Connecticut State Department of Education

Connecticut Academic Performance Test

(CAPT)

Third Generation Handbook

For

Science

Contents

Foreword i

Introduction ii

Position Statement on Science Education iii

Part I: The Third Generation of CAPT-Science Assessment 1

· Overview of the Student Testing Program 2

• Summary of Changes to the CAPT Assessment: Second to Third Generation 4

• Core Science Curriculum Framework 6

• Overview of the CAPT Science Assessment-Third Generation 12

Part II: Effective Instructional Strategies 14

· The Nature of Science 15

• Teaching Science Through Inquiry 16

• 10 Instructional Strategies to Use All Year 17

Part III: Curriculum Embedded Tasks 22

• Strand I –Energy Transformations 23

• Strand II- Chemical Structures and Properties 38

• Strand III- Global Interdependence 52

• Strand IV-Cell Chemistry and Biotechnology 66

• Strand V- Genetics, Evolution and Biodiversity 79

Part IV: Sample Items 92

• Additional Assessment Information 108

Foreword

On behalf of the Connecticut State Department of Education (CSDE), I am pleased to present the Connecticut Academic Performance Test (CAPT) Third Generation Handbook for Science. The third generation CAPT will be administered for the first time in March 2007.

This handbook has been developed to provide Connecticut’s public school educators with important information about the CAPT science subtest. It should serve as a reference for all secondary science teachers as they prepare their students. It is designed to answer the frequently asked questions about this assessment. I urge you to review the handbook, and I hope it will be helpful in your efforts to improve science instruction in Connecticut’s classrooms.

Additionally, the CSDE extends its appreciation to those educators who served as members of the CAPT science advisory and fairness committees.

George A. Coleman

Interim Commissioner of Education

Introduction

Like its predecessor, the 2000 CAPT Science Handbook, this CAPT Third Generation Handbook for Science has been designed to provide Connecticut’s high school science teachers with a range of background materials, ideas, tasks and other resources to better align instruction and assessment with the expectations set by the Connecticut Science Framework and the third generation CAPT science assessment.

The underlying philosophy of the science framework and the CAPT science assessment is that science is not only a body of knowledge, but also a way of thinking about the world around us. The philosophy and objectives closely parallel the National Science Education Standards developed in 1996 by the National Research Council, and Benchmarks for Scientific Literacy, published by the American Association for the Advancement of Science in 1993.

In addition to a summary of the changes in the test and the revised test content specifications, this handbook also contains copies of recently released curriculum-embedded tasks and a set of sample items that can be used to assess understanding in each of the CAPT science content domains. Teachers may use these materials in a variety of ways:

· Background materials and teaching suggestions can be shared and discussed at department meetings

· Sample items can be used to prepare ninth and tenth graders for the test, as well as to help prepare eleventh and twelfth graders who choose to retake the test

· Sample items can be used to help teachers to make instructional decisions and to design instructional experiences that are aligned with the CAPT philosophy of science as inquiry

· The curriculum-embedded tasks may be used and/or modified in the normal course of instruction to provide students with a variety of inquiry experiences in science

· Student work generated from curriculum embedded tasks and responses to open-ended questions can be used as catalysts for discussions on teaching and learning

For more information about the science assessment of the Connecticut Academic Performance Test please call or e-mail:

Mary Anne Butler, 9-12 Science Consultant maryanne.butler@ct.gov (860) 713-6737

or

Madeline Bergeron, CAPT Science Program madeline.bergeron@ct.gov (860) 713-6851

Connecticut State Department of Education

Bureau of Curriculum and Instruction

Box 2219, Hartford, CT 06145-2219

Connecticut State Board of Education

Hartford

Position Statement on Science Education

Adopted June 2, 2004

The Connecticut State Board of Education believes that every student needs and deserves a rich and challenging education in science. Such an education will promote essential understandings of the natural world and nurture students’ abilities to apply scientific knowledge to make informed and logical judgments about personal and societal issues. Such an education requires that the fundamental approach to science is a creative process for investigating, reasoning, critiquing and communicating about ideas, not as a static body of facts to be memorized.

The Board believes that learning science is important for all students in order to prepare them to be informed individuals and citizens and to participate in a wide range of scientific and technological careers. Understanding the interconnections between science and technology and their shared impact on environmental and societal issues is essential in order to preserve and improve life on Earth.

Learning experiences in science should lead all students to:

• understand and apply basic concepts, principles and theories of biology, chemistry, physics, earth and space sciences and their interrelationships;
• recognize and participate in scientific endeavors which are evidence based and use inquiry skills that lead to a greater understanding of the world;
• identify and solve problems through scientific exploration, including the formulation of hypotheses, design of experiments, use of technology, analysis of data and drawing of conclusions;
• select and use properly appropriate laboratory technology, equipment and materials, including measuring and sensing devices;
• understand and use existing and emerging technologies which have an effect on society and the quality of life, including personal academic and work environments;
• analyze the possibilities and limits of science and technology in order to make and defend decisions about societal issues; and
• understand that the way in which scientific knowledge is formulate is crucial to the validity of that knowledge.

Quality education in science should, therefore, be an integral part of the core curriculum for all Connecticut students. The PreK-12 scientific program should enable students to achieve the learning goals and standards outlined inn Connecticut’s Science Framework. Improving students’ participation and achievement in science is an important component of implementing the Board’s education agenda. Everyone has a role in providing all children education that includes rigorous scientific experiences.

The Department of Education plays an essential role in ensuring a quality educational program in science by:

• setting clear goals and core performance expectations for all students, and creating a science curriculum framework that provides a clear PreK-12 scope and sequence necessary to achieve these goals;
• establishing science teaching standards that set high expectations for science content knowledge and pedagogy;
• developing student assessment policies and practices for the state assessment that are aligned with the learning expectations described in the state curriculum framework;
• providing the field with standards-based professional development opportunities to enhance teachers’ scientific knowledge and teaching skills; and
• developing statewide partnerships with business, industry and higher education that support scientific learning in schools.

School districts play an essential role in ensuring a quality educational program in science by:

• selecting and developing curriculum and courses of study that are guided by the state science framework;
• providing all students with coordinated, meaningful and engaging scientific experiences to support their development of scientific literacy;
• providing highly qualified teachers at all levels who are knowledgeable about the content, methods and pedagogy of the science they teach;
• applying standards for teaching science to the evaluation of science teachers;
• providing professional development opportunities to science teachers that will enhance the effectiveness of their instruction and improve student learning; and
• providing teachers and students with necessary science instructional resources, including lab space, equipment and materials, technology, textbooks and easy access to electronic sources of information.

Teachers play an essential role in ensuring a quality educational program in science by:

• planning units and lessons that contain current, accurate and meaningful content that is aligned with the district curriculum;
• keeping up-to-date with the latest scientific advances in their discipline;
• setting a context for scientific learning that is relevant to students in class;
• engaging students in extended, developmentally appropriate scientific investigations that motivate student effort and interest in scientific learning;
• providing students with a safe environment in which to participate in scientific investigations;
• providing students with resources needed to support their learning;
• assessing student understanding regularly and adjusting instruction to accommodate students with diverse needs, abilities and interests;
• communicating to students and parents the goals and importance of studying science; and
• encouraging students to pursue the study of advanced science and science-related careers.

Teacher preparation programs play an essential role in improving a quality educational program in science by:

• providing pre-service teachers with a comprehensive program of challenging and meaningful science courses that develop understandings of scientific concepts, processes and ways of thinking;
• providing pre-service teachers with knowledge about human cognition and learning theories;
• providing pre-service teachers with instruction in science-specific classroom pedagogy, including the use of educational and scientific technology, aligned with state science teaching standards; and
• providing pre-service teachers with opportunities to practice teaching in a safe and supportive environment.

Parents play an essential role in ensuring a quality educational program in science by:

• encouraging their children to participate in high-level science courses and activities, both in and out of school;
• talking to their children about science they learn at school and showing interest in scientific content, processes and ideas; and
• providing their children with access to science resources, such as museums, libraries and the Internet.

Part I

The Third Generation of CAPT Science Assessment

· Overview of Student Testing Program

· Summary of Changes from Second to Third Generation

· Core Science Curriculum (Grades 9 & 10)

· Overview of the CAPT Science Assessment

Overview of the CAPT Assessment

For well over 20 years Connecticut has been recognized as a national leader in the development of rigorous and reliable tests. These assessments measure what students know and are able to do in relation to specific educational standards set forth in Connecticut’s Curriculum Frameworks.

The Connecticut Academic Performance Test (CAPT) is administered in the spring to all Grade 10 students and was implemented in 1994. The third generation of the test will be administered for the first time in the spring of 2007. In addition to science and mathematics, the CAPT also measures reading and writing across the disciplines.

The CAPT is part of a testing system that provides a logical progression from assessing specific objectives at the lower grades to focusing more on the integration and application of skills at the high school level. These tests provide a challenging and accurate assessment of student achievement statewide. More specifically, the CAPT helps to:

· assess students’ academic strengths and weaknesses;

· analyze and modify instructional techniques to address student achievement;

· review curriculum and school wide educational strategies to target academic improvements; and

· increase the accountability of the educational system.

The Tests

The CAPT is not at all like the traditional standardized achievement tests. Instead of being tested to see where each student ranks compared to others who took the test, students take criterion-referenced tests designed to measure how well they perform against established standards in a variety of essential and specific skills. Not only do they measure what students know, but Connecticut’s tests also measure what students can do with what they know by asking them to respond in writing to questions in order to show or explain their work.

The CAPT includes a science section that consists of a combination of multiple-choice questions and those requiring written responses. Students’ understanding of important concepts in life science, physical science and earth science, and their ability to apply those concepts in problem-solving situations is assessed. In addition, scientific inquiry and communication skills are assessed by asking students to use scientific reasoning to solve problems. The constructed response items will assess scientific inquiry and communication skills in the context of the curriculum-embedded tasks. Specific information about the design of the science assessment, including the Connecticut Science Curriculum Framework, the assessment format and sample test items can be found in this handbook.

The Results

Results of the CAPT are reported in various ways and are intended to help improve the performance of students, support modifications in curriculum and instructional practices, and stimulate higher expectations for student achievement.

School districts receive sets of student reports, which show how well individual students performed on each section of the CAPT. Students are tested in the spring of 10^th grade. Results are sent to the school districts during the summer and parents are informed about test results in the early fall.

The Connecticut General Statutes (Section 10-14n) mandates a statewide assessment to be administered to all public school students in Grade 10. The legislation specifies that the test cannot be used as the sole criterion for graduation or promotion, but that it will be the basis for awarding Certification of Mastery for those students who achieve the state goals on any of the subjects tested. It further specifies that a record of such performance should become part of the student’s permanent record and the official high school transcript. C.G.S. (Section 10-223a) further states that by September 1, 2002, local and regional boards of education must include results from the CAPT when developing criteria to be used in assessing whether students have the basic skills necessary for graduation. This applies to classes graduating in 2006 and thereafter.

Students who meet the state goal standards on the CAPT receive a “Certification of Mastery” on their high school transcripts. Students who do not meet the goal state standard in one or more areas have the option of retaking those parts of the test in Grades 11 and 12 in order to gain “Certification of Mastery.”

The Standard

In December 1994, a standard-setting panel composed of science teachers and supervisors, college and university science educators, and business representatives was convened to review the CAPT science assessment and student performance results for the purpose of setting a standard or “state goal” or “cut score.”

The panel was informed that this standard should be conceptualized as follows:

The standard for each subtest of the Connecticut Academic Performance Test represents a demanding level of achievement, reasonable to expect of students in the spring of 10^th grade. Students who score at this level possess the knowledge, skills and critical thinking abilities expected of Connecticut’s high school students as they prepare for the workplace and/or higher education. These students can apply what they know to complex problems and can effectively communicate their understanding.

Each year the raw score to scale score conversions are adjusted based on item difficulty.

The standard for each year may be found in the Technical Bulletin and may be

accessed online at the following address:

http://www.csde.state.ct.us/public/cedar/assessment/capt/resources.htm.

Summary of Changes to the CAPT Science Assessment

The policy of the Connecticut State Department of Education has been to review the major components of the statewide student assessment system about every five to seven years. These review periods are used to examine the direction of the assessment programs and to allow for curriculum changes at the state and national level to be integrated into the assessment.

The third generation of the CAPT will be administered beginning in the spring of 2007. During the past two years, staff members have been engaged in discussions with advisory committees of Connecticut educators, as well as the testing contractor, Measurement Incorporated, to make the numerous decisions that will guide the development of the test. New test items for the CAPT were field tested in spring 2005 and 2006.

CAPT Area Content Included Summary of Changes

Science All science expected -Increased emphasis on inquiry skills

performances as listed

in the 2004 Connecticut -Constructed responses use context

Science Framework of the curriculum-embedded tasks

(lab and Science, Technology and

Society [STS] administered throughout

ninth and tenth grade ) for assessing

scientific inquiry skills

-Elimination of performance task

preceding the written test

The Science Assessment

Content (Changes)

The new Connecticut Science Framework approved by the Connecticut State Board of Education in October 2004 serves as the foundation of the CAPT – Third Generation assessment. The framework delineates the core content knowledge and inquiry skills all students are expected to master by the time they are assessed on the CAPT- Third Generation assessment. The CAPT assesses the expected performances listed in the right hand column for both the inquiry and content standards in the Connecticut Science Framework. One marked change from the second to the third generation of the CAPT science assessment is the increase in items that assess scientific reasoning and communication skills also known as science inquiry skills. The percentage of questions that assess scientific inquiry skills has increased from 33 percent to 47 percent of the assessment. These questions will be in the form of constructed response and multiple choice questions.

The performance task associated with previous CAPT assessments has been eliminated from the CAPT Third Generation. The CSDE has provided five suggested curriculum embedded performance tasks for teachers to use in the normal course of instruction. The tasks are posted online at http://www.state.ct.us/sde under the curriculum menu in the science content area. Each of the five content strands has an inquiry laboratory investigation and a Science, Technology and Society (STS) activity. The activities are provided in a WordPerfect format for easy modification by classroom teachers to meet individual student needs. These tasks are strongly suggested but not mandated and will remain in place throughout the CAPT Third Generation. A teacher may prefer to use a pre-existing laboratory or STS activity to assess student understanding of the expected performances identified in any of the curriculum embedded tasks. The five constructed responses that appear on the CAPT use the context of the tasks, either the laboratory investigation or the STS, to assess scientific communication and inquiry skills. Each test includes one constructed response per content strand that results in a total of five constructed responses.

The science test will assess conceptual understanding and applications of scientific knowledge and experimentation in five content domains: (1) Energy Transformations; (2) Chemical Structures and Properties; (3) Global Interdependence; (4) Cell Chemistry and Biotechnology; and (5) Genetics, Evolution and Biodiversity.

The content in each of the strands is listed on pages 7-11. Each test form will include items from all five of the content strands. The test specifications have been developed based upon the expected performances listed under each content strand.

Core Science Curriculum Framework for Grades 9 and 10

THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER.

Grades 9-10 Core Scientific Inquiry, Literacy and Numeracy How is scientific knowledge created and communicated?
Content Standards	Expected Performances
SCIENTIFIC INQUIRY ¨ Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena. ¨ Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation. ¨ Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists. SCIENTIFIC LITERACY ¨ Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science. ¨ Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media. SCIENTIFIC NUMERACY ¨ Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.	D INQ.1 Identify questions that can be answered through scientific investigation. D INQ.2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information. D INQ.3 Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment. D INQ.4 Design and conduct appropriate types of scientific investigations to answer different questions. D INQ.5 Identify independent and dependent variables, including those that are kept constant and those used as controls. D INQ.6 Use appropriate tools and techniques to make observations and gather data. D INQ.7 Assess the reliability of the data that was generated in the investigation. D INQ.8 Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms. D INQ.9 Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation. D INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

Grade 9 Core Themes, Content Standards and Expected Performances Strand I: Energy Transformations
Content Standards	Expected Performances
Energy Transfer and Transformations – What is the role of energy in our world? 9.1 - Energy cannot be created or destroyed; however, energy can be converted from one form to another. ¨ Energy enters the Earth system primarily as solar radiation, is captured by materials and photosynthetic processes, and eventually is transformed into heat.	D 1. Describe the effects of adding energy to matter in terms of the motion of atoms and molecules, and the resulting phase changes. D 2. Explain how energy is transferred by conduction, convection and radiation. D 3. Describe energy transformations among heat, light, electricity and motion.
Energy Transfer and Transformations – What is the role of energy in our world? 9.2 - The electrical force is a universal force that exists between any two charged objects. ¨ Moving electrical charges produce magnetic forces, and moving magnets can produce electrical force. ¨ Electrical current can be transformed into light through the excitation of electrons.	D 4. Explain the relationship among voltage, current and resistance in a simple series circuit. D 5. Explain how electricity is used to produce heat and light in incandescent bulbs and heating elements. D 6. Describe the relationship between current and magnetism.
Science and Technology in Society – How do science and technology affect the quality of our lives? 9.3 - Various sources of energy are used by humans and all have advantages and disadvantages. ¨ During the burning of fossil fuels, stored chemical energy is converted to electrical energy through heat transfer processes. ¨ In nuclear fission, matter is transformed directly into energy in a process that is several million times as energetic as chemical burning. Alternative energy sources are being explored and used to address the disadvantages of using fossil and nuclear fuels.	D 7. Explain how heat is used to generate electricity. D 8. Describe the availability, current uses and environmental issues related to the use of fossil and nuclear fuels to produce electricity. D 9. Describe the availability, current uses and environmental issues related to the use of hydrogen fuel cells, wind and solar energy to produce electricity.

Grade 9 Core Themes, Content Standards and Expected Performances Strand II: Chemical Structures and Properties
Content Standards	Expected Performances
Properties of Matter – How does the structure of matter affect the properties and uses of materials? 9.4 - Atoms react with one another to form new molecules. ¨ Atoms have a positively charged nucleus surrounded by negatively charged electrons. ¨ The configuration of atoms and molecules determines the properties of the materials.	D 10. Describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structures. D 11. Describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding). D 12. Explain the chemical composition of acids and bases, and explain the change of pH in neutralization reactions.
Properties of Matter – How does the structure of matter affect the properties and uses of materials? 9.5 – Due to its unique chemical structure, carbon forms many organic and inorganic compounds. ¨ Carbon atoms can bond to one another in chains, rings and branching networks to form a variety of structures, including fossil fuels, synthetic polymers and the large molecules of life.	D 13. Explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules. D 14. Describe combustion reactions of hydrocarbons and their resulting by-products. D 15. Explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.
Science and Technology in Society – How do science and technology affect the quality of our lives? 9.6 - Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals. ¨ Materials produced from the cracking of petroleum are the starting points for the production of many synthetic compounds. ¨ The products of chemical technologies include synthetic fibers, pharmaceuticals, plastics and fuels.	D 16. Explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers. D 17. Explain how the chemical structure of polymers affects their physical properties. D 18. Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.

Grade 9 Core Themes, Content Standards and Expected Performances Strand III: Global Interdependence
Content Standards	Expected Performances
The Changing Earth – How do materials cycle through the Earth’s systems? 9.7 - Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere and organisms as part of biogeochemical cycles. ¨ Elements on Earth exist in essentially fixed amounts and are located in various chemical reservoirs. ¨ The cyclical movement of matter between reservoirs is driven by the Earth’s internal and external sources of energy.	D 19. Explain how chemical and physical processes cause carbon to cycle through the major earth reservoirs. D 20. Explain how solar energy causes water to cycle through the major earth reservoirs. D 21. Explain how internal energy of the Earth causes matter to cycle through the magma and the solid earth.
Science and Technology in Society – How do science and technology affect the quality of our lives? 9.8 - The use of resources by human populations may affect the quality of the environment. ¨ Emission of combustion by-products, such as SO2, CO2 and NOx by industries and vehicles is a major source of air pollution. ¨ Accumulation of metal and non-metal ions used to increase agricultural productivity is a major source of water pollution.	D 22. Explain how the release of sulfur dioxide (SO2) into the atmosphere can form acid rain, and how acid rain affects water sources, organisms and human-made structures. D 23. Explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s “greenhouse” effect and may cause climate changes. D 24. Explain how the accumulation of mercury, phosphates and nitrates affects the quality of water and the organisms that live in rivers, lakes and oceans.
Science and Technology in Society – How do science and technology affect the quality of our lives? 9.9 - Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems. ¨ New technologies and changes in lifestyle can have positive and/or negative effects on the environment.	D 25. Explain how land development, transportation options and consumption of resources may affect the environment. D 26. Describe human efforts to reduce the consumption of raw materials and improve air and water quality.

Grade 10 Core Themes, Content Standards and Expected Performances Strand IV: Cell Chemistry and Biotechnology
Content Standards	Expected Performances
Structure and Function – How are organisms structured to ensure efficiency and survival? 10.1 - Fundamental life processes depend on the physical structure and the chemical activities of the cell. ¨ Most of the chemical activities of the cell are catalyzed by enzymes that function only in a narrow range of temperature and acidity conditions. ¨ The cellular processes of photosynthesis and respiration involve transformation of matter and energy.	D 27. Describe significant similarities and differences in the basic structure of plant and animal cells. D 28. Describe the general role of DNA and RNA in protein synthesis. D 29. Describe the general role of enzymes in metabolic cell processes. D 30. Explain the role of the cell membrane in supporting cell functions.
Science and Technology in Society – How do science and technology affect the quality of our lives? 10.2 - Microorganisms have an essential role in life processes and cycles on Earth. ¨ Understanding the growth and spread patterns of viruses and bacteria enables the development of methods to prevent and treat infectious diseases.	D 31. Describe the similarities and differences between bacteria and viruses. D 32. Describe how bacterial and viral infectious diseases are transmitted, and explain the roles of sanitation, vaccination and antibiotic medications in the prevention and treatment of infectious diseases. D 33. Explain how bacteria and yeasts are used to produce foods for human consumption.
Science and Technology in Society – How do science and technology affect the quality of our lives? 10.3 - Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another. ¨ The principles of genetics and cellular chemistry can be used to produce new foods and medicines in biotechnological processes.	D 34. Describe, in general terms, how the genetic information of organisms can be altered to make them produce new materials. D 35. Explain the risks and benefits of altering the genetic composition and cell products of existing organisms.

Grade 10 Core Themes, Content Standards and Expected Performances Strand V: Genetics, Evolution and Biodiversity
Content Standards	Expected Performances
Heredity and Evolution – What processes are responsible for life’s unity and diversity? 10.4. - In sexually reproducing organisms, each offspring contains a mix of characteristics inherited from both parents. ¨ Genetic information is stored in genes that are located on chromosomes inside the cell nucleus. ¨ Most organisms have two genes for each trait, one on each of the homologous chromosomes in the cell nucleus.	D 36. Explain how meiosis contributes to the genetic variability of organisms. D 37. Use the Punnet Square technique to predict the distribution of traits in mono- and di-hybrid crossings. D 38. Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex-linked) from pedigree diagrams showing phenotypes. D 39. Describe the difference between genetic disorders and infectious diseases.
Heredity and Evolution – What processes are responsible for life’s unity and diversity? 10.5 - Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments. ¨ Mutations and recombination of genes create genetic variability in populations. ¨ Changes in the environment may result in the selection of organisms that are better able to survive and reproduce.	D 40. Explain how the processes of genetic mutation and natural selection are related to the evolution of species. D 41. Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms. D 42. Describe how structural and behavioral adaptations increase the chances for organisms to survive in their environments.
Science and Technology in Society – How do science and technology affect the quality of our lives? 10.6 - Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species. ¨ Human populations grow due to advances in agriculture, medicine, construction and the use of energy. ¨ Humans modify ecosystems as a result of rapid population growth, use of technology and consumption of resources.	D 43. Describe the factors that affect the carrying capacity of the environment. D 44. Explain how change in population density is affected by emigration, immigration, birth rate and death rate, and relate these factors to the exponential growth of human populations. D 45. Explain how technological advances have affected the size and growth rate of human populations throughout history.

OVERVIEW OF THE CAPT SCIENCE TEST

THIRD GENERATION

Item Distribution

	Content Knowledge	Scientific Inquiry, Literacy and Numeracy		Total
Strand	MC Items*	MC Items*	CR Items*	Points
I. Energy Transformations	8	4	1	15
II. Chemical Structures & Properties	8	4	1	15
III. Global Interdependence	8	4	1	15
IV. Cell Chemistry & Biotechnology	8	4	1	15
V. Genetics, Evolution & Biodiversity	8	4	1	15
Totals	40 MC Items	20 MC Items	5 CR Items	75 Points

* Each multiple-choice (MC) item is worth 1 point. Each constructed response (CR) item is worth 3 points.

General Test Format

There will be a total of 65 test questions: 60 multiple choice and five constructed response items.

Each content strand will be assessed by 13 items: 12 multiple-choice and one constructed response item. Eight of the multiple-choice items will assess content knowledge and four will assess scientific inquiry, literacy and numeracy.

Test Scoring

The selected response items will be scored electronically as correct or incorrect. Constructed response items will be hand-scored by trained readers using a 4-point scale (0-3).

Curriculum-Embedded Performance Tasks

CSDE has developed a suggested performance task for each of the five content strands in the science framework for Grades 9-10. Teachers are encouraged to use these tasks in the normal course of instruction when teaching the related content strand. The five constructed response items on the CAPT will assess scientific inquiry, literacy and numeracy using the context of the curriculum embedded tasks. These constructed response items would total 15 points or 20 percent of the total test.

Reporting

A Total Science Score will be reported based on all 75 points. In addition, the following subtest scores will be reported:

• Energy Transformation 15 points 20%
• Chemical Structures and Properties 15 points 20%
• Global Interdependence 15 points 20 %
• Cell Chemistry and Biotechnology 15 points 20%
• Genetics, Evolution and Biodiversity 15 points 20%
• Content Knowledge 40 points 53%
• Scientific Inquiry, Literacy and Numeracy 35 points 47%

Testing Time

The science test will be divided into two sessions, each 50 minutes in length.

Part II

Instructional Strategies

· The Nature of Science

· Teaching Science Through Inquiry

· 10 Instructional Strategies to Use All Year and to Prepare Students to Take the CAPT

The Nature of Science

Over the course of human history, people have developed many interconnected and validated ideas about the physical, biological and social worlds. Those ideas have enabled successive generations to achieve an increasingly comprehensive and reliable understanding of the human species and its environment. The means used to develop these ideas are particular ways of observing, thinking, experimenting and validating. These ways represent a fundamental aspect of the nature of science and reflect how science tends to differ from other modes of knowing. (American Association for the Advancement of Science, Benchmarks for Scientific Literacy, Oxford University Press, 1993, p. 3).

When asking science teachers what is it that they teach, it is not uncommon for the response to be a list of content topics such as electricity, plants or weather. Most teachers know that science instruction is much more than a presentation of topics; that it includes “the ability to inquire, the capacity to use scientific principles to make decisions and the ability to communicate effectively about science”(National Research Council, National Science Education Standards, 1996). The CAPT assesses science literacy by asking students to apply their knowledge of science content and scientific principles.

Instructional strategies and student preparation are discussed in this section of the handbook to provide guidelines to science coordinators, district administrators and teachers to assist in the improvement of students’ knowledge of science content and principles and to prepare students for the CAPT.

Teaching Science through Inquiry

The role of inquiry in science instruction is not clearly understood by many classroom teachers. In 1996, the National Science Education Standards (NSES) were published by the National Research Council (NRC). According to the National Science Education Standards (NRC, 1996) the role of inquiry in science instruction is as follows:

Students in all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about the relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments (NRC, 1996, p.105).

A question often asked at workshops about inquiry activities is, “How do I include inquiry activities in instruction when they are time-consuming and there is so much content to cover?” The answer involves the construction of a well crafted curriculum aligned to the Connecticut Science Framework that provides frequent opportunities of varying length and complexity to develop the inquiry skills in all students. By rethinking and redesigning present labs and activities, students can begin to understand science content and become independent problem solvers by formulating their own questions, planning and conducting investigations, collecting and analyzing data and communicating scientific arguments.

Analysis of an Inquiry Activity

There is no one correct model for designing an inquiry based activity. Anytime the classroom teacher provides an opportunity for the student to practice and develop the skills specified in the D Inquiry Skills portion of the Connecticut Science Framework the students are “doing inquiry.” The degree and extent to which any given laboratory investigation or Science, Technology and Society (STS) activity is considered an “inquiry activity” depends largely where it falls on the “inquiry spectrum.” A lesson in which the teacher controls the question, problem and investigation is likely a structured inquiry. When the student acts as an active investigator, then the lesson moves further along the inquiry spectrum.

That doesn’t mean that every investigation or learning activity should be placed solely on the shoulders of the learner. A range of inquiry activities is both the most realistic and beneficial delivery of instruction for all students. The role of the teacher is to decide what lessons are best delivered through some level of inquiry and what lessons are best delivered through direct instruction.

The Inquiry Spectrum

structured inquiry guided inquiry student directed inquiry student research

10 Instructional Strategies to Use All Year

and to Prepare Students for the CAPT

Traditional instruction has a well-established order. “Information comes first, followed by questioning to determine student understanding, and ending with some sort of problem-solving activity. While this approach is very systematic and easy for teachers to manage, it does not reflect the kind of learning which takes place in the real world” (Shelagh Gallagher, Problem-Based Learning, Center for Gifted Education, College of William and Mary, 1995). Inquiry-based instruction is much more than merely presenting a hands-on lesson. Some questions that teachers may want to consider include: Does your activity promote or confine thinking? Does this activity define every step and procedure? Does this lesson give the students an opportunity to think for themselves? Can you try a different approach? Present the problem without the specific steps and have your students explain the steps they would follow to find the solution. Do not include a data table but have the students design and explain the resolution to the question or problem based upon their own experiment and data.

Opportunities to work in groups encourage students to share responsibility for learning. Students develop approaches and explanations, exchange information, talk and listen, argue and persuade. They learn to order their thoughts and compare their own thinking processes with those of their peers. Students also become involved in tutoring and encouraging each other. When students work in groups, it is essential that the teacher ensure that each member of the group contribute to the learning.

Strategy 1. Create a Climate for Learning

Every teacher must provide a climate that emphasizes that all children can learn. A climate for learning is one that recognizes and addresses the needs of all learners. Teachers must also ensure the classroom environment is one where all students feel safe physically and emotionally.

A positive classroom environment fosters creative thinking, problem solving, and academic risk- taking. Teachers must promote the formation, exploration and validity of different strategies to solve scientific problems.

Strategy 2. Assess Prior Knowledge

Students often come to science classes with ways of understanding the world that are very different from the scientifically accepted view (called misconceptions or alternative frameworks). Many times a laboratory investigation is used to re-emphasize a concept that has already been introduced or mastered in the learning process. An effective demonstration or laboratory activity may actually uncover misconceptions and lead the students to new questions. Consider using a laboratory investigation to launch students into situations that challenge their misunderstandings. Think about how a laboratory activity or demonstration may assess prior knowledge and set the stage for new learning. Research has shown that students cannot make sense of science instruction if misconceptions block their understanding. Students and teachers often are unaware that these discrepancies exist. In order for a conceptual change to occur, teachers must become aware of students’ misconceptions and plan activities that are designed to correct them. For instance, students may believe that substances only move from solid to liquid phase (melt) when temperature increases.

Strategy 3. Practice Effective Questioning Techniques

Engage students regularly in thinking about science through the use of questioning techniques. Questioning is an effective strategy to move classroom instruction from teacher centered to student centered. A simple “What do you think about that? “or “Can you tell me more?”

form the basis of a curriculum that goes beyond merely searching for the correct answer. A student who can explain his or her answer often has a stronger understanding of the science and can help other students develop understanding. Questions that ask students to use evidence to support their answers provide opportunities for students to communicate their understanding and for teachers to assess the degree of that understanding. Use engaging, guiding questions to capture student interest and facilitate learning in the content area.

Strategy 4. Vary the Structure of Lessons

Teachers must ensure a variety of learning opportunities for students to develop an understanding of content and scientific communication and inquiry skills. The structure of any investigation should be considered before it is assigned. Is the total investigation structured by the teacher from the safety procedures to the analysis questions? Does the student take ownership as investigator for the identification and design of some or all of components of the investigation? Traditional laboratory investigations include a well-defined problem or question for the student to answer. This method may be appropriate for foundational skill building or learning in a particular context. It is important for the development of higher level problem solving and thinking skills that students be given opportunities to formulate their own questions both in the laboratory setting and the research project setting. By allowing the student to construct part or all of the investigation the teacher may emphasize and assess a particular inquiry expected performance or a series of inquiry expected performances. As a starting point, students may be given the procedures for the activity while being required to decide what kind of data table or chart they will use to record the information. Ultimately, students can be given the problem without the specific procedures and determine the procedures and tables prior to doing the activity. Students should have multiple and varied experiences with inquiry based instruction.

Strategy 5. Vary the Way Students Work

Most scientists do not work in isolation; they work in teams or groups. It is important, therefore, to structure the classroom so that students have opportunities to work in groups or teams. This will provide a more authentic scientific experience in the K-12 classroom. Opportunities to work in groups encourage students to share responsibility for learning. Students develop approaches and explanations, exchange information, talk and listen, argue and persuade. They learn to order their thoughts and compare their own thinking processes with those of their peers. Students also become involved in tutoring and encouraging each other. When students work in groups, they all have a chance to be successful and everyone’s effort contributes to the group’s results.

Individual assignments may serve two purposes: individual accountability and individual feedback. By requiring individual lab write-ups, each student is held accountable for doing his or her own work. It allows each student to incorporate new ideas into his or her own understanding that may not reflect that of the team or group. Individual work allows the teacher to assess the understanding of each student and adjust instruction accordingly. Assignments other than laboratory reports that are the responsibility of the individual allow for choice in the particular area of research and delivery of evidence of student understanding. These assignments may be given under a teacher controlled topic/question or under a broader theme whereby the direction of learning is controlled by the student.

Strategy 6. Use Warm Up Activities

Use a warm up question or problem everyday to allow students an opportunity to demonstrate their understanding of a particular content or inquiry standard. The problem may be posted for students to do as they come into class. These problems may serve as an ongoing review and reinforcement of scientific content, inquiry and communication skills. For example a graph may be displayed for students to analyze or a table of data may be displayed for students to graph and draw a conclusion.

Strategy 7. Create and Embed Science, Technology and Society (STS) Activities

Science, Technology and Society (STS) learning activities are designed to engage students in the applications of science through the use of their critical thinking skills and content knowledge. They afford students the opportunity to examine ideas and data related to historical, technological and/or social aspects of science concepts and content. In an STS activity the student has a chance to analyze, evaluate and draw conclusions about scientific research or information gathered by sources outside of their classroom. A strong STS activity demonstrates the valuable role science plays in everyday life. Use authentic sources of information including media clips, newspapers, magazines and advertisements as vehicles to practice reading and writing, assess prior knowledge or as a springboard for students to generate questions about the text and the corresponding content. A contemporary issue without one obvious correct answer often provides a wonderful context for an STS activity. The use of contemporary issues in science may also provide daily embedded learning opportunities that allow for continuing growth in reading, writing, listening and presenting.

Strategy 8. Strengthen Comprehension for Content Area Text

Students must use appropriate self-selected strategies to assist with their understanding of content area text. Prior to engaging with a text, students must examine headings, subheadings, bold/italic embedded words, captions, graphs, charts, and pictures that may accompany the text in an effort to activate prior knowledge, generate predictions, and establish connections and purposes for reading the text. During reading, students must question and be able to answer their questions (e.g. What is my understanding about my reading? How does the new information I am learning relate to what I already know? Why is the author including these specific words? Is there an underlying message the author is trying to communicate? From what perspective is the author coming? How is the information relevant to the authors’ purpose? What is the most important aspect of what I am learning and why is it important? What additional questions do I have about what I am reading?). During reading, students may use varied strategies to assist them with understanding difficult text (e.g. re-reading portions; re-examining the accompanying charts, graphs, and pictures; re-examining vocabulary; asking another for clarification; using Post-it Notes with their questioning and answering). After reading, students must be asked to respond to the text in varied ways appropriate to the task (e.g. open-ended verbal and written questions posed by the teacher, other students, and themselves). Students must support all responses, verbal and written, with specific evidence from the text. Teachers must sustain the habit of requiring students to look back in the text for specific evidence. The goal is to move students toward independence about how to learn regardless of the content area. Teachers must support the process by which students use appropriate self-selected strategies to assist with their understanding of content area text.

Strategy 9. Common Assessments Within and Across All Disciplines

Educators must develop common assessment tools for all courses within the content area. Consistent and rigorous performance opportunities communicate clear expectations for all students regardless of the teacher or the course section. Common and varied formative and summative assessment tools such as school-wide rubrics allow teachers to identify student strengths as well as areas in need of improvement within and across the content disciplines. Teachers must analyze and share student work to monitor and adjust instruction on a regular basis. The use of common assessment tools, both formative and summative, must serve as an important tool to focus teachers on processes, skills and gaps in student understanding that are addressed through re-teaching and re-assessment.

Strategy 10. Allow Opportunities for Peer Review

Teachers must provide regular opportunities for students to review the work of their peers and provide feedback. These experiences parallel the questions used to assess the inquiry and communication skills on the CAPT. The CAPT science assessment frequently asks students to evaluate the quality of a laboratory procedure or assess the validity of students’ data/conclusions. The scientific inquiry and communication skills of all students improve when given regular experiences to analyze the work of their peers and to provide appropriate feedback. The use of common assessment tools by the students in the peer review process allows students to identify their own areas strengths and weaknesses in the content area in addition to the strengths and weaknesses of their peers. Such collaborative initiatives naturally invite students to revise their work based on peer observations and ultimately improve their understanding and performance.

Helping Students

Teachers are the best judges of the type and level of assistance students need. The Connecticut Mastery Test (CMT) and Connecticut Academic Performance Test (CAPT) provide useful information to support those judgments. Optimum learning occurs if data is used wisely when teachers create learning environments in which:

· there is respect for all students;

· there are expectations that all students can be highly successful;

· challenging content is taught;

· opportunities to reason and solve problems together are integral parts of the daily learning experience for all students;

· learning is made active, exciting and applicable to real-life experiences; and

· both teachers and students are actively engaged in exploring thought-provoking ideas.

To help your students learn science better, teachers can:

· ensure that students have opportunities to learn and explore life, earth and physical sciences each year of their K-12 school experience;

· regularly incorporate laboratory experiences that require them both to use scientific equipment and think critically about scientific concepts;

· regularly incorporate STS activities which require students to think critically and apply their content knowledge to authentic situations; and

· develop and use common formative and summative assessment tools for the evaluation of student work

Generally, to help students learn better, teachers are encouraged to enlist:

· parents to regularly monitor and discuss their youngsters’ school work;

· colleagues to develop significant interdisciplinary experiences for students; and

· colleagues to examine student work as evidence of the teaching-learning cycle with a focus on improving instruction.

There is no “quick fix” for helping students meet the CAPT goal standard in science. Students will perform well on the CAPT when their science experiences from kindergarten through high school incorporate the scientific inquiry skills and content from the Connecticut Science Framework.

Part III

Curriculum Embedded Tasks

· Strand I: Energy Transformation

-Solar Cooker, Laboratory Investigation

-Connecticut Energy Use, STS Activity

· Strand II: Chemical Structures and Properties

-Synthetic Polymers, Laboratory Investigation

-Plastics Controversy, STS Activity

· Strand III: Global Interdependence

-Acid Rain, Laboratory Investigation

-Connecticut Brownfield Sites, STS Activity

· Strand IV: Cell Chemistry and Biotechnology

-Enzyme, Laboratory Activity

-Labeling Genetically Altered Foods, STS Activity

· Strand V: Genetics, Evolution and Biodiversity

-Yeast Population Dynamics, Laboratory Investigation

-Human Population Dynamics, STS Activity

Grades 9-10

Curriculum-Embedded Performance Task

Strand I: Energy Transformations

Solar Cooker

Laboratory Investigation

Teacher Materials

Renewable Energy

Teacher Materials

This curriculum-embedded science performance task is related to the content standards and expected performances for Grades 9-10, as described in the Core Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy, Strand I – Energy Transformations.

Targeted Content Standard

9.3 - Various sources of energy are used by humans and all have advantages and disadvantages.

Targeted Scientific Inquiry, Literacy and Numeracy Standards

D INQ. 1 Identify questions that can be answered through scientific investigation.

D INQ. 3 Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D INQ. 4 Design and conduct appropriate types of scientific investigations to answer different questions.

D INQ. 5 Identify independent and dependent variables, including those that are kept constant and those used as controls.

D INQ. 6 Use appropriate tools and techniques to make observations and gather data.

D INQ. 7 Assess the reliability of the data that was generated in the investigation.

D INQ. 9 Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.

Learning objective:

Students will be able to use solar energy to heat water and understand the design factors that influence the effectiveness of capturing solar energy in this context.

Listed below are the suggested materials for the laboratory exercise. You may use additional materials if they are available.

Materials:

heat lamps or sunlight tape

cardboard thermometer

aluminum foil water

containers for water colored paper or paint

safety goggles

Considerations:

Teams of two students are ideal for laboratory work, but circumstances may necessitate teams of three students. Students will need a minimum of 90 minutes to complete this laboratory exercise if you expect their lab reports to be written during class time. You should allow at least 60 minutes of instructional time for the students to design and conduct their experiment and a minimum of 30 minutes for the students to write about their results. As an alternative, the students can write their lab report for homework. These time frames are merely suggestions. Additional time is appropriate if the circumstances and schedule at your school call for it. A sample scoring rubric is provided for your convenience or you may design one of your own.

If the weather is unfavorable and the laboratory exercise must take place indoors, heat lamps can be used as an alternative to sunlight. If your students are unfamiliar with solar cookers, various designs and photographs of solar cookers may be found at these and many other sites:

http://solarcooking.org

http://pbskids.org/zoom/activities/sci/solarcookers.html

The curriculum-embedded task can be integrated into a unit on energy sources and used in any high school physical or Earth science course. The curriculum-embedded task is intended to be used as a formative assessment during the appropriate instructional unit. The Connecticut Academic Performance Test – Generation III will include some open-ended items that will assess scientific inquiry and communication skills in the same context as this task.

Curriculum-Embedded Laboratory Investigation

Scoring Rubric

Statement of Problem and Hypothesis

3 The problem and hypothesis are stated clearly and completely. Clear identification of independent and dependent variables.

2 The problem and hypothesis are stated adequately. Adequate identification of independent and dependent variables.

1 The problem and/or hypothesis are poorly stated. Poor identification of independent and dependent variable.

0 The statement of the problem and/or hypothesis is very limited or missing altogether. No identification of independent and dependent variables.

Experimental Design

3 The experimental design matches the stated problem. Variables are held constant. The procedures are clear, complete and replicable. A control is included when appropriate.

2 The experimental design generally matches the stated problem. Attempt at holding variables constant is made. Procedures are generally complete. Minor modifications or clarifications may be needed.

1 The experimental design matches the stated problem to some extent. Little attempt to hold variables constant. Procedures are incomplete. Major modifications or clarifications may be needed.

0 The experimental design does not match the stated problem, is very incomplete or missing. There is no attempt to hold variables constant.

Data Presentation

3 Data are well organized and presented in an appropriate manner.

2 Data are organized and presented in an appropriate manner. Minor errors or omissions may be present.

1 Data are poorly organized or presented in an inappropriate manner. Major omissions or errors may be present.

0 Data are very poorly organized or presented in an inappropriate manner or missing altogether.

Conclusions

3 Conclusions are fully supported by data and address the hypothesis. Reliability of data and validity of conclusions are thoroughly discussed.

2 Conclusions are generally supported by data and address the hypothesis. Minor errors in interpretation of results may be present. Discussion of reliability of data and validity of conclusions is limited.

1 Conclusions are supported by data and address the hypothesis to a limited extent. Major errors in interpretation of results may be present. There is little discussion of the reliability of the data or validity of conclusions.

0 Conclusions are not supported by data, do not address the hypothesis or are missing. There is no discussion of the reliability of data or validity of conclusions.

Excellent performance 10-12 points

Proficient performance 7-9 points

Marginal performance 4-6 points

Unsatisfactory performance 0-3 points

Student Name:_____________ Class:_____

Solar Cooker

Laboratory Investigation

Student Materials

Solar Cooker

Student Materials

Most people in the United States use an electric stove or a natural gas stove to cook their food. This is not the case in much of the world. Approximately 50% of the people on Earth cook using fire from burning wood. However, due to overuse, wood is becoming a scarce commodity in many countries. In addition, burning wood is a major source of air pollution.

One alternative to cooking with wood is using solar cookers. These devices use energy from the sun to cook food without producing any pollution. While there are many designs for solar cookers, a simple solar cooker can be made from everyday materials. There are many factors that can influence the effectiveness of a solar cooker including the size of the collector, the orientation of the panel and the color of the container.

Your Task

You and your lab partner will design and conduct an experiment to investigate one factor that contributes to the effectiveness of a solar cooker in heating water. Factors you may want to investigate include: the shape of the collector, the shape of the water container, orientation of the collector, surface area or color of the container.

You have been provided with the following materials and equipment. It may not be necessary to use all of the equipment that has been provided.

Suggested materials:

heat lamps or sunlight tape

cardboard thermometer

aluminum foil water

container for water colored paper or paint

safety goggles

Designing and Conducting Your Experiment

1. In your words, state the problem you are going to investigate. Write a hypothesis using an “If … then … because …” statement that describes what you expect to find and why. Include a clear identification of the independent and dependent variables that will be studied.

2. Design an experiment to solve the problem. Your experimental design should match the statement of the problem and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate and state which variables need to be held constant.

3. Review your design with your teacher before you begin your experiment.

4. Conduct your experiment. While conducting your experiment, take notes and organize your data into tables.

Safety note: Students must wear approved safety goggles and follow all safety instructions.

When you have finished, your teacher will give you instructions for cleanup procedures, including proper disposal of all materials.

Communicating Your Findings

Working on your own, summarize your investigation in a laboratory report that includes the following:

• A statement of the problem you investigated. A hypothesis (“If ... then … because …” statement) that described what you expected to find and why. Include a clear identification of the independent and dependent variables.

• A description of the experiment you carried out. Your description should be clear and complete enough so that someone could easily replicate your experiment.

• Data from your experiment. Your data should be organized into tables, charts and/or graphs as appropriate.

• Your conclusions from the experiment. Your conclusions should be fully supported by your data and address your hypothesis.

• Discuss the reliability of your data and any factors that contribute to a lack of validity of your conclusions. Also, include ways that your experiment could be improved if you were to do it again.

Grades 9-10

Curriculum-Embedded Performance Task

Strand I: Energy Transformations

Energy Uses in Connecticut

Science, Technology and Society Teacher Materials

Energy Uses in Connecticut

Teacher Materials

This curriculum-embedded science performance task is related to the content standards and expected performances for Grades 9-10, as described in the Core Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy, Strand I – Energy Transformations.

Targeted Content Standard

9.3 - Various sources of energy are used by humans and all have advantages and disadvantages.

Targeted Scientific Inquiry, Literacy and Numeracy Standards

D INQ. 2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D INQ. 9 Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.

D INQ. 10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

Learning objective:

Students will graph energy trends in Connecticut over several years and, based on their research, they will explain the advantages and disadvantages as it relates to one trend in energy use.

Materials:

Access to computers/Internet

Excel program

Graph paper and ruler (alternative)

Considerations:

If access to computers or the Excel program is difficult, the graphing portion may be done by hand. Not all students are equally comfortable with Excel worksheets and the related program features. Tutorial programs are available online and include features that will assist students in the conversion of units and graphing from spreadsheets. Tutorials on the use of Excel programs may be found at the following websites and many others:

http://www.microsoft.com/education/Excel97Tutorial.mspx

http://www.j-walk.com/ss/excel/usertips/index.htm

Should you prefer to have students work in metric units, you will want to provide them with the following equalities: 1 kW-hr = 3,600 kJ = 2,544 Btu (British thermal unit).

Two alternative Excel sheets are provided for differentiation purposes or you may use one of your own design.

Students will find appropriate newspaper articles by using the ProQuest Newspaper feature within the ICONN database at http://www.iconn.org to find a history of energy use in Connecticut. The Hartford Courant has information beginning in the year 1992, The Boston Globe and The New York Times have articles starting in 1980 about energy trends in Connecticut.

Student Name_____________ Class_____

Energy Uses in Connecticut

Science, Technology and Society

Student Materials

Grades 9-10

Energy Uses in Connecticut

Student Materials

Energy is used every day to heat and light our homes, schools and businesses. Have you ever thought about where the energy we use every day comes from? How have these energy sources changed during the last several decades?

You have been provided with a spreadsheet containing some information about energy use and its sources in Connecticut from 1960 through 2001. Use this information and the Excel program to prepare a line graph showing the trends in energy consumption from the following sources: coal; natural gas; nuclear; hydroelectric; and wood/waste during this time span.

Your task is to choose one of the fuel sources (coal, natural gas, nuclear, hydroelectric or waste) and research the advantages and disadvantages of this particular energy trend as it is illustrated on the graph. Does this trend support Connecticut’s initiative to significantly decrease the use of nonrenewable resources by the year 2010? You may use the ProQuest Newspaper feature within the ICONN database at http://www.iconn.org to find a history of energy use in Connecticut. The Hartford Courant, The Boston Globe and The New York Times all have articles specific to energy trends in Connecticut. Other support materials for the study of energy resources may be found at the websites listed below.

Nuclear Energy Resources

Energy Information Administration: Nuclear

http://www.eia.doe.gov/fuelnuclear.html

Office of Nuclear Energy, Science and Technology

http://www.ne.doe.gov/

Hydroelectric Energy Resources

National Hydropower Association

http://hydro.org

Power Matters: Hydroelectric Power

http://www.tva.gov/power/hydro.htm

Renewable Energy Resources

Energy Efficiency and Renewable Energy

http://www.eere.energy.gov/RE/bio_basics.html

Connecticut Clean Energy Fund

http://ctcleanenergy.com/renewable/biomass_tech.html

National Renewable Energy Laboratory: Education Program

http://www.nrel.gov/learning/

Renewable Energy Policy Project

http://www.crest.org/

Coal Energy Resources

Office of Fossil Energy-U.S. Department of Energy

http://www.fe.doe.gov/programs/powersystems/cleancoal/index.html

Coal Fired Power Generation

http://www.rst2.edu/ties/acidrain/IEcoal/how.htm

Natural Gas Energy Resources

Adventures in Energy

http://www.adventuresinenergy.org/main.swf

Natural Gas Supply Organization

http://www.naturalgas.org

						Energy Information Administration Last updated 12/15/2004
Table 7. Energy Consumption Estimates by Source, 1960-2001, Connecticut
			Petroleum Products
Year	Coal (Trillion Btu)	Natural Gas (Trillion Btu)	Asphalt & Road Oil (Trillion Btu)	Aviation Gasoline (Trillion Btu)	Distillate Fuel (Trillion Btu)	Jet Fuel (Trillion Btu)	Kerosene (Trillion Btu)	LPG (Trillion Btu)	Lubricants (Trillion Btu)	Motor Gasoline (Trillion Btu)	Residential Fuel (Trillion Btu)	Other (Trillion Btu)	Total Petroleum Prod. (Trillion Btu)	Nuclear Electric Power (Trillion Btu)	Hydroelectric Power (Trillion Btu)	Wood and Waste (Trillion Btu)	Other a,f (Trillion Btu)	Net Interstate Electricity Flow/Losses (Trillion Btu)	Total (Trillion Btu)
1960	101.7	29.4	7.2	0.5	136.1	6.4	10.9	4.4	2.1	101.6	91.9	1.3	362.4	0	4.6	12.8	0	-2.8	508.2
1961	107.5	31.4	6.5	0.5	136.1	6.2	11.1	4.4	2.1	103.9	93.5	1.4	365.8	0	3.9	13.2	0	-3.5	518.4
1962	112.1	33.4	8	0.6	135.4	6.7	9.6	5	3.2	108.4	100.6	1.6	379	0	3.1	12.8	0	-3.4	536.9
1963	117.4	35.6	6.7	0.9	133.6	6.8	8	5.7	3.2	112.3	102.3	3	382.5	0	2.9	13.3	0	-4	547.7
1964	120.8	38.6	5.9	0.8	119.5	6.6	7.1	6.1	3.4	115.6	123.7	3.8	392.5	0	2.8	13.9	0	-2.3	566.3
1965	128.6	41.7	8.8	0.9	123.4	8	7.4	5.5	3.4	120.5	107.9	3.7	389.4	0	2	13.5	0	-3.2	572
1966	136.2	48.7	7.9	0.8	117.5	8.7	5.2	5.9	3.5	126	130.8	26.9	433.1	0	2.6	13.6	0	-4.3	630
1967	109.5	50.8	7	0.7	121.1	9.6	4.5	5.8	2.9	128.8	159.6	29.7	469.7	6.1	4.1	14	0	-6.3	647.9
1968	82.4	54.1	8	0.8	130	13.2	4.1	6.5	3.2	137.4	176.1	33.1	512.5	33.9	3.7	14.9	0	-26.2	675.4
1969	59.2	58.4	8.5	0.7	134.7	14.9	4.2	7.3	3.4	142.8	203.9	33.2	553.6	40.2	4.4	15.3	0	-36.3	694.8
1970	48.6	61.5	6.8	0.6	140.5	16.4	4.4	7	3.5	150.4	223.8	34	587.4	39.6	3.5	15.8	0	-34	722.4
1971	36.4	62.4	8.1	0.6	140.4	12.4	4.4	7.1	2.9	155.2	212.6	2.7	546.4	84.2	4.1	16.1	0	-64.9	684.7
1972	4.2	65	9.7	0.6	144.3	15.9	5.1	7.9	3.1	161.8	255.9	3.1	607.4	83.9	5.6	17.1	0	-63.1	720.2
1973	2.6	63.5	10.4	0.6	148.2	14.2	3.4	8.2	3.3	166	272.2	3.4	629.8	46.9	4.6	17.2	0	-18.8	746
1974	6.5	67.1	7.3	0.5	135.1	13.8	3.1	8	3.2	165.5	236.6	3.6	576.8	89	4.5	18	0	-44.7	717.2
1975	1.3	64.3	8.4	0.5	125.9	12	3.3	8.2	2.4	167.2	204.4	3.4	535.7	89.6	5.1	17.1	0	-20.8	692.3
1976	1.2	66.4	7.4	0.4	141.1	11	4.1	8.9	2.7	171.4	206.2	6.6	559.8	136.2	4	19.9	0	-40.5	746.9
1977	1.2	64.7	6.1	0.6	138.5	12.3	2.9	8.9	2.8	174	202.2	8	556.2	141.9	4.5	19.6	0	-34	754.1
1978	0.8	66	7.6	0.5	137.3	12	2.7	8	3	174.5	215.2	8.8	569.6	151.7	3.7	22.7	0	-39.2	775.4
1979	1.1	68.8	5.6	0.4	165.9	13.5	2.1	5.4	3.1	165.4	169.2	10.5	541.2	138.2	4.8	24.6	0	-14.5	764.1
1980	0.4	74.2	4.2	0.4	129.9	11.2	2.8	5.5	2.8	158.7	184.4	11	510.9	129.1	2.7	35.3	0	-20.6	731.8
1981	0.9	78.7	5.2	0.4	114.9	8.9	2.4	4.9	2.6	158.9	135.4	13.9	447.5	139.8	2.7	36.5	0	-0.7	705.4
1982	0.8	80.4	5.2	0.3	119.4	6.1	2.2	5.1	2.4	157.9	133.9	10.7	443.1	150.9	3.9	37.2	0	-10	706.2
1983	0.7	76.6	4.9	0.3	98.5	5.4	1.7	5.2	2.5	160.4	146.6	9.3	434.8	126.4	4	39.4	0	9.5	691.4
1984	1.5	83.5	6.2	0.3	119.7	5.7	1.3	5	2.7	162.1	157.7	10.5	471.2	155	3.9	36.4	0	-31.3	720.2
1985	21.3	80.6	13.9	0.4	120.5	6.1	4	4.6	2.5	162.8	132.3	10	457.2	135.1	2.8	36	0.1	-2.6	730.4
1986	21.2	81.3	14.1	0.4	130.6	7.1	3.2	4.1	2.5	167.4	140.1	6.4	475.8	197.5	3.9	31.1	1.5	-66.9	745.3
1987	21.4	94.7	14.2	0.3	137.7	10.1	3.3	5.7	2.8	170.3	119.1	6.4	470	214.5	3.6	27.1	2	-63.8	769.4
1988	23.1	90.9	12.3	0.2	149	12.2	4.1	5.5	2.7	172.5	137.4	6.4	502.4	235.9	3.4	30.6	2.3	-87.5	801.1
1989	23.8	102	11.9	0.2	161.1	12.7	3.8	5.8	2.7	169.5	139.3	6.3	513.4	207	4.6	30.7	0.8	-65.2	817.1
1990	38.5	109	10.5	0.5	135.5	13.3	1.8	5.8	2.8	163.6	104.1	7.1	444.9	209.3	6	28.3	0.2	-64.8	771.3
1991	38.6	116	13.1	0.1	129.8	12.7	2.1	5.4	2.5	167.4	91.3	8.2	432.8	128.4	4.5	29.9	1.9	17.7	769.5
1992	39.2	126	11.1	0.1	146	13	1.4	6.8	2.6	171.2	68.3	8.5	429.1	175.6	4.4	34.1	3.2	-8.6	803.2
1993	37.3	126	10.5	0.2	134.7	13.1	1.6	6.1	2.6	173.9	55.5	8.6	406.6	229	4.2	34.2	3.7	-45	796
1994	38.6	134	11.1	0.1	128.4	13.9	1.5	5.4	2.7	170.9	47.6	8.8	390.3	210.7	5	35.2	4.2	-22.4	796
1995	40.8	145	12.7	0.2	124.2	14.1	1.4	5.1	2.7	159.5	42.8	8.4	371.1	197	3.6	43.2	4.5	-26.3	778.9
1996	41.1	139	10.4	0.2	129.1	15.4	1.3	5.5	2.6	170.4	65.4	21.8	422.1	65.4	6.5	48.3	4.7	101.4	828.6
1997	45	149	8.1	0.1	129.2	13.4	1.6	6.3	2.8	171.7	92.3	23.8	449.2	-1.3	4.5	43.7	6	126.9	822.6
1998	32.6	135	3.7	0.3	115.8	12.5	2	8.1	2.9	175.1	94.2	23.9	438.5	34	4.6	42.8	5	113.1	805.5
1999	15.2	156	4.4	0.2	130.5	13.9	2	6.1	2.9	189.1	90.7	23.9	463.7	132.5	4.3	43.4	5.5	32	852.5
2000	36.2	164	4.5	0.2	137.3	14.7	2.9	7.7	2.9	182	74.4	23.5	450.1	170.7	5.3	43.4	5.6	-20.4	854.6
2001	40	149	4.7	0.4	144.6	13.4	2.6	8.8	2.6	184.6	56.8	20.3	438.7	161.2	2.9	38.7	1.7	20.5	853.1

Grades 9-10

Curriculum-Embedded Performance Task

Strand II: Chemical Structures and Properties

Synthetic Polymers

Laboratory Investigation

Teacher Materials

Synthetic Polymers

Teacher Materials

This curriculum-embedded science performance task is related to the content standard and expected performances for high school, as described in the Core Science Curriculum Framework under Scientific Inquiry, Literacy and Numeracy, Strand II – Chemical Structures and Properties.

Targeted Content Standard

9.6 - Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals.

Targeted Scientific Inquiry, Literacy and Numeracy Standards

D INQ. 1 Identify questions that can be answered through scientific investigation.

D INQ. 3 Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D INQ. 4 Design and conduct appropriate types of scientific investigations to answer different questions.

D INQ. 5 Identify independent and dependent variables, including those that are kept constant and those used as controls.

D INQ. 6 Use appropriate tools and techniques to make observations and gather data.

D INQ. 7 Assess the reliability of the data that was generated in the investigation.

D INQ. 9 Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.

Learning Objective:

Students will investigate a synthetic polymer (polyethylene) and how the polymer can be processed to produce products with different characteristics.

Listed below are the suggested materials for the laboratory exercise. You may use additional materials if they are available.

Materials:

plastic dry cleaning bags sandpaper (coarse and fine) markers

clear kitchen wrap empty coffee cans safety goggles

plastic sandwich bags rubber bands ruler

ball bearings (different masses) ring stands or clamps scissors

Considerations:

Students will need some background information on the structure of polyethylene and the terminology used to describe the different arrangements of the polymer, for example low density polyethylene (LDPE) versus high density polyethylene (HDPE). The differences in the stress-strain behaviors of polyethylene in the products the students are investigating are due in large part to how the materials are processed. Background information on the processing of plastics and specific information about polyethylene may be found at these and many other sites:

http://www.teachingplastics.org

http://americanplasticscouncil.org/s_apc/index.asp

Teams of two students are ideal for laboratory work, but circumstances may necessitate teams of three students. Students will need a minimum of 90 minutes to complete this laboratory exercise if you expect their lab reports to be written during class time. You should allow at least 60 minutes of instructional time for the students to design and conduct their experiment and a minimum of 30 minutes for the students to write about their results. As an alternative, students can write the lab report for homework. These time frames are merely suggestions. Additional time is appropriate if the circumstances and the schedule at your school call for it. A sample scoring rubric is provided for your convenience or you can design one of your own.

This curriculum-embedded task can be integrated into a unit on polymer chemistry in any high school physical or Earth science course. The curriculum-embedded task is intended to be used as a formative assessment during the appropriate instructional unit. The Connecticut Academic Performance Test – Generation III will include some open-ended items that will assess scientific inquiry and communication skills in the same context as this task.

Curriculum-Embedded Laboratory Investigation

Scoring Rubric

Statement of Problem and Hypothesis

3 The problem and hypothesis are stated clearly and completely. Clear identification of independent and dependent variables.

2 The problem and hypothesis are stated adequately. Adequate identification of independent and dependent variables.

1 The problem and/or hypothesis are poorly stated. Poor identification of independent and dependent variable.

0 The statement of the problem and/or hypothesis is very limited or missing altogether. No identification of independent and dependent variables.

Experimental Design

3 The experimental design matches the stated problem. Variables are held constant. The procedures are clear, complete and replicable. A control is included when appropriate.

2 The experimental design generally matches the stated problem. Attempt at holding variables constant is made. Procedures are generally complete. Minor modifications or clarifications may be needed.

1 The experimental design matches the stated problem to some extent. Little attempt to hold variables constant. Procedures are incomplete. Major modifications or clarifications may be needed.

0 The experimental design does not match the stated problem, is very incomplete or missing. There is no attempt to hold variables constant.

Data Presentation

3 Data are well organized and presented in an appropriate manner.

2 Data are organized and presented in an appropriate manner. Minor errors or omissions may be present.

1 Data are poorly organized or presented in an inappropriate manner. Major omissions or errors may be present.

0 Data are very poorly organized or presented in an inappropriate manner or missing altogether.

Conclusions

3 Conclusions are fully supported by data and address the hypothesis. Reliability of data and validity of conclusions are thoroughly discussed.

2 Conclusions are generally supported by data and address the hypothesis. Minor errors in interpretation of results may be present. Discussion of reliability of data and validity of conclusions is limited.

1 Conclusions are supported by data and address the hypothesis to a limited extent. Major errors in interpretation of results may be present. There is little discussion of the reliability of the data or validity of conclusions.

0 Conclusions are not supported by data, do not address the hypothesis or are missing. There is no discussion of the reliability of data or validity of conclusions.

Excellent performance 10-12 points

Proficient performance 7-9 points

Marginal performance 4-6 points

Unsatisfactory performance 0-3 points

Student Name:_____________ Class:_____

Synthetic Polymers

Laboratory Investigation

Student Materials

Synthetic Polymers

Student Materials

Polymers are large molecules consisting of chains of small molecules called monomers joined together in a repeating pattern. In the early 1900s, scientists began to understand the chemical makeup of natural polymers and how to make synthetic polymers with properties that complement those of natural materials. One simple synthetic polymer chemists developed is polyethylene. They developed it by repeating units of the monomer ethylene (H₂C=CH₂₎. Polyethylene is a very large, zigzag-shaped molecule. One small part of a polyethylene chain is shown below.

-(CH₂- CH₂)-_n

H H H H H

| H | H | H | H | H

---C | C | C | C | C |

| C | C | C | C | C---

H | H | H | H | H |

H H H H H

Chemists and engineers have learned to process and modify molecules of polyethylene in different ways to manufacture common household products with a variety of characteristics. Polyethylene is used to make plastic trash bags, dry cleaning bags, milk jugs and soda bottles. In industry, materials made from polyethylene are tested for what are called “stress-strain behaviors.” Stress-strain behaviors include:

tensile strength - the amount of pulling force placed upon a material before it breaks

abrasion resistance - toughness of material against scraping, scuffing or scarring

puncture resistance - ability of a material to keep moving objects from perforating the surface

Your Task

You and your lab partner will design an experiment that investigates a stress-strain behavior among various plastic products made of the synthetic polymer polyethylene.

You have been provided with the following materials and equipment. It may not be necessary to use all of the equipment that has been provided.

Suggested materials:

plastic dry cleaning bag coffee can

plastic kitchen wrap rubber bands

plastic sandwich bag ring stands/ or clamps

plastic grocery bag ruler

ball bearings (different masses) safety goggles

scissors

markers

sandpaper (coarse and fine)

Designing and Conducting Your Experiment

1. In your words, state the problem you are going to investigate. Write a hypothesis using an “If … then … because …” statement that describes what you expect to find and why. Include a clear identification of the independent and dependent variables that will be studied.

2. Design an experiment to solve the problem. Your experimental design should match the statement of the problem and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate and state which variables need to be held constant.

3. Review your design with your teacher before you begin your experiment.

4. Conduct your experiment. While conducting your experiment, take notes and organize your data into tables.

Safety note: Students must wear approved safety goggles and follow all safety instructions.

When you have finished, your teacher will give you instructions for cleanup procedures, including proper disposal of all materials.

Communicating Your Findings

Working on your own, summarize your investigation in a laboratory report that includes the following:

• A statement of the problem you investigated. A hypothesis (“If ... then … because …” statement) that described what you expected to find and why. Include a clear identification of the independent and dependent variables.

• A description of the experiment you carried out. Your description should be clear and complete enough so that someone could easily replicate your experiment.

• Data from your experiment. Your data should be organized into tables, charts and/or graphs as appropriate.

• Your conclusions from the experiment. Your conclusions should be fully supported by your data and address your hypothesis.

• Discuss the reliability of your data and any factors that contribute to a lack of validity of your conclusions. Also, include ways that your experiment could be improved if you were to do it again.

Grades 9-10

Curriculum-Embedded Performance Task

Strand II: Chemical Structures & Properties

Synthetic Polymers

Science, Technology & Society

Teacher Materials

Synthetic Polymers

Teacher Materials

This curriculum-embedded science performance task is related to the content standards and expected performances for Grades 9-10, as described in the Core Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy, Strand II – Chemical Structures and Properties.

Targeted Content Standard

9.6 – Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals.

Targeted Scientific Inquiry, Literacy and Numeracy Standards

D INQ. 2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D INQ. 9 Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.

D INQ. 10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

Learning objective:

Students will evaluate the credibility of information provided by different websites as it relates to the risks versus benefits of using plastic products.

Materials:

Access to computers/Internet

Considerations:

Students will need background information on the strategies used to evaluate the credibility of online resources. The media specialist at your school may provide instruction on this topic or you may want to collaborate with the media specialist on a lesson for your classes centered on this inquiry standard. A template for the student activity is provided for your convenience or you may create your own.

You will find several strategies for tips on how to evaluate the trustworthiness of online sites at these and other websites:

http://mason.gmu.edu/~montecin/web-eval-sites.htm

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html

Student Name:___________ Class:______

Synthetic Polymers

Science, Technology and Society

Student Materials

Grades 9-10

Synthetic Polymers

Student Materials

One of the most important factors in researching an issue online is evaluating the credibility of the source of information. Anyone may publish their work online but not everyone who publishes information is interested in providing data-driven, unbiased and balanced information to the reader. Some sources online are interested in promoting a product or an industry. Other sources try to sway opinions without any credible facts to back up their views.

You are trying to evaluate the risks versus benefits of using plastic products. During your research you find the sites and articles listed below. Your task is to evaluate the credibility of the sources of information by filling out the template on the following page. Use the background information and skills provided to you by your teacher to evaluate the sources. Remember to document your evidence as to the kind of site, authority of the author, the point of view of the author/site, date of publication, and any other information that is important in the evaluation of the reliability of the site. You may use the ICONN Database (http://www.iconn.org) to locate four articles. Use the federated search option, advanced search by the terms plastics (subject) and recycling (all headings). If you need additional information search by Bottle Bill and Connecticut in The Hartford Courant.

Assessing the Credibility of Information

Name of website

Kind of site (.edu, .org, .com)

Author/Source

Date of publication

Point of view of the author/site

Reliability of the information provided

Write a brief assessment about the credibility of the sources you investigated:

Grades 9-10

Curriculum-Embedded Performance Task

Strand III: Global Interdependence

Acid Rain

Laboratory Investigation

Teacher Materials

Acid Rain

Teacher Materials

This curriculum-embedded science performance task is related to the content standards and expected performances for high school, as described in the Core Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy, Strand III – Global Interdependence.

Targeted Content Standard

9.8 - The use of resources by human populations may affect the quality of the environment.

Targeted Scientific Inquiry, Literacy and Numeracy Standards

D INQ. 1 Identify questions that can be answered through scientific investigation.

D INQ. 3 Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D INQ. 4 Design and conduct appropriate types of scientific investigations to answer different questions.

D INQ. 5 Identify independent and dependent variables, including those that are kept constant and those used as controls.

D INQ. 6 Use appropriate tools and techniques to make observations and gather data.

D INQ. 7 Assess the reliability of the data that was generated in the investigation.

D INQ. 9 Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.

Learning objective:

Students will be able to identify building materials that are resistant to the effects of acid rain based on their data.

Listed below are the suggested materials for the laboratory exercise. You may use additional materials if they are available.

Materials:

containers with lids limestone chips

graduated cylinder marble chips

vinegar red sandstone chips

pH paper/meter pea stone

safety goggles access to a balance

Considerations:

Teams of two students are ideal for laboratory work, but circumstances may necessitate teams of three students. Students will need a minimum of 90 minutes to complete this laboratory exercise if you expect their lab reports to be written during class time. You should allow about 60 minutes of instructional time for students to design and set up their experiments. Additional instructional time will be necessary for students to collect data for this activity as the change in the condition of the building materials will take several hours. If your schedule is such that class does not meet every day, then further adjustments for the activity will be necessary. Allow a minimum of 30 minutes for students to write about their results. As an alternative students can complete the lab report for homework. A sample scoring rubric is provided for your convenience or you may design your own.

Suggested materials for students to test have been listed in the laboratory activity. You can change these materials based on the supplies available to you or ask the students to bring in other building materials to test.

Any small container with a cover will work for this activity, including small jars or petri dishes. Vinegar with an approximate pH of 3 has been suggested as a substance to simulate acid rain. If the odor is too intense another weak acid may be substituted at the discretion of the teacher. Keep in mind safety considerations and the fact that average acid rain has a pH between 4.0 and 5.5.

The quantity of vinegar that is introduced to the building material is not specified in the student instructions. You can control the maximum amount of vinegar available to a team of students (20 ml per material tested) to conserve supplies or direct all students to use the same quantity of vinegar and building materials to pool data and compare results.

Some relevant information on acid rain is available at these and many other sites:

http://www.epa.gov/highschool/air.htm

http://www.geocities.com/narilily/buildings.html

http://www.ec.gc.ca/acidrain/

The task can be integrated into a unit on environmental science in any high-school physical or Earth science course. The curriculum-embedded task is intended to be used as a formative assessment during the appropriate instructional unit. The Connecticut Academic Performance Test – Generation III will include some open-ended items that will assess scientific inquiry and communication skills in the same context as this task.

Curriculum-Embedded Laboratory Investigation

Scoring Rubric

Statement of Problem and Hypothesis

3 The problem and hypothesis are stated clearly and completely. Clear identification of independent and dependent variables.

2 The problem and hypothesis are stated adequately. Adequate identification of independent and dependent variables.

1 The problem and/or hypothesis are poorly stated. Poor identification of independent and dependent variable.

0 The statement of the problem and/or hypothesis is very limited or missing altogether. No identification of independent and dependent variables.

Experimental Design

3 The experimental design matches the stated problem. Variables are held constant. The procedures are clear, complete and replicable. A control is included when appropriate.

2 The experimental design generally matches the stated problem. Attempt at holding variables constant is made. Procedures are generally complete. Minor modifications or clarifications may be needed.

1 The experimental design matches the stated problem to some extent. Little attempt to hold variables constant. Procedures are incomplete. Major modifications or clarifications may be needed.

0 The experimental design does not match the stated problem, is very incomplete or missing. There is no attempt to hold variables constant.

Data Presentation

3 Data are well organized and presented in an appropriate manner.

2 Data are organized and presented in an appropriate manner. Minor errors or omissions may be present.

1 Data are poorly organized or presented in an inappropriate manner. Major omissions or errors may be present.

0 Data are very poorly organized or presented in an inappropriate manner or missing altogether.

Conclusions

3 Conclusions are fully supported by data and address the hypothesis. Reliability of data and validity of conclusions are thoroughly discussed.

2 Conclusions are generally supported by data and address the hypothesis. Minor errors in interpretation of results may be present. Discussion of reliability of data and validity of conclusions is limited.

1 Conclusions are supported by data and address the hypothesis to a limited extent. Major errors in interpretation of results may be present. There is little discussion of the reliability of the data or validity of conclusions.

0 Conclusions are not supported by data, do not address the hypothesis or are missing. There is no discussion of the reliability of data or validity of conclusions.

Excellent performance 10-12 points

Proficient performance 7-9 points

Marginal performance 4-6 points

Unsatisfactory performance 0-3 points

Student Name:_____________ Class:_____

Acid Rain

Laboratory Investigation

Student Materials

Acid Rain

Student Materials

Acid rain is a major environmental issue throughout Connecticut and much of the United States. Acid rain occurs when pollutants, such as sulfur dioxide from coal burning power plants and nitrogen oxides from car exhaust, combine with the moisture in the atmosphere to create sulfuric and nitric acids. Precipitation with a pH of 5.5 or lower is considered acid rain.

Acid rain not only affects wildlife in rivers and lakes but also does tremendous damage to buildings and monuments made of stone. Millions of dollars are spent annually on cleaning and renovating these structures because of acid rain.

Your Task

Your town council is commissioning a new statue to be displayed downtown. You and your lab partner will conduct an experiment to investigate the effect of acid rain on various building materials in order to make a recommendation to the town council as to the best material to use for the statue. In your experiment, vinegar will simulate acid rain.

You have been provided with the following materials and equipment. It may not be necessary to use all of the equipment that has been provided.

Suggested materials:

Proposed building materials:

containers with lids limestone chips

graduated cylinder marble chips

vinegar (simulates acid rain) red sandstone chips

pH paper/meter pea stone

safety goggles access to a balance

Designing and Conducting Your Experiment

1. In your words, state the problem you are going to investigate. Write a hypothesis using an “If … then … because …” statement that describes what you expect to find and why. Include a clear identification of the independent and dependent variables that will be studied.

2. Design an experiment to solve the problem. Your experimental design should match the statement of the problem and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate and state which variables need to be held constant.

3. Review your design with your teacher before you begin your experiment.

4. Conduct your experiment. While conducting your experiment, take notes and organize your data into tables.

Safety note: Students must wear approved safety goggles and follow all safety instructions.

When you have finished, your teacher will give you instructions for cleanup procedures, including proper disposal of all materials.

Communicating Your Findings

Working on your own, summarize your investigation in a laboratory report that includes the following:

• A statement of the problem you investigated. A hypothesis (“If ... then … because …” statement) that described what you expected to find and why. Include a clear identification of the independent and dependent variables.

• A description of the experiment you carried out. Your description should be clear and complete enough so that someone could easily replicate your experiment.

• Data from your experiment. Your data should be organized into tables, charts and/or graphs as appropriate.

• Your conclusions from the experiment. Your conclusions should be fully supported by your data and address your hypothesis.

• Discuss the reliability of your data and any factors that contribute to a lack of validity of your conclusions. Also, include ways that your experiment could be improved if you were to do it again.

Grades 9-10

Curriculum Embedded Performance Task

Strand III: Global Interdependence

Connecticut Brownfield Sites

Science, Technology & Society

Teacher Materials

Connecticut Brownfield Sites

Teacher Materials

This curriculum-embedded science performance task is related to the content standards and expected performances for Grades 9-10, as described in the Core Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy, Strand III – Global Interdependence.

Targeted Content Standard

9.9 - Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems.

Targeted Scientific Inquiry, Literacy and Numeracy Standards

D INQ. 1 Identify questions that can be answered through scientific investigation.

D INQ. 2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D INQ. 4 Design and conduct appropriate types of scientific investigations to answer different questions.

D INQ. 5 Identify independent and dependent variables, including those that are kept constant and those used as controls.

D INQ. 9 Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.

D INQ. 10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

Learning objective:

Students will formulate a question about a Brownfield site that may be answered through scientific investigation and then design the investigation.

Materials:

Access to computers/Internet

Considerations:

More than 290 sites in Connecticut have been identified as “Brownfield Sites.” These are parcels of property once used for industrial, commercial or manufacturing purposes and now typically are abandoned due to suspected contamination. Often these unused parcels adversely affect the quality of living in the area and may pose potential health risks to local citizens. Financial assistance is available from the state and federal governments to assess and remediate these sites.

The Connecticut Brownfield Inventory is updated on a regular basis and may be accessed at the Connecticut Department of Environmental Protection’s website: http://dep.state.ct.us/wst/remediation/brownfields/brownfields.htm.

The objective of this exercise is to allow students to explore environmental issues that are close to home. The students are not expected to create a protocol for retrieving a specific chemical such as toluene from a site. Instead the task is to formulate a general procedure for exploring the effect the contamination may have on the site or nearby property. Students may design an investigation that focuses on one specific chemical and its contamination plume at the site. They may consider where the sampling will occur (water, soil, air) and other parameters of the investigation such as the number of test sites, distances from the source, etc. Other students may design an investigation with a focus on one contaminant and its influence on a particular species of plant or animal in the area. If students are not able to identify the suspected contaminants at the site based on the general information on the inventory, the list below can be used for direction.

Contaminant	Possible source of contamination
Heavy metals: arsenic, cadmium chromium, lead, mercury	metal finishing/plating shops, manufacturing and foundries, coal burning power plants
Gasoline/constituents of gasoline: gasoline, benzene, ethylbenzene, toluene, xylene	gasoline stations, tank farms, pipelines
Solvents: tetrachloroethlyene, trichloroethylene, III-trichloroethane	dry cleaners, machine shops, metal finishing/plating shops

This is an opportunity to invite an environmental engineer to the classroom to discuss the assessment and remediation processes at Brownfield sites. The time frame of assessment, follow-up remediation and cost may surprise students.

A professional in environmental engineering or environmental science may give students feedback on the feasibility of their proposed scientific investigations. Local community members may speak to the prior use of the property or to the process by which the site was identified as a Brownfield site.

Student Name:_________ Class:_____

Connecticut Brownfield Sites

Science, Technology & Society

Student Materials

Grades 9-10

Connecticut Brownfield Sites

Student Materials

More than 290 sites in Connecticut have been identified as “Brownfield Sites.” These are parcels of property once used for industrial, commercial or manufacturing and are now typically abandoned due to suspected contamination. Often these unused parcels adversely affect the quality of living in the area and may pose potential health risks to local citizens. Financial assistance is available from the state and federal governments to assess and remediate these sites.

Find a Connecticut Brownfield site near your hometown by clicking on the Brownfield Inventory link found at the Connecticut Department of Environmental Protection’s website: http://dep.state.ct.us/wst/remediation/brownfields/brownfields.htm. What has the property been used for that led it to being identified as a Brownfield site? Use a search engine such as Google or the ICONN Database to research one of the potential contaminants at the site. If you have trouble identifying a specific contaminant from the nearby Brownfield site, ask your teacher for clarification from the master list he or she has been given.

Your task is to formulate a question about the site that may be answered through scientific investigation and to design the investigation. Do not worry about the specific steps needed to isolate the contaminant or specific techniques used to measure the contaminant’s effect on the environment. Focus on writing a general plan for your investigation including the independent and dependent variables to be studied, general procedures you will follow and the data you will collect. Include a control group if appropriate.

Grades 9-10

Curriculum-Embedded Performance Task

Strand IV: Cell Chemistry and Biotechnology

Enzymes

Laboratory Investigation

Teacher Materials

Enzymes

Teacher Materials

This curriculum-embedded science performance task is related to the content standards and expected performances for high school, as described in the Core Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy, Strand IV – Cell Chemistry and Biotechnology.

Targeted Content Standard

10.1 The fundamental life processes depend on the physical structure and the chemical activities of the cell.

Targeted Scientific Inquiry, Literacy and Numeracy Standards

D INQ. 1 Identify questions that can be answered through scientific investigation.

D INQ. 3 Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D INQ. 4 Design and conduct appropriate types of scientific investigations to answer different questions.

D INQ. 5 Identify independent and dependent variables, including those that are kept constant and those used as controls.

D INQ. 6 Use appropriate tools and techniques to make observations and gather data.

D INQ. 7 Assess the reliability of the data that was generated in the investigation.

D INQ. 9 Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.

Learning objective:

Students will be able to identify the best enzyme for juice production and variables that affect the ability of an enzyme to function.

Listed below are the suggested materials for the laboratory exercise. You may use additional materials if they are available.

Materials:

apple sauce droppers splash-proof safety goggles

pectinase enzyme stirring rods access to a balance

cellulase enzyme graduated cylinder paper towels for cleanup

funnels access to tap water

filter paper paper cups

lab aprons access to a stopwatch, watch or clock

Considerations:

Teams of two students are ideal for laboratory work, but circumstances may necessitate teams of three students. Students will need a minimum of 90 minutes to complete this laboratory exercise if you expect their lab reports to be written during class time. You should allow at least 60 minutes of instructional time for the students to design and conduct their experiment and a minimum of 30 minutes for the students to write about their results. As an alternative the students can complete the lab report for homework. A sample scoring rubric is provided for your convenience or you may design one of your own.

A guideline for the quantity of enzyme to be used is provided due to the concern about conserving costly supplies. Once students identify which enzyme or combination produces the greatest quantity of juice, you can encourage them to explore another variable effect on juice production such as change in temperature or pH. This extension relies on the availability of enzyme supply and instructional time. Check with the science supply house of your choice for the availability and cost of the enzymes. Remember the shelf life of the enzymes is six months when refrigerated.

The task can be integrated into a unit on cell chemistry in any high school biology course. The curriculum-embedded task is intended to be used in the course of normal instruction as a formative assessment. The Connecticut Academic Performance Test-Generation III will include some open-ended items that will assess scientific inquiry and communication skills in the same context as this task.

Background Information on the Enzymes Used in This Activity

Cellulase

The enzyme cellulase breaks down cellulose. Cellulose is a polymer made out of long branching chains of glucose and it is one of the main components of plant cell walls. Cellulose accounts for about 50 percent of all the organic materials on Earth. Unfortunately, humans, like all other mammals, do not contain the enzyme cellulase and therefore can’t digest cellulose.

Scientists purified the enzyme cellulase and currently it is used in the food industry for the production of wine and juices. The enzyme is also used in the production of plant-based materials such as paper, light basswood, rayon fibers and photographic films.

Pectinase

The enzyme pectinase breaks down pectin. Pectin is a complex carbohydrate that is part of the plant cell wall. Pectin acts like “glue,” holding plant cell walls together. Pectin is soluble in water, and in a mild acidic environment it becomes sticky. These properties make pectin very useful in the production of jams and jellies. When the enzyme pectinase is added to mashed fruits it breaks down the pectin in the fruit cell walls, thus facilitating the industrial production of fruit juices.

Curriculum-Embedded Laboratory Investigation

Scoring Rubric

Statement of Problem and Hypothesis

3 The problem and hypothesis are stated clearly and completely. Clear identification of independent and dependent variables.

2 The problem and hypothesis are stated adequately. Adequate identification of independent and dependent variables.

1 The problem and/or hypothesis are poorly stated. Poor identification of independent and dependent variable.

0 The statement of the problem and/or hypothesis is very limited or missing altogether. No identification of independent and dependent variables.

Experimental Design

3 The experimental design matches the stated problem. Variables are held constant. The procedures are clear, complete and replicable. A control is included when appropriate.

2 The experimental design generally matches the stated problem. Attempt at holding variables constant is made. Procedures are generally complete. Minor modifications or clarifications may be needed.

1 The experimental design matches the stated problem to some extent. Little attempt to hold variables constant. Procedures are incomplete. Major modifications or clarifications may be needed.

0 The experimental design does not match the stated problem, is very incomplete or missing. There is no attempt to hold variables constant.

Data Presentation

3 Data are well organized and presented in an appropriate manner.

2 Data are organized and presented in an appropriate manner. Minor errors or omissions may be present.

1 Data are poorly organized or presented in an inappropriate manner. Major omissions or errors may be present.

0 Data are very poorly organized or presented in an inappropriate manner or missing altogether.

Conclusions

3 Conclusions are fully supported by data and address the hypothesis. Reliability of data and validity of conclusions are thoroughly discussed.

2 Conclusions are generally supported by data and address the hypothesis. Minor errors in interpretation of results may be present. Discussion of reliability of data and validity of conclusions is limited.

1 Conclusions are supported by data and address the hypothesis to a limited extent. Major errors in interpretation of results may be present. There is little discussion of the reliability of the data or validity of conclusions.

0 Conclusions are not supported by data, do not address the hypothesis or are missing. There is no discussion of the reliability of data or validity of conclusions.

Excellent performance 10-12 points

Proficient performance 7-9 points

Marginal performance 4-6 points

Unsatisfactory performance 0-3 points

Student Name:_____________ Class:_____

Enzymes

Laboratory Investigation

Student Materials

Enzymes

Student Materials

Introduction: Apple Juice

A Connecticut company is in the business of making and selling apple juice. To make apple juice, apple sauce is strained through filters to remove the juice. The company would like your help in testing the impact of different enzymes on the production of the apple juice. You will investigate the ability of these enzymes to remove more juice during this process and decide the most cost effective plan to increase juice production. The following is a list of the enzymes along with their prices:

Pectinase: $ 50 per liter

Cellulase: $100 per liter

Enzymes are proteins that catalyze chemical reactions in the cells of all living organisms. Enzymes control many vital functions in the cell, including the release of energy during the breakdown of nutrients into smaller molecules and the synthesis of complex cell materials from the small molecules. In this lab you will work with two plant enzymes – cellulase and pectinase.

Your Task

You and your lab partner will design and conduct an experiment to determine which enzyme or combination of the two enzymes maximizes juice production. Once you complete the laboratory investigation, you will evaluate which enzyme will be the most cost effective to use in juice production.

You have been provided with the following materials and equipment. It may not be necessary to use all of the equipment that has been provided.

Suggested materials:

apple sauce droppers

pectinase enzyme stirring rods

cellulase enzyme graduated cylinder

funnels access to tap water

filter paper paper cups

lab aprons access to a watch or clock with a second

splash-proof goggles access to a balance

paper towels for cleanup

Designing and Conducting Your Experiment

1. In your words, state the problem you are going to investigate. Write a hypothesis using an “If … then … because …” statement that describes what you expect to find and why. Include a clear identification of the independent and dependent variables that will be studied.

2. Design an experiment to solve the problem. Your experimental design should match the statement of the problem and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate and state which variables need to be held constant.

3. Review your design to your teacher before you begin your experiment.

Note: The enzyme(s) should be well mixed into the apple sauce to be effective. Use 5-10

drops of enzyme per 50 grams of apple sauce (approximately two ounces).

Safety notes: As in any laboratory experiment, you must not eat or taste any of the materials. Students must wear approved safety goggles and follow all safety instructions.

4. Conduct your experiment. While conducting your experiment, take notes and organize your data into tables.

When you have finished, your teacher will give you instructions for cleanup procedures, including proper disposal of all materials.

Communicating Your Findings

Working on your own, summarize your investigation in a laboratory report that includes the following:

• A statement of the problem you investigated. A hypothesis (“If ... then … because …” statement) that described what you expected to find and why. Include a clear identification of the independent and dependent variables.

• A description of the experiment you carried out. Your description should be clear and complete enough so that someone could easily replicate your experiment.

• Data from your experiment. Your data should be organized into tables, charts and/or graphs as appropriate.

• Your conclusions from the experiment. Your conclusions should be fully supported by your data and address your hypothesis.

• Discuss the reliability of your data and any factors that contribute to a lack of validity of your conclusions. Also, include ways that your experiment could be improved if you were to do it again.

Grades 9-10

Curriculum-Embedded Performance Task

Strand IV: Cell Chemistry and Biotechnology

Bioengineered Food

Science, Technology and Society

Teacher Materials

Bioengineered Food

Teacher Materials

This curriculum-embedded science performance task is related to the content standards and expected performances for Grades 9-10, as described in the Core Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy, Strand IV – Cell Chemistry and Biotechnology.

Targeted Content Standard

10.3 - Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another.

Targeted Scientific Inquiry, Literacy and Numeracy Standards

D INQ. 2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D INQ. 9 Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.

D INQ. 10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

Learning objective:

Students will assess the risk versus benefit of genetically altered food sources and use their research to defend a position in favor of or opposed to labeling genetically altered foods.

Materials:

Access to computer/Internet

Considerations:

Students may find information specific to genetically altered food sources within the ICONN Database under the Science Reference Center Resource by doing a basic search using the terms genetically modified and food and labeling. The term genetically altered does not yield good results.

Student Name:____________Class:______

Bioengineered Food

Science, Technology and Society

Student Materials

Grades 9-10

Bioengineered Food

Student Materials

The advancements in the field of biotechnology have allowed scientists to insert genes into food sources so the altered DNA produces new proteins that lead to new characteristics in the plants. By inserting a gene into a particular plant, the resulting protein may make the plant resistant to insects or resistant to a particular herbicide. The farmers’ ability to yield larger crops greatly improves when these alterations are made. Other genetic modifications improve the nutritional quality of food.

Several products you buy at the grocery store including corn, beets, canola and soy are probably genetically modified, but you have no way of knowing unless the manufacturer chooses to label the product. Opponents to genetically modified food fear that future studies may uncover health risks linked to ingesting this altered form of DNA. Others suggest that the use of genetically altered plants may result in the overuse of chemicals to control weeds, and ultimately cause adverse environmental conditions. Currently there is not a law that mandates the labeling of genetically modified food products.

Your task is to design a persuasive pamphlet in support of or in opposition to the mandatory labeling of genetically altered food based on scientific evidence. Use several sources to support your stance and remember to consider the credibility of your sources when defending your position. Use the Science Reference Center Resource at the ICONN Database (http://www.iconn.org) and use the terms genetically modified and foods and labeling for your search.

Grades 9-10

Curriculum-Embedded Performance Task

Strand V: Genetics, Evolution and Biodiversity

Yeast Population Dynamics

Laboratory Investigation

Teacher Materials

Yeast Population Dynamics

Teacher Materials

This curriculum-embedded science performance task is related to the content standards and expected performances for high school, as described in the Core Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy, Strand V – Genetics, Evolution and Biodiversity.

Targeted Content Standard

10.6 Living organisms have the capability to produce populations of unlimited size, but the environment can support only a limited number of individuals from each species.

Targeted Scientific Inquiry, Literacy and Numeracy Standards

D INQ. 1 Identify questions that can be answered through scientific investigation.

D INQ. 3 Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D INQ. 4 Design and conduct appropriate types of scientific investigations to answer different questions.

D INQ. 5 Identify independent and dependent variables, including those that are kept constant and those used as controls.

D INQ. 6 Use appropriate tools and techniques to make observations and gather data.

D INQ. 7 Assess the reliability of the data that was generated in the investigation.

D INQ. 9 Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.

Learning objective:

Students will be able to identify the relationship between a change in environmental conditions and yeast growth. Some of the variables students may investigate include changes in the concentration of food, light, pH and temperature.

Listed below are the suggested materials for the laboratory exercise. You may use additional materials if they are available.

Materials:

25% molasses solution graduated cylinder

stock yeast solution splash proof goggles

baker’s yeast metric ruler

clean test tubes (18 mm x 150 mm) electronic balance sensitive to .001g (optional)

clean test tubes (25 mm x 150 mm) graduated disposable pipettes

incubator
Considerations:

Teams of two students are ideal for laboratory work, but circumstances may necessitate teams of three students. You should allow at least 60 minutes of instructional time for the students to design and set up their experiment and at least 15-20 minutes of instructional time over five days to collect data as the yeast population changes. The school schedule may dictate additional days if classes do not meet everyday. At the conclusion of the experiment you should allow about 30 minutes for the students to write about their results or you may prefer to have the students complete the lab report for homework. A sample scoring rubric is provided or you may design your own.

The lab activity focuses on the growth patterns of yeast cultures and the impact of different environmental factors (e.g., light, temperature, pH, nutrients) on the population dynamics. Students are given the general procedure for growing yeast and measuring the carbon dioxide as a waste product of cell respiration. The optimum temperature for yeast growth is between 30-35 degrees Celsius assuming there is adequate food supply. Students then may choose their own variable on population growth to investigate (e.g., light, pH, temperature, concentration of food). Remember the collection period is over five days and this will have a major impact on instructional time if you allow students to observe the results of the general procedure before designing their investigation versus performing the general procedure at the same time of their own investigation.

Note: Students may need guidance in measuring the volume of the carbon dioxide. They are provided with a metric ruler to measure the height of the bubble but you may need to give them the formula for a cylinder so they may calculate the volume in cubic centimeters and convert that into milliliters (volume of a cylinder = π r²h).

A 25 percent molasses (unsulfured) stock solution needs to be prepared from the concentration at time of purchase from the grocery store. In a 500 mL volumetric flask dilute 125 mL of molasses with water until the solution reaches the glass marking on the neck of the flask (% solution = volume of solute/volume of solution x 100 %.) Failure to dilute the molasses will result in destruction of the yeast cells.

A yeast suspension needs to be prepared one hour before the lab (1 gram of yeast per 100 mL of water). You may use ordinary baker’s yeast from the supermarket (Saccharomyces cerevisiae), or you can order yeast strains from a biological supply company.

Safety note: Some students have severe allergies to yeast and will need an alternative laboratory investigation. See the school nurse for specific health-care considerations.

Some background information about population dynamics may be found at these sites:

http://www.nationalgeographic.com/eye/overpopulation/science.html

http://www.accessexcellence.org/AE/AEC/AEF/1996/webb_population.html

This task can be integrated into a unit on population dynamics in any high school biology course. The curriculum-embedded task is intended to be used as a formative assessment during in the appropriate instructional unit. The Connecticut Academic Performance Test – Generation III will include some open-ended items that will assess scientific inquiry and communication skills in the same context as this task.

Curriculum-Embedded Laboratory Investigation

Scoring Rubric

Statement of Problem and Hypothesis

3 The problem and hypothesis are stated clearly and completely. Clear identification of independent and dependent variables.

2 The problem and hypothesis are stated adequately. Adequate identification of independent and dependent variables.

1 The problem and/or hypothesis are poorly stated. Poor identification of independent and dependent variable.

0 The statement of the problem and/or hypothesis is very limited or missing altogether. No identification of independent and dependent variables.

Experimental Design

3 The experimental design matches the stated problem. Variables are held constant. The procedures are clear, complete and replicable. A control is included when appropriate.

2 The experimental design generally matches the stated problem. Attempt at holding variables constant is made. Procedures are generally complete. Minor modifications or clarifications may be needed.

1 The experimental design matches the stated problem to some extent. Little attempt to hold variables constant. Procedures are incomplete. Major modifications or clarifications may be needed.

0 The experimental design does not match the stated problem, is very incomplete or missing. There is no attempt to hold variables constant.

Data Presentation

3 Data are well organized and presented in an appropriate manner.

2 Data are organized and presented in an appropriate manner. Minor errors or omissions may be present.

1 Data are poorly organized or presented in an inappropriate manner. Major omissions or errors may be present.

0 Data are very poorly organized or presented in an inappropriate manner or missing altogether.

Conclusions

3 Conclusions are fully supported by data and address the hypothesis. Reliability of data and validity of conclusions are thoroughly discussed.

2 Conclusions are generally supported by data and address the hypothesis. Minor errors in interpretation of results may be present. Discussion of reliability of data and validity of conclusions is limited.

1 Conclusions are supported by data and address the hypothesis to a limited extent. Major errors in interpretation of results may be present. There is little discussion of the reliability of the data or validity of conclusions.

0 Conclusions are not supported by data, do not address the hypothesis or are missing. There is no discussion of the reliability of data or validity of conclusions.

Excellent performance 10-12 points

Proficient performance 7-9 points

Marginal performance 4-6 points

Unsatisfactory performance 0-3 points

Student Name:_____________ Class:_____

Yeast Population Dynamics

Laboratory Investigation

Student Materials

Yeast Populations

Student Materials

Yeast is a single-cell fungus that produces carbon dioxide as a byproduct of cellular respiration. The release of carbon dioxide causes bread dough to rise. Because the yeasts are small and reproduce rapidly, yeast organisms are useful for studying various factors such as food availability, temperature change and a shift in pH that may influence the rate at which a population grows. The optimum temperature for yeast metabolism and yeast reproduction is between 30 and 35 degrees Celsius depending on the species and providing there is an adequate food supply. These cells produce carbon dioxide gas as a waste product and the amount of carbon dioxide is an indication of yeast growth.

Your Task

You and your lab partner will grow yeast in a molasses solution (food for the yeast) and investigate how one factor influences the change in yeast growth as measured by the amount of carbon dioxide produced.

Suggested materials:

teacher prepared yeast suspension test tube rack

teacher prepared 25% molasses solution pH paper

several 1 ml graduated dropping pipettes clean test tubes (18 mm x 150 mm)

100 ml graduated cylinder clean test tubes (25 mm x 150 mm)

metric ruler safety goggles

weak acid/base (provided at teacher’s discretion) lab aprons

incubator electronic balance (optional)

Designing and Conducting Your Experiment

1. In your words, state the problem you are going to investigate. Write a hypothesis using an “If … then … because …” statement that describes what you expect to find and why. Include a clear identification of the independent and dependent variables that will be studied.

2. Design an experiment to solve the problem. Your experimental design should match the statement of the problem and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate and state which variables need to be held constant.

General procedure for growing yeast populations:

1. Place 35 mL of 25% molasses solution into a small test tube.

2. Stir the yeast suspension and then place 1 mL of the yeast suspension into the same test tube.

3. Place the test tube in the rack.

4. Wash and rinse your hands. Place your palm over the end of the small test tube and invert it five times.

5. Carefully slide a larger tube down over the smaller tube. Quickly invert the tubes so the mouth of the large tube is up.

6. Using a metric ruler measure the height of the air bubble (mm or cm) in the smaller tube and record. Place in the test tube rack.

7. Incubate these samples for 24 hours at 30 degrees Celsius.

8. Measure the bubble and record the change in the size due to carbon dioxide gas production on your data table. (Subtract the initial gas bubble size from the total bubble size. After you measure the bubble you may carefully empty the gas from the small test tube and reset it. Remember you will need this data to calculate the total volume of carbon dioxide each day over five days.)

9. Repeat steps 6-8 for five days.

3. Review your design with your teacher before you begin your experiment.

4. Conduct your experiment. While conducting your experiment, take notes and organize your data into tables.

Safety note: Students must wear approved safety goggles and follow all safety instructions.

When you have finished, your teacher will give you instructions for cleanup procedures, including proper disposal of all materials.

Communicating Your Findings

Working on your own, summarize your investigation in a laboratory report that includes the following:

• A statement of the problem you investigated. A hypothesis (“If ... then … because …” statement) that described what you expected to find and why. Include a clear identification of the independent and dependent variables.

• A description of the experiment you carried out. Your description should be clear and complete enough so that someone could easily replicate your experiment.

• Data from your experiment. Your data should be organized into tables, charts and/or graphs as appropriate.

• Your conclusions from the experiment. Your conclusions should be fully supported by your data and address your hypothesis.

• Discuss the reliability of your data and any factors that contribute to a lack of validity of your conclusions. Also, include ways that your experiment could be improved if you were to do it again.

Grades 9-10

Curriculum-Embedded Performance Task

Strand V: Genetics, Evolution & Biodiversity

Human Population Dynamics

Science, Technology & Society

Teacher Materials

Human Population Dynamics

Teacher Materials

This curriculum-embedded science performance task is related to the content standards and expected performances for Grades 9-10, as described in the Core Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy, Strand V – Genetics, Evolution, and Biodiversity.

Targeted Content Standard

10.6 – Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species.

Targeted Scientific Inquiry, Literacy and Numeracy Standards

D INQ. 2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D INQ. 9 Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.

D INQ. 10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

Learning objective:

Students will research and evaluate population growth data in two different countries and offer explanations for factors that influence the projected change in human population in one of the countries.

Materials:

Access to computers/Internet

Considerations:

A Power Point slideshow is suggested as the performance activity for this task. If access to this program is problematic, the mechanism for the student report may be changed.

Student Name:____________ Class:______

Human Population Dynamics

Science, Technology and Society

Student Materials

Grades 9-10

Human Population Dynamics

Student Materials

The human population has existed for a little more than 500,000 years. About 10,000 years ago, the total human population was about 3 million people, most of them hunters and gatherers. The development of early agriculture provided a stable supply of food and as a result the human population increased rapidly and reached 1 billion (1,000,000,000) in 1840. The development of technology and medicine in the 20th century reduced the death rate and increased the growth rate even further. Despite these advances, human population growth differs dramatically country by country. Your task is to design a presentation using a PowerPoint slide show to compare the population dynamics in an underdeveloped country and a developed country using the parameters outlined below.

Interpreting Population Data

Select two countries, one developed and one underdeveloped, from those listed courtesy of the U.S. Census Bureau at http://www.census.gov/ipc///www/idbsum.html.

1. Compare and contrast the shapes of the population graphs in 2005 for the developed and underdeveloped countries that you selected.
2. Compare the changes in populations of both countries from 2005 to those projected to 2025.

Factors Affecting Population Changes

1. Use the Country Reports resource in the Student Research Center in the ICONN Database (http://www.iconn.org) to research and describe three factors that affect changes in the human population of one of the countries you studied.
2. Research and explain how one technological advance might affect the change in the human population from 2005 to 2025 in one of the countries you studied. Is the advancement of technology a positive or negative influence on population dynamics? What is your evidence?

Be sure to document any sources you used in your research.

Part IV

Released Sample Items

9.1 – Energy cannot be created or destroyed; however, energy can be converted from one form to another.

The drawing above shows a kernel of corn that is heated to make popcorn. Which of the following best explains what happens to the drop of liquid water inside the kernel of corn during this process?

a. The liquid water is destroyed by the heat.

b. The liquid water is converted into heat.

c. The liquid water undergoes a physical change into steam.

d. The liquid water undergoes a chemical change into hydrogen and oxygen.

Which of the following graphs shows how the rate of evaporation changes with changes in water temperature?

During which of the following processes is there a decrease in the heat content of the form of water indicated?

a. Ice as it forms on a lake

b. Water droplets as they fall to the ground

c. Water as it evaporates from a pond

d. Snow as it melts on a mountainside

Which of the following statements best describes the energy transformation that occurs

when a log burns?

a. Mechanical energy changes to chemical energy.

b. Chemical energy changes to heat and light energy.

c. Heat and light energy changes to chemical energy.

d. Mechanical energy changes to heat and light energy.

9.2 – The electrical force is a universal force that exists between any two charged objects.

If three batteries are connected in series to the circuit, which of these shows the proper connection?

The diagram below shows a simple electrical circuit.

Which of the following would always increase the flow of current through the lights in the circuit shown above?

a. Decreasing the battery voltage and decreasing the resistance of the lights.

b. Increasing the battery voltage and increasing the resistance of the lights.

c. Decreasing the battery voltage and increasing the resistance of the lights.

d. Increasing the battery voltage and decreasing the resistance of the lights.

9.3 – Various sources of energy are used by humans and all have advantages and disadvantages.

When fossil fuels are burned to produce energy, they________________.

a. produce air pollutants that can affect the quality of air

b. release excess carbon dioxide that decreases the rate of photosynthesis

c. form heavy fog from heat collecting over the oceans

d. form radioactive particles in the atmosphere

9.4 – Atoms react with one another to form new molecules.

The Periodic Table of the Elements classifies all of the known elements into categories based on their physical and chemical properties. Repeating patterns within the table are useful in predicting how elements combine to form every kind of matter.

In order to be identified as the element carbon (C), an atom must have ______.

f. 6 protons

g. 6 neutrons

h. 12 electrons

i. 12 electrons

Group I (the alkali metals) includes lithium (Li), sodium (Na), and potassium (K). These elements have similar chemical properties because they have the same __________.

a. numbers of protons and neutrons

b. numbers of electrons in the outer energy level

c. numbers of protons in the nucleus

d. numbers of neutrons in the nucleus

Metals and nonmetals generally form ionic bonds with each other. Which of the following sets of elements will most likely for an ionic bond?

f. Na, F

g. Cl, F

h. Na, K

i. He, O

Which of the following is best classified as a compound?

a. Helium (He), because it contains only one type of atom

b. Oxygen ( O₂ ), because it contains two of the same type of atoms

c. Carbon dioxide (CO₂), because it contains two different types of atoms

d. Manganese (Mn), because it contains a metal and a nonmetal

The chemical properties of an element are determined by its

a. atomic mass.

b. proton number.

c. electron arrangement.

d. atomic size.

The atomic number of iron is 26, and the atomic mass is 55.847. What do these numbers mean in regard to protons, electrons and neutrons?

a. There are 26 each of protons and neutrons, and the rest of the mass is the result of

electrons.

b. There are 26 protons and 26 electrons. Some atoms of iron have 29 neutrons; the

.847 shows that there is more than one isotope of iron.

c. There are 26 protons and 29 neutrons. Each particle has an atomic mass of 1.

d. There are 26 protons and 26 neutrons. Since neutrons have slightly more mass

than protons, the mass is greater than 52.

Study the table below. Which atom has a net positive charge?

a. Atom W

b. Atom X

c. Atom Y

d. Atom Z

What do all of the elements listed above have in common?

a. They are metals.

b. They are in the same period.

c. They have the same number of electrons.

d. They have four electrons in their outer shells.

Refer to this portion of the periodic table to answer the question that follows.

3 Lithium Li 6.939 2,1

4 Beryllium Be 9.01218 2,2

5 Boron B 10.81 2,3

6 Carbon C 12.011 2,4

7 Nitrogen N 14.0067 2,6

8 Oxygen O 15.9994 2,6

9 Fluorine F 18.9984 2,7

10 Neon Ne 20.183 2,8

Which element in this group would be the least likely to react with other elements?

a. Boron

b. Carbon

c. Neon

d. Oxygen

Which of the following is the most important factor in determining an element’s place in

the periodic table?

a. number of protons

b. number of neutrons

c. atomic charge

d. atomic density

The pictures below show the position of different elements on the periodic table. Which picture has an X in the locations of the three elements that would be most similar in the way they react?

Oxygen has an atomic number of 8. Which of the following elements would you expect to be most similar to oxygen in terms of its chemical properties?

a. Nitrogen (N)

b. Fluorine (F)

c. Sulfur (S)

d. Chlorine (Cl)

The pH of Some Common Household Items

A glass of cola was spilled on the carpet. Most colas are acidic with a pH usually between 2 and 4. Based on the pH shown above, which of the following substances could best be used to neutralize the spilled cola?

a. Lemon juice

b. Cow’s milk

c. Pure water

d. Baking soda

9.5 – Due to its unique chemical structure, carbon forms many organic and inorganic compounds.

(No examples provided)

9.6 – Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals.

(No examples provided)

9.7 – Elements on Earth move among reservoirs in the solid earth ocean, atmosphere and organisms as part of biogeochemical cycles.

(No examples provided)

9.8 – The use of resources by human populations may affect the quality of the environment.

Insecticides and pesticides affect the environment by ___________.

f. increasing salinity of the oceans

g. changing the landscape of an area through erosion

h. collecting in and polluting fresh water supplies

i. destroying fossil fuels that are important energy sources

Natasha is concerned about acid rain. A snow sample has a pH of 6.5. Natasha proposes explanations for the observed pH. Which explanation is most reasonable?

a. The slightly basic pH represents clean air.

b. The slightly acidic pH represents clean air.

c. The acidic pH indicates that a pollution source must be upwind.

d. The basic pH indicates that a pollution source must be upwind.

9.9 – Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems.

Which of the following is true about recycling glass and aluminum?

a. Energy is created in the recycling process.

b. Recycled glass and aluminum always have different properties from the original

materials.

c. Recycling glass and aluminum reduces the amount of resources taken from the Earth.

d. It takes more energy to recycle aluminum than to extract it from the ground.

10.1 – Fundamental life processes depend on the physical structure and the chemical activities of the cell.

A sprig of an Elodea plant was placed in a test tube as shown below. The test tube was then placed in sunlight for 6 hours.

The bubbles of gas in the diagram are composed mainly of

a. carbon monoxide

b. carbon dioxide

c. nitrogen

d. oxygen

The following equation represents the process of photosynthesis in green plants.

Light

6C0₂ + 6H₂0 ¢ C₆H₁₂0₆ + 60₂

Chlorophyll

(Carbon Dioxide + Water, in the Presence of Light and Chlorophyll¢Sugar + Oxygen)

What happens to most of the light energy during photosynthesis?

a. It is transformed into heat energy.

b. It is transformed into chemical energy.

c. It is changed into carbon dioxide.

d. It is changed into oxygen.

A certain organism has many cells, each containing a nucleus. If the organism makes its own food, it would be classified as

a. a bacterium

b. a fungus

c. a plant

d. an animal

Which statement about plant and animal cells is true?

a. Plant cells have a nucleus and a cell wall; animal cells do not have either of these

structures.

b. Plant cells have a cell wall and chloroplasts; animal cells do not have either of these

structures.

c. Plant cells have a cell wall and a cell membrane; animal cells have a cell wall but not a

cell membrane.

d. Plant cells have chloroplasts and mitochondria; animal cells have chloroplasts but do

not have mitochondria.

Which statement about green plants is true?

a. Most green plants do not need food.

b. Most green plants take in food through their roots.

c. Most green plants take in food through their leaves.

d. Most green plants manufacture their own food.

In the process of photosynthesis, light energy is used to split water into hydrogen and oxygen. The hydrogen combines with carbon dioxide to ultimately produce __________.

f. glucose

g. nitrates

h. chlorophyll

j. hydrogen peroxide

What is the relationship between the three structures in the diagram above?

a. DNA is produced by protein which is produced in the cell.

b. Protein is composed of DNA which is produced in the cell.

c. DNA controls the production of protein in the cell.

d. A cell is composed only of DNA and protein.

Under what conditions will a substance be likely to enter a cell through diffusion?

a. when the substance is a particle of food

b. when a molecule of the substance is very large

c. when the concentration of the substance is greater outside the cell than inside

d. when the concentration of the substance is greater inside the cell than outside

A chromosome is best described as a

a. gene that has more than one form.

b. green cell found in many plants.

c. strand of DNA containing genetic information.

d. reproductive cell found in certain kinds of bacteria.

D INQ 9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

The next two questions are based on the following situation and data table.

A laboratory technician places red blood cells into three different solutions. Observations are recorded each minute for five minutes.

Which of the following best explains what is causing the red blood cells in solution 1 to change size over the five-minute period?

a. Solvent is entering the cells faster than it is leaving the cells.

b. Solute is entering the cells faster than it is leaving the cells.

c. The cells are making new protein.

d. The cell’s membranes are dissolving.

The laboratory technician concludes that red blood cells cannot function in any fluid except serum. Which of the following best characterizes this conclusion?

a. It is accurate on the basis of the information given.

b. It is accurate because the cells changed in all the solutions but one.

c. It is inaccurate because the cells were outside the body.

d. It cannot be substantiated with the data provided.

10.2 – Microorganisms have an essential role in life processes and cycles of Earth.

The patient needed a vaccination. Vaccinations prevent disease by __________.

a. preventing viral DNA from entering the body

b. destroying toxins produced by bacteria

c. stimulating the production of antibodies

d. increasing red blood cell production

10.3 – Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another.

(No examples provided)

10.4 – In sexually reproducing organism, each offspring contain a mix of characteristics inherited from both parents.

In fruit flies, gray body color (G) is dominant over black body color (g). What kind of offspring would you expect from parents who are both heterozygous for body color (Gg x Gg)?

	G	g
G
g

a. 0% gray, 100% black

b. 25% gray, 75% black

c. 75% gray, 25% black

d. 100% gray, 0% black

MC | F:4A Q: 2 Sect:A| Content:50 | Matrix | Artid:

Which statement about DNA is correct?

a. A child’s DNA will be unrelated to the mother’s or father’s DNA.

b. A child’s DNA will show similarities to both the mother’s and father’s DNA.

c. A female child’s DNA will exactly match the mother’s DNA.

d. A male child’s DNA will exactly match the father’s DNA.

If an intestinal cell in a butterfly contains 24 chromosomes, a butterfly egg cell would contain

a. 3 chromosomes.

b. 6 chromosomes.

c. 12 chromosomes.

d. 24 chromosomes.

Body cells of fruit flies contain only 8 chromosomes, compared to human cells that

contain 46. Scientists used studies of fruit flies to discover how egg and sperm cells (gametes) are formed. What did they observe?

a. Body cells of the offspring flies had 16 chromosomes.

b. Sperm cells from the male had 8 chromosomes.

c. Egg cells from the female had 4 chromosomes.

d. Body cells of the offspring flies had 4 chromosomes.

10.5 – Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.

D INQ 9. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

In a section of the Grand Canyon, scientists have found the fossil remains of several different groups of organisms. The diagram below represents the number and age of the

fossils the scientists found. The width of each shaded area in the diagram below indicates the relative number of fossils found.

Which of the following statements is supported by the fossil record?

a. Group C is now extinct.

b. Group D has been in existence the longest.

c. Group A is the most recent organism to come into existence.

d. Group B was the most numerous organism 10 million years ago.

Which of the following is usually most helpful in determining the age of these fossils?

a. the size of the fossils

b. the color of the fossils

c. the amount of surface area of the rock layer in which the fossils are found

d. the depth of the rock layer in which the fossils are found

The scientists hypothesize that the four groups of fossilized organisms originated from a

common ancestor. Which of the following would provide the best evidence that their

hypothesis is correct?

a. the number of fossils found in each group is similar.

b. present-day members of the groups live in the same environment.

c. fossils from each group were found in the same rock layer.

d. members of the groups have similar physical structures.

Water is necessary for life. During Connecticut winters, the ground freezes, making it difficult for trees to absorb water. How are Connecticut trees adapted to survive cold winters?

a.. They use sap as a water source.

b. They reverse the photosynthetic process.

c. They drop their leaves and become dormant

d. The use the water produced during cellular respiration.

10.6 – Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species.

(No examples provided)

Additional Assessment Information

Several Connecticut State Department of Education (CSDE) publications and resources are available through the CSDE website: www.state.ct.us/sde. Documents are regularly updated.

Curriculum Frameworks

http://www.state.ct.us/sde/dtl/curriculum/index.htm

· All Disciplines (Grades PK-12)

State Testing

http://www.csde.state.ct.us/public/cedar/assessment/index.htm

· Connecticut Mastery Test (Grades 3-8)

http://www.csde.state.ct.us/public/cedar/assessment/cmt/index.htm

· Connecticut Academic Performance Test (Grade 10)

http://www.csde.state.ct.us/public/cedar/assessment/capt/index.htm

National Testing

http://www.csde.state.ct.us/public/cedar/assessment/national/index.htm

· Advanced Placement (AP)

http://www.csde.state.ct.us/public/cedar/assessment/national/ap.htm

· National Assessment of Educational Progress (NAEP)

http://www.csde.state.ct.us/public/cedar/assessment/national/naep.htm

· Preliminary Scholastic Aptitude Test (PSAT)

http://www.csde.state.ct.us/public/cedar/assessment/national/psat.htm

· Scholastic Aptitude Test (SAT)

http://www.csde.state.ct.us/public/cedar/assessment/national/sat.htm

· Third International Math and Science Study (TIMMS)

http://www.csde.state.ct.us/public/cedar/assessment/national/timms.htm

No Child Left Behind

http://www.csde.state.ct.us/public/cedar/nclb/index.htm