a; None, None, All or most/Some/None, All or most

KEROBURN

Answer these questions about what happens inside the flame of a kerosene lamp (kerosene is C12H26).

Do you think that materials (solids, liquids, or gases) are going into the flame? (circle one answer below)Yes No I’m not sure

Do you think that energy is going into the flame? (circle one answer below)Yes No I’m not sure

What materials do you think are going into the flame?

What forms of energy do you think are going into the flame?

Do you think that materials (solids, liquids, or gases) are coming out of the flame? (circle one answer)Yes No I’m not sure

Do you think that energy is coming out of the flame? (circle one answer below)Yes No I’m not sure

What materials do you think are coming out of the flame?

What forms of energy do you think are coming out of the flame?

How do you think that materials are changing inside the flame?

How do you think that energy is changing inside the flame?

What are you not sure about in your answers? Explain what you need to know to answer these questions better.

Answers: Materials: Yes, Yes; Energy: Yes, Yes

MATERIALS3A scientist started sorting materials into two groups. Here are the first materials that she put into each group:

Group A: Gasoline, alcohol, wood Group B: Sand, water, steel, carbon dioxide

a. How would the scientist sort the following materials?Salt Group A Group B

Sugar Group A Group B

Pork Group A Group B

Soil minerals that help plants grow Group A Group B

Leaves of a living tree Group A Group B

b. Explain how you decided. How are the materials in Group A different from the materials in Group B?

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Answers: B, A, A, B, A

MOUSEDIEWhen a mouse is alive it has energy stored in its living parts (muscles, fat, blood, etc.). When the mouse dies all the parts are still there, but no longer alive. How much of the energy stored in the living mouse is still there in the dead mouse? a. ALL of the energyb. MOST of the energyc. SOME of the energyd. A LITTLE of the energye. NONE of the energy

Explain your answers. What kinds of energy are stored in the living mouse? Where did they come from?

What kinds of energy are stored in the dead mouse (if any)? How are they connected to the energy in the living mouse?

MUSCLEYour muscles are made of proteins, fats, and other materials that contain many carbon atoms. Think about where those carbon atoms came from. Which of the following statements is true? Circle the letter of the correct answer.

a. ALL of the carbon atoms came into your body in food, ORb. SOME of the carbon atoms were made by your muscles when your muscle cells grew and divided.

Circle the best choice about possible places where the carbon atoms in your muscles might have come from.How many of the carbon atoms were once in the AIR? All Most Some NoneHow many of the carbon atoms were once in PLANTS? All Most Some NoneHow many of the carbon atoms were once in ANIMALS? All Most Some NoneHow many of the carbon atoms were once in DECOMPOSERS? All Most Some None

Explain your choices. How might the carbon atoms have gotten to your muscles?

Answers: a; All, All, Most/some, Most/some/none

OAKTREEPARTSLike all materials, the wood of a large oak tree is made of atoms. There were some atoms in the original acorn that the oak tree grew from.

Where do you think the additional atoms came from?

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Circle the best choice to answer each question about possible sources of mass from outside the tree. How much of the dry mass comes from the AIR? All or most Some NoneHow much of the dry mass comes from SUNLIGHT? All or most Some NoneHow much of the dry mass comes from WATER? All or most Some NoneHow much of the dry mass comes from SOIL NUTRIENTS? All or most Some None

Explain your ideas about how different parts of a tree help the oak tree gain mass as it grows: How do the leaves help the oak tree gain mass as it grows?

How do the roots help the oak tree gain mass as it grows?

OCTAMOLEGasoline is mostly a mixture of molecules such as octane: C8H18. Choose whether each of the following statements is true (T) or false (F) about what happens to the atoms in a molecule of octane when it burns inside a car.

Explain the pattern in your answers. What happens to the atoms in the octane when it burns inside a car?

Answers: True, False, False, False, False, True

PLANTDIEWhen a tree is alive it has energy stored in its living parts (roots, trunk, branches and green leaves). When the tree dies all the parts are still there (including fallen brown leaves). How much of the energy stored in the living tree is still there in the dead tree?

a. ALL of the energyb. MOST of the energyc. SOME of the energyd. A LITTLE of the energye. NONE of the energy

Explain your answer.What kinds of energy are stored in the living tree? Where did they come from?

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T F Some of the atoms in the octane are incorporated into carbon dioxide in the air.

T F Some of the atoms in the octane are incorporated into air pollutants such as ozone (O3) or nitric oxide (NO2).

T F Some of the atoms in the octane are converted into energy that moves the car.

T F Some of the atoms in the octane are burned up and disappear.

T F Some of the atoms in the octane are converted into heat.

T F Some of the atoms in the octane are incorporated into water vapor in the atmosphere.

a. ALL of the additional atoms were originally outside the tree, b. SOME of the additional atoms were made by the tree as it grew.

What kinds of energy are stored in the dead tree (if any)? How are they connected to the energy in the living tree?

Answer: a/b

PLANTDARK

In the LIGHT, carbon dioxide gas moves into plant leaf cells and oxygen gas moves out. What do you

think happens in the DARK?

a. Carbon dioxide moves into plant leaf cells and oxygen moves out.

b. Oxygen moves into plant leaf cells and carbon dioxide moves out.c. The leaf cells go dormant, so no gases move into or out of plant leaf cells.

d. Equal amounts of carbon dioxide and oxygen move both in and out of plant leaf cells.

Explain your choice. What causes carbon dioxide or oxygen to move in or out of plant leaf cells in the dark?

Answer: b

PLANTTABLEAnswer these questions about what happens when a plant grows.

Do you think that materials (solids, liquids, or gases) are going into the plant? (circle one answer below)Yes No I’m not sure

Do you think that energy is going into the plant? (circle one answer below)

Yes No I’m not sureWhat materials do you think are going into the plant?

What forms of energy do you think are going into the plant?

Do you think that the plant is making materials as it grows? (circle one answer)

Yes No I’m not sure

Do you think that the plant is transforming energy as it grows? (circle one answer below)Yes No I’m not sure

What materials do you think the growing plant is made of?

What forms of energy do you think are stored inside the growing plant?

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How do you think that materials are changing inside the plant?

How do you think that energy is changing inside the plant?

What are you not sure about in your answers? Explain what you need to know to answer these questions better.

Answers: Materials: Yes, Yes; Energy: Yes, Yes

POTATOA potato is left outside and gradually decays. One of the main materials in the potato is the starch, which is made of many sugar molecules (C6H12O6) bonded together. What happens to the atoms in starch molecules as the potato decays? Choose True or False for each option.

Explain the pattern in your answers. What happens to the atoms in the starch when the potato decays?

Answers: False, False, True, False, True

Macroscopic Inquiry Items[Include complete text and illustration of each item, with item name as ALL CAPS Heading 3, so

they will show up in Table of Contents.]

ANIMALCLAIMA class was interested in how animals grow. The teacher starts the lesson by telling his students that a cricket eats a lot of food per week but only gains a little bit of weight. The teacher asks, “What happened to the mass of the rest of the food?”

a. Three students shared their ideas about what happened. Choose whether you agree, disagree, or are not sure about each claim: Agree Disagree Not sure Daryll claims: “The cricket's body turned the mass of the food

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True False Some of the atoms are changed into soil nutrients: nitrogen and phosphorus.True False Some of the atoms are used up by decomposers and no longer exist.True False Some of the atoms go into the air in carbon dioxide.True False Some of the atoms are turned into energy by decomposers. True False Some of the atoms go into the air in water.

into energy in order to grow.”Agree Disagree Not sure Marisol claims: "The cricket breathed out most of the extra

mass of the food as gases, like CO2.”

Agree Disagree Not sure Bai claims: "The cricket’s body got rid of most of the extra mass of the food as solid waste (feces)."

b. Provide an explanation. Why did you agree or disagree with each student’s claim that you did? What are you not sure about?

c. The class generated some data. They measured the starting mass of 5 crickets and put each in their own container. Then they gave each cricket 3 grams of food and made sure the crickets always had the same amount of water. After one week, the students measured the mass of the cricket, leftover food and cricket feces. Below are the data they generated.

Sample Increase in cricket mass (g)

Decrease in mass of food (g)

Mass of solid waste (g)

1 +0.2 -2.0 +0.42 +0.2 -2.1 +0.53 +0.3 -2.3 +0.54 +0.1 -1.9 +0.45 +0.4 -2.3 +0.7

Average +0.3 -2.1 +0.5

What patterns do you see in the data?

Which claim do you think is best supported by the data? (Circle one choice.)a. Daryll’s claimb. Marisol’s claimc. Bai’s claim

Explain how the patterns in the data support the claim that you chose.

d. What additional evidence would you collect to help you show that the claim you chose is the best claim?

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DECOMPCLAIM

A class is investigating the process of decomposition. A teacher describes a scenario where there is a moldy tomato sitting in a pot of dirt. The teacher asks, “What do you think the mass of the moldy tomato in the pot of dirt will be after two weeks?”

a. Three students shared their ideas about what happened. Choose whether you agree, disagree, or are not sure about each claim: Agree Disagree Not sure Sanjay claims: “I think the whole pot of (both dirt and moldy

tomato) will lose mass because the mold takes in molecules from the tomato and converts them into CO2 released into the air.”

Agree Disagree Not sure Keller claims: "I think the whole pot will get heavier because the mold gets bigger as it grows on the tomato and nothing leaves the pot.”

Agree Disagree Not sure Latisha claims: “I think the whole pot will have the same mass because the molecules in the tomato will be converted into dirt that stays in the pot.”


c. The class does an experiment. They weighed out 300 grams of dirt into 5 pots. They then weighed 5 tomatoes just beginning to mold and set them on top of the dirt in each pot. They put the pots in a warm, moist room and left them alone for two weeks. At the end of that time, they reweighed the tomatoes and reweighed the dirt. Below are their results.

Sample Change in mass of moldy tomato (g)

Change in mass of dirt (g)

1 -3.0 +0.22 -3.2 +0.13 -2.9 -0.14 -3.4 +0.35 -3.1 -0.1

Average -3.2 +0.1


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Which claim do you think is best supported by the data? (Circle one choice.)a. Sanjay’s claimb. Keller’s claimc. Latisha’s claim



GLUBEXCLAIM

A scientist has discovered a new living organism: the glubex. He put a glubex on the scale, weighed it, and left it in its habitat for one day. The next day he weighed it again. Here is what he found:

Original mass of the glubex: 1.52 gramsMass of the glubex after one day: 1.64 grams

Determine if you agree or disagree with each of the students below.

A student, Patrick, claims: “The chemical energy stored in the glubex’s fat was used to make new atoms. These new atoms caused the increase in the mass of the glubex.” Circle one: AGREE DISAGREE

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Another student, Joaquin, claims: The increase in the mass was caused by the movement of atoms from outside the glubex to inside the glubex.” Circle one: AGREE DISAGREE

Another student, Devin, claims: The glubex didn’t have to take in atoms or make new atoms. Instead the glubex grew because its cells grew and divided. Circle one: AGREE DISAGREE

Explain your reasoning for your choices.

Consider ONE claim for which you agree above. Explain how this claim could be further tested to offer evidence that better supports the claim.

Correct responses: Disagree, Agree, Disagree

PLANTCLAIM A class is investigating how plants grow. The teacher asks the students, “Where does most of the mass of a plant come from?” a. Three students shared their ideas about what happened. Choose whether you agree, disagree, or are not sure about each claim: Agree Disagree Not sure Mike claims: "A growing plant gains most of its weight from

nutrients in the soil." Agree Disagree Not sure Lucia says: "No, a plant gains most of its weight from gasses

in the air."

Agree Disagree Not sure Oscar claims: “I think most of the plant’s weight comes from the sunlight.”


c. The class does an experiment to investigate how plants grow. They started by selecting six identical plants. Three of those plants were grown in regular soil. The other three plants had extra soil nutrients added to the soil in the pots. They put all six plants under identical conditions (i.e., the same light conditions, the same watering conditions) and let them continue

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growing for one month. At the end of the month, the class weighed each of the six plants and recorded their weights in the table below. They also recorded the weight of the soil nutrients added to three of the pots.

Plant Initial weight (g) Added soil nutrients (g)

Final weight (g) Plant growth (g)

1 30 0 50 202 31 0 52 213 29 0 48 19Average 30 0 50 204 30 3 68 385 31 3 62 316 28 3 65 37Average 30 3 65 35


Which claim do you think is best supported by the data? (Circle one choice.)a. Mike’s claimb. Lucia’s claimc. Oscar’s claim



Large-scale Modeling or Explanation Items[Include complete text and illustration of each item, with item name as ALL CAPS Heading 3, so


BIOMASSPYRAMIDThis graph shows a pattern that biologists have observed in

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most ecosystems on Earth. The total mass of plants is much more than the total mass of herbivores, and the total mass of herbivores is much more than the total mass of carnivores.

Why do you think that this is the case?

CO2SUMMERIn a forest ecosystem, how would you expect the amount of carbon dioxide in the air to change in the summer? The amount of carbon dioxide in the forest air (choose one):

a. Would increaseb. Would decreasec. Would stay about the same

Explain your answer. What would cause the amount of CO2 in the forest air to change during the summer?

Answer: b

CO2WINTERIn a forest ecosystem, how would you expect the amount of carbon dioxide in the air to change in the winter? The amount of carbon dioxide in the forest air (chose one):

a. Would increaseb. Would decreasec. Would stay about the same

Explain your answer. What would cause the amount of CO2 in the forest air to change during the winter?

Answer: a

DEERWOLF2A remote island in Lake Superior is uninhabited by humans. The primary mammal populations are white-tailed deer and wolves. The island is left undisturbed for many years. Circle the best choice to complete the statement about what will happen to the average populations of the animals over time. On average, the populations of deer and wolves will fluctuate, but: _____a. there will be more deer than wolves._____b. there will more wolves than deer_____c. the populations of each would be about equal._____d. sometimes there will be more deer and sometimes there will be more wolves._____e. None of the above.

Please explain your answer to what happens to the populations of deer and wolves.

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Answer: b

FLBULBS2Fluorescent light bulbs use less energy than incandescent light bulbs. Do you think that using fluorescent light bulbs instead of incandescent light bulbs can reduce the amount of carbon dioxide going into our atmosphere? YES NO

Explain your answer. How can using fluorescent bulbs help reduce the amount of carbon dioxide going into our atmosphere, or why will they not help?

Answers: Yes

FOODCHAIN4Here is a simple food chain with one plant, one animal, and some decomposers:

Grass is eaten by RabbitDies and is decomposed by

Decomposingbacteria

Answer true or false to the following questions:

Explain your answers: How do molecules move through the ecosystem that this food chain is part of?

Explain your answers: How do atoms move through the ecosystem that this food chain is part of?

Explain your answers: How does energy move through the ecosystem that this food chain is part of?

Answers: False, True, True/False, False, False

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True False The molecules in the rabbit came from the grass without changing.True False The atoms in the rabbit came from the grass without changing.True False The energy in the rabbit came from the grass without changing.True False The bacteria recycle molecules from the dead rabbit back to the grass.True False The bacteria recycle atoms from the dead rabbit back to the grass.True False The bacteria recycle energy from the dead rabbit back to the grass.

POSSIBLEFORESTThink about what might happen to carbon atoms and to energy in a forest. Decide whether each of the following pathways is possible or not:

Explain your thinking. How are the possible pathways for carbon atoms and for energy alike and different?

Answers: Possible, Possible, Possible, Impossible

Large-scale Data Interpretation Items[Include complete text and illustration of each item, with item name as ALL CAPS Heading 3, so


ARCTICICEONE

This graph shows data about the extent of Arctic sea ice (million square kilometers – msq) from 1980 to 2013. Satellites take pictures of the ice each November to determine the area covered by ice. These data are from the National Snow and Ice Data Center (NSIDC).

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Carbon atoms could leave the forest after they have been used by plants or animals.

Possible Impossible

After carbon atoms have been used by plants or animals they could be recycled and used again by plants or animals.

Possible Impossible

Energy could leave the forest after it has been used by plants or animals. Possible ImpossibleAfter energy has been used by plants or animals it could be recycled and used again by plants or animals.

Possible Impossible

1. The data stop in November, 2013. Please predict how likely the following values are for the extent of Arctic sea ice one year later, in November 2014:

A) 11.0 msq likely / possible but not likely / not possibleB) 10.5 msq likely / possible but not likely / not possibleC) 10.0 msq likely / possible but not likely / not possibleD) 9.5 msq likely / possible but not likely / not possibleE) 9.0 msq likely / possible but not likely / not possible

2. Explain your reasoning. Why are the values you chose for November, 2014, more likely than the others?

Correct responses:A) 11.0 msq possible but not likely / not possibleB) 10.5 msq likely C) 10.0 msq likely D) 9.5 msq possible but not likely / not possibleE) 9.0 msq possible but not likely / not possible

ARCTICICEFIVE

This graph shows data about the extent of Arctic sea ice (million square kilometers – msq) from 1980 to 2013. Satellites take pictures of the ice each November to determine the area covered by ice. These data are from the National Snow and Ice Data Center (NSIDC).

1. The data stop in November, 2013. Please predict how likely the following values are for the extent of Arctic sea ice five years later, November 2018:

A) 11.0 msq likely / possible but not likely / not possible

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B) 10.5 msq likely / possible but not likely / not possibleC) 10.0 msq likely / possible but not likely / not possibleD) 9.5 msq likely / possible but not likely / not possibleE) 9.0 msq likely / possible but not likely / not possible

2. Explain your reasoning. Why are the values you chose for November, 2018, more likely than the others?

Correct responses:A) 11.0 msq possible but not likely / not possibleB) 10.5 msq possible but not likely C) 10.0 msq likelyD) 9.5 msq likely E) 9.0 msq likely / possible but not likely

KLGFIVE

This figure shows the concentration (ppm) of CO2 in the atmosphere from 2010 to 2014. These data were collected at the Mauna Loa Observatory on top of a tall mountain on the island of Hawaii. Each data point represents the average CO2 concentration in the atmosphere at the top of the mountain in a particular month.

1. a) The data stop in May, 2014. Please predict how likely the following values are for the CO2 concentration five years later, in May, 2019:

A) 420 ppm likely / possible but not likely / not possibleB) 415 ppm likely / possible but not likely / not possibleC) 410 ppm likely / possible but not likely / not possible

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D) 405 ppm likely / possible but not likely / not possibleE) 400 ppm likely / possible but not likely / not possibleF) 395 ppm likely / possible but not likely / not possible

1. b) Explain your reasoning. Why are the values you chose for May, 2019, more likely than the others?

KLGFIVECAUSE (goes with KLGFIVE)2. a) Every year the CO2 concentration is a little higher than the year before. What causes this trend? Please rate the likelihood that the following activities cause the trend in CO2 concentration over five years:

Measurement error (poor equipment or mistakes that the observers made):

The main cause A minor cause Not a cause

Variation in people’s use of fossil fuels (e.g., driving cars, heating homes)


Variation in plant growth The main cause A minor cause Not a causeVariation in volcanic activity The main cause A minor cause Not a causeVariation in nuclear power plant use The main cause A minor cause Not a causeGlobal climate change The main cause A minor cause Not a cause

2. b) Explain your reasoning. Why is the main cause you chose for the upward trend more important than the others?

Correct responses:1a:

A) 420 ppm likely / possible but not likelyB) 415 ppm likelyC) 410 ppm likely / possible but not likelyD) 405 ppm possible but not likely / not possibleE) 400 ppm possible but not likely / not possibleF) 395 ppm possible but not likely / not possible

2a:Measurement error (poor equipment or mistakes that the observers made): A minor

causeNot a cause

Variation in people’s use of fossil fuels (e.g., driving cars, heating homes) The main

causeVariation in plant growth A minor causeVariation in volcanic activity Not a

causeVariation in nuclear power plant use Not a

causeGlobal climate change Not a

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cause

KLGLOCAL2(item goes with KLGFIVE)

3. a) Do you think we could use the data in the above figure to tell us anything about how CO2 concentrations are changing in your state from 2010 to 2015? Circle one: YES NO

b) Why or why not?

yes

KLGONE

This figure shows the concentration (ppm) of CO2 in the atmosphere from 2010 to 2014. These data were collected at the Mauna Loa Observatory on top of a tall mountain on the island of Hawaii. Each data point represents the average CO2 concentration in the atmosphere at the top of the mountain in a particular month.

1. a) The data stop in May, 2014. Please predict how likely the following values are for the concentration of CO2 one year later, in May, 2015:

A) 420 ppm likely / possible but not likely / not possibleB) 415 ppm likely / possible but not likely / not possibleC) 410 ppm likely / possible but not likely / not possibleD) 405 ppm likely / possible but not likely / not possible

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E) 400 ppm likely / possible but not likely / not possibleF) 395 ppm likely / possible but not likely / not possible

1. b) Explain your reasoning. Why are the values you chose for May, 2015, more likely than the others?

KLGONECAUSE (goes with KLGONE)2. a) Every year the CO2 concentration reaches a peak in May, then goes down until September. What causes this variation? Please rate the likelihood that the following activities cause the variation in CO2 concentration over one year:

Measurement error (poor equipment or mistakes that the observers made):


Variation in people’s use of fossil fuels (e.g., driving cars, heating homes)


Variation in plant growth The main cause A minor cause Not a causeVariation in volcanic activity The main cause A minor cause Not a causeVariation in nuclear power plant use The main cause A minor cause Not a causeGlobal climate change The main cause A minor cause Not a cause

2. b) Explain your reasoning. Why is the main cause you chose for the yearly variation more important than the others?

Correct responses:1a:

A) 420 ppm possible but not likely / not possibleB) 415 ppm possible but not likely / not possibleC) 410 ppm possible but not likely / not possibleD) 405 ppm likelyE) 400 ppm possible but not likely / not possibleF) 395 ppm possible but not likely / not possible

2a: Measurement error (poor equipment or mistakes that the observers made): Not a

causeVariation in people’s use of fossil fuels (e.g., driving cars, heating homes) A minor

causeNot a cause

Variation in plant growth The main cause

Variation in volcanic activity Not a

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cause

Variation in nuclear power plant use Not a cause

Global climate change Not a cause

Sustainability and Decision-making Items[Include complete text and illustration of each item, with item name as ALL CAPS Heading 3, so

they will show up in Table of Contents.][Include life cycle analysis, cost-benefit, and preparation for future learning items]

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Tables of Items for Specific Tests[Include tables like those on Carbon TIME All Items List 13-15 with ToC.docx, identifying items in each general category (cells

in Table 1), with linking items on separate rows from other items.Combustion Animals Plants Decomposers Inquiry Ecosystem and

Large ScaleFull ALinking OAKTREEPARTS

ENERGRASSPOTATO GLUBEXCLAIM FOODCHAIN4

PLANTDARK COMPOSTBBREADMOLD

PLANTCLAIM BIOMASSPYRAMIDFLBULBS2

Full BLinking OCTAMOLE FATLOSS ENERGRASS POTATO

BRNMATCHENBRNMATCHMAT

DECOMPCLAIM KLGONEKLGONECAUSEKLGFIVEKLGFIVECAUSEKLGLOCAL2

Full CLinking OCTAMOLE FATLOSS OAKTREEPARTS POTATO FOODCHAIN

MATERIALS3 MOUSEDIEBODYHEAT2GIRLGROWPARTS

ANIMALCLAIM ARCTICICEONEARCTICICEFIVE

Systems and ScaleLinking BURNMATCHMAT

BURNMATCHENMATERIALS3

GLUBEXCLAIM

CARBON.SSAnimalsLinking GIRLGROWPARTS

FATLOSSBODYHEAT2MOUSDIE

ANIMALCLAIM

GIRLBREATHEPlantsLinking OAKTREEPARTS

ENERGRASSPLANTDARK

PLANTCLAIM

PLANTDIEDecomposersLinking COMPOSTB DECOMPCLAIM

Combustion Animals Plants Decomposers Inquiry Ecosystem and Large Scale

POTATOBREADMOLD2ENERMUSHROOM

EcosystemsLinking BIOMASSPYRAMID

FOODCHAIN4DEERWOLF2CO2 SUMMERCO2 WINTERPOSSIBLEFOREST

HESLinking KLGONE

KLGONECAUSEKLGFIVEKLGFIVECAUSEKLGLOCAL2FLBULBS2

Form A:IntroductionIntroduction AnswersMIKECLAIM2FOODCHAIN4OAKTREEPARTSPOTATOLUCIACLAIMBIOMASSPYRAMIDPLANTDARKCOMPOSTBANDRE3FLBULBS2ENERGRASSBREADMOLD2CARBONTF

Form B:Introduction

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Introduction AnswersKLGONE (KLGONECAUSE)OCTAMOLEGLUBEXCLAIMKLGFIVE (KLGFIVECAUSE, KLGFIVELOCAL2)BRNMATCHENFATLOSSBRNMATCHMATENERGRASSPOTATOCARBONTF

Form C:IntroductionIntroduction AnswersOCTAMOLEMOUSEGROW3MATERIALS3GIRLGROWPARTSARCTICICEONEARCTICICEFIVEFATLOSSBODYHEAT2FOODCHAIN4OAKTREEPARTSMOUSEDIECARBONTF

Animals Order:

GIRLGROWPARTSFATLOSSMOUSEGROW3BODYHEAT2GIRLBREATHEMOUSDIE

Decomposers Order:

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BREADMOLD2COMPOSTBANDRE2ENERMUSHROOMPOTATO

Ecosystems Order:BIOMASSPYRAMIDFOODCHAIN4CO2WINTERCO2SUMMERPOSSIBLEFORESTDEERWOLF2

HES Order:FLBULBS2KLGONEKLGONECAUSEKLGFIVEKLGFIVECAUSEKLGLOCAL2

Plants:OAKTREEPARTSENERGRASSMIKECLAIM3PLANTDARKPLANTDIE

S&S Order:BRNMATCHMATBRNMATCHENGLUBEXCLAIMMATERIALS3CARBON.SS

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Old versions Used on Baseline 16

te 401 lesson plans: fall, 1997 · web viewatomic-molecular processes (combustion,...

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