Solids And Liquids Assessment
WASHINGTON EDITIONASSESSMENTSOLIDS AND LIQUIDSNOTE: This edition is the resultof collaboration among FOSS staffat Lawrence Hall of Science, theScience and Math EducationResource Center (SMERC) atESD 112, and many dedicatedteachers in Washington State.The Washington Edition was madepossible by the generous support ofthe following organizations: DeltaEducation; Educational ServiceDistrict 112; Eisenhower Funding;Hewle -Packard; Intel; LawrenceHall of Science at the University ofCalifornia, Berkeley; WashingtonState School Districts; andWashington State University,Vancouver.ASSESSMENT CONTENTSInvestigations 1 – 42End-of-Module Assessment 30Assessment BlueprintThis folio contains a variety of resources that help teachers assessstudent progress in reaching Grade Level Expectations (GLEs)as outlined in the Essential Academic Learning Requirements forscience. These materials have been designed for Washington Stateteachers using the 2000 edition of FOSS. Look in the AssessmentOverview, available at www.smerc.org, for more on how to use theseclassroom-based assessments.Scoring guides for each of the assessments begin on page 4, using a / /– rubric. going beyond expectations meeting expectations–below expectationsMAGNETISMANDELECTRICITYSOLIDS ANDLIQUIDS36INVESTIGATIONDUPLICATIONMASTER CHANGESNew student sheets no. 30a ToothpasteInvestigation no. 30b ToothpasteInvestigation (continued)1
INVESTIGATION 1: SOLIDSINQUIRYINVESTIGATION SUMMARYPART 1INTRODUCE SOLIDS How can solids be described?Time: 45 minutesStudents are introduced to a variety of solidmaterials—cloth, wood, metal, plastic, paper, andrubber. A er a period of free exploration studentsdescribe the properties of the objects and developvocabulary in order to communicate those properties.PART 2SORT SOLID OBJECTS In what ways are some solids the same?Students sort a set of solid objects in a variety of waysto discover similarities among the solids.Time: 45 minutesPART 3CONSTRUCT WITH SOLIDS How can the properties of solids be used?Time: one or two 45–60-minute sessions2Students use solid materials to buildstructures—towers, bridges, and tunnels—finding thebest materials to use for eachapplication.FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES Solids are one state of ma er. Solid materials have properties that separatethem from other states of ma er.ASSESSMENT OPPORTUNITIESPreassessment(optional—See Investigation 1 folio)Teacher Observation We use our senses to observe the propertiesof solids.Anecdotal Notes Solids can be sorted by their properties.Student Sheet We use our senses to observe the properties ofsolids.Sorting Circle Solid materials have properties that separatethem from other states of ma er. Solid materials have distinct uses based ontheir properties. Engineers are scientists who use theirknowledge of materials to design useful objectsand structures.Properties of Substances. Understand simpleproperties of common natural and manufacturedmaterials and objects. (GLE 1.1.1)Teacher ObserationProblem solvingDesigning and Testing Solutions. Understand how toconstruct and test a solution to a problem. (GLE 3.1.2)Examples of questions students might generate for inquiry projects. Which will make the strongest bridge: the cardboard squares, the cra sticks, the straws, or the foil? Can I make a tunnel that will not collapse if I build over it?SOLIDS AND LIQUIDS3
FORMATIVE ASSESSMENTINVESTIGATION 1: SOLIDSPART 2: SORT SOLIDS OBJECTSNOTE: Anecdotal notes are usedto assess students in Part 1 of thisinvestigation.Use student sheet no. 3 called Sorting Circle.Student Sheet—Sorting CircleProperties of Substances. Understand simple properties ofcommon natural and manufactured materials and objects.(GLE 1.1.1)ScoreIf the student. places items in the sorting circle so that all items sharea common property. places items in the sorting circle so that most itemsshare a common property.–appears unable to sort by one property.No. 3—Student Sheet4FULL OPTION SCIENCE SYSTEM
Name DateSORTING CIRCLESome solids are: .FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 1: SolidsNo. 3—Student SheetWA Edition
FORMATIVE ASSESSMENTINVESTIGATION 1: SOLIDSPART 3: CONSTRUCT WITH SOLIDSUse teacher observation/interview and science notebooks.As students build towers, conduct 30-second interviews askingstudents to answer the question, “What properties of the materialshelped to make the tower tall? What kind of materials were best forthe bo om, which where best for the top?”Teacher Observation—Problem solvingDesigning and Testing Solutions. Understand how toconstruct and test a solution to a problem. (GLE 3.1.2)Score6If the student. explains properties and tells which properties arebe er for using at the base (wider, heavier, etc.) andwhich are be er for using at the top (e.g., lightweight). describes properties of materials that are used in thetower, but doesn’t describe specifics about best topand bo om materials.–is unable to describe any properties or gives anirrelevant answer.FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITIONBlank PageMAGNETISMANDELECTRICITYSOLIDS ANDLIQUIDS7
INVESTIGATION 2: LIQUIDSINQUIRYINVESTIGATION SUMMARYPART 1LIQUIDS IN BOTTLES How do liquids differ from each other?Time: 60–75 minutes or two 40 minute sessionsStudents investigate different liquids to develop theirconcept of a liquid. They work at learning centers totip, swirl, shake, roll, and otherwise investigate sevenliquids in small, clear plastic bo les: plain water, cornsyrup, liquid detergent, liquid hand soap, oil, fabricso ener, and colored water.PART 2PROPERTIES OF LIQUIDS How do liquids differ from each other?Time: 45 minutesStudents describe properties of liquids. Theirdescriptive language is used as a springboard todevelop precise vocabulary for properties of liquids.Vocabulary is practiced with liquid-vocabulary cardgames.PART 3LIQUID LEVEL How do liquids flow when a bo le is tipped upsidedown? How does the same amount of liquid look in variousshapes of containers? In what ways are all liquids the same?Time: 60–75 minutes or two 40 minute sessions8Students observe liquids in different containers. Theyexplore the concept that liquids have level surfaces.Students who are not at the center reinforce theconcept of liquid levels with a representational puzzleand observe and record the shape of liquid in a bo leas the bo le rotates. To wrap up their investigationswith liquids, students construct a definition of liquidsand refine their original definition of solids.FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLESASSESSMENT OPPORTUNITIES Liquids are one state of ma er.Teacher Observation Liquids have many properties.Anecdotal Notes Liquids pour and flow. Liquids have many properties.Teacher ObservationNew vocabularyCommunicating. Understand how to record and reportinvestigations, results, and explanations. (GLE 2.1.5 ) Liquids pour and flow.Student Sheets Liquids take the shape of their container.Liquids in Containers The surface of liquid is level with respect to theground.Liquid Level in a Bo le Solids and liquids have distinct properties thatseparate them as two states of ma er.Falling-Bo le PuzzleNature & Properties of Earth Materials. Understandphysical properties of Earth materials. (GLE 1.1.5)Communicating. Understand how to record andreport investigations, results and explanations.(GLE 2.1.5)Examples of questions students might generate for inquiry projects. How many different-shaped containers can I find that hold exactly the same amount of water? Can I make a collection of liquids to demonstrate the different properties? (from Parts 1 and 2)SOLIDS AND LIQUIDS9
FORMATIVE ASSESSMENTINVESTIGATION 2: LIQUIDSPART 2: PROPERTIES OF LIQUIDSNOTE: Anecdotal notes are usedto assess students in Part 1 of thisinvestigation.Use teacher observation to assess students’ use of new vocabulary.Teacher Observation—New vocabularyCommunicating. Understand how to record and reportinvestigations, results, and explanations. (GLE 2.1.5)Score10If the student. uses vocabulary accurately while playing Memory andGo Fish. uses vocabulary accurately most of the time whileplaying card games.–has difficulty applying the new vocabulary.FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITIONINVESTIGATION 2: LIQUIDSPART 3: LIQUID LEVELUse student sheets nos. 17, 18, and 19 called Liquids in Containers,Liquid Level in a Bo le, and Falling-Bo le Puzzle.Student Sheets—Liquids in ContainersCommunicating. Understand how to record and reportinvestigations, results, and explanations. (GLE 2.1.5 )ScoreIf the student. records all observations accurately. records most observations accurately.–needs help with recording observations.Student Sheets—Liquid Level in a Bottle and Falling-BottlePuzzleNature & Properties of Earth Materials. Understand physicalproperties of Earth materials. (GLE 1.1.5)ScoreName DateLIQUID LEVEL IN A BOTTLEDraw what the liquid looks like in each picture as the bo le turns upside down.FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 2: LiquidsNo. 18—Student SheetWA EditionIf the student. shows consistently that the surface of the water isalways parallel to the ground. shows the surface of the water parallel to the groundin all but one or two cases.–shows consistently that the surface of the waterchanges in reference to the bo le rather than theground.NameDateFALLING-BOTTLE PUZZLE1. Cut out the six bo les on the dashed lines.2. Put them in order, showing how the bo le falls over onto its side.FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 2: LiquidsNo. 19—Student SheetWA EditionNos. 17–19—Student SheetsMAGNETISMANDELECTRICITYSOLIDS ANDLIQUIDS11
FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Small vialInvestigation 2: LIquidsNo. 17—Student SheetWA Edition1. Put one small vial of water in each container.2. Draw the level of the water in each container.Name DateLIQUIDS IN CONTAINERS
Name DateLIQUID LEVEL IN A BOTTLEInvestigation 2: LiquidsNo. 18—Student SheetWA EditionDraw what the liquid looks like in each picture as the bo le turns upside down.FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
DateFOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 2: LiquidsNo. 19—Student SheetWA Edition1. Cut out the six bo les on the dashed lines.2. Put them in order, showing how the bo le falls over onto its side.FALLING-BOTTLE PUZZLEName
WASHINGTON EDITIONBlank PageMAGNETISMANDELECTRICITYSOLIDS ANDLIQUIDS15
INVESTIGATION 3: BITS AND PIECESINQUIRYINVESTIGATION SUMMARYPART 1SOLIDS IN CONTAINERS Are these materials solids or liquids?Time: 60–75 minutes or two 40 minute sessionsStudents work in learning centers with solid materialsrepresenting five particle sizes: cornmeal, rice, and threedifferent beans. Students investigate the properties ofthe materials, one at a time, by pouring them from onecontainer to another.PART 2SEPARATING SOUP MIX How can mixtures of solid particles be separated?Students use screens of three sizes to separate amixture of five solid materials.Time: 60–75 minutes or two 40 minute sessionsPART 3SOLIDS IN BOTTLES How do particles of solids move in bo les?Time: 60–75 minutes or two 40 minute sessionsStudents use funnels to put the five solid materials intoclear bo les with caps. They observe how theparticulate materials look, sound, and move when thestudents shake and roll the bo le.PART 4SEPARATING BEADS WITH A SCREEN How do you know which screens to use forseparating a mixture of solids?Time: 30–40 minutes16Students work with representational materials todemonstrate their understanding of the use of screensto separate mixtures. They look at representations ofbead mixtures and select a representation of a screenthat could be used to separate the mixture.FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES Solid materials come in all sizes andshapes.ASSESSMENT OPPORTUNITIESTeacher ObservationAnecdotal Notes Particles of solid materials can pour like liquids,but each particle maintains its shape. Solid materials can support denser materialson their surface. Mixtures of solid particles can be separated witha screen. Solid materials come in all sizes andshapes. Senses of sight, hearing, and touch can be usedto observe the properties of materials.Teacher ObservationSorting by sizePlanning and Conducting Safe Investigations.Understand how to plan and conduct simpleinvestigations following all safety rules. (GLE 2.1.2)Teacher ObservationAnecdotal Notes Particles of solid materials can pour like liquids,but unlike liquids they maintain their shape. The behavior of small solids has similarities toand differences from that of liquids. Mixtures of solid particles can be separated witha screen.Student SheetsBead Mix ABead Mix BEvaluating Potential Solutions. Understand howwell how well a design or a product solves a problem.(GLE 3.1.3)Examples of questions students might generate for inquiry projects. Can I find another way to sort the mixture of solid particles?SOLIDS AND LIQUIDS17
FORMATIVE ASSESSMENTINVESTIGATION 3: BITS ANDPIECESPART 2: SEPARATING SOUP MIXNOTE: Anecdotal notes are usedto assess students in Parts 1 and 3of this investigation.Use teacher observation to assess how students use the screens to sortthe different sized materials.Teacher Observation—Sorting by sizePlanning and Conducting Safe Investigations. Understandhow to plan and conduct simple investigations following allsafety rules. (GLE 2.1.2)Score18If the student. uses the screens systematically to sort the differentsized materials. successfully sorts the materials, but is less systematicabout the process.–cannot sort the materials using the screens.FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITIONINVESTIGATION 3: BITS ANDPIECESPART 4: SEPARATING BEADS WITH ASCREENName DateUse student sheets no. 24 and 25 called Bead Mix A or Bead Mix B.BEAD MIX AWhich screens can thesebeads go through?Student Sheet—Bead Mix A or Bead Mix BWhich screens can thesebeads go through?Evaluating Potential Solutions. Understand how well a designor a product solves a problem. (GLE 3.1.3)ScoreIf the student.Which screens can thesebeads go through? easily matches sizes of screens to beads. needs some help to match sizes of screens to beads.–cannot match screens to bead sizes.Which screens can thesebeads go through?FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 3: Bits and PiecesNo. 24—Student SheetWA EditionNo. 24—Student SheetName DateBEAD MIX BWhich screen canseparate this mixture?Which screen canseparate this mixture?Which screen canseparate this mixture?Which screen canseparate this mixture?Which screen canseparate this mixture?FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 3: Bits and PiecesNo. 25—Student SheetWA EditionNo. 25—Student SheetMAGNETISMANDELECTRICITYSOLIDS ANDLIQUIDS19
Name DateBEAD MIX AWhich screens can thesebeads go through?Which screens can thesebeads go through?Which screens can thesebeads go through?Which screens can thesebeads go through?FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 3: Bits and PiecesNo. 24—Student SheetWA Edition
Name DateBEAD MIX BWhich screen canseparate this mixture?Which screen canseparate this mixture?Which screen canseparate this mixture?Which screen canseparate this mixture?Which screen canseparate this mixture?FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 3: Bits and PiecesNo. 25—Student SheetWA Edition
INVESTIGATION 4: SOLIDS AND LIQUIDS WITH WATERINQUIRYINVESTIGATION SUMMARYPART 1SOLIDS AND WATER What happens when different solids are mixed withwater? How can a mixture of water and solids beseparated?Students investigate mixtures made of water andfamiliar solid materials. They observe and discuss thechanges that occur immediately and set the mixturesaside for a day. Students observe the mixtures, notechanges, and graph the changes. They a empt toreturn the solids to their starting condition by drying.Time: Three 45-minute sessionsPART 2LIQUIDS AND WATER What happens when water is mixed withdifferent liquids?Time: 45 minutes 20 minutes the next dayStudents add water to bo les of familiar liquids. Theyobserve changes that occur immediately, then tip thebo les gently, and finally shake them vigorously. Theresults of the mixing are observed and recorded a er aday of se ling.PART 3TOOTHPASTE INVESTIGATION Is toothpaste a solid, a liquid, a mixture, or someother form of ma er?Students apply their knowledge of solids and liquidsto determine if toothpaste is solid or liquid.Time: 45 minutes 20 minutes the next day22FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES Some solids change when mixed with water;others do not. Some solids dissolve in water; evaporationleaves the solid behind.ASSESSMENT OPPORTUNITIESScience NotebookEvaporationExplaining. Understand how to construct a reasonableexplanation using evidence. (GLE 2.1.3) Water can be separated from a mixture throughevaporation. Some liquids mix with water.Student Sheet Some liquids form a layer above or below water.Liquid with WaterCommunicating. Understand how to record andreport investigations, results, and explanations.(GLE 2.1.5) Some materials have properties of both solidsand liquids. Scientists test materials in many ways in orderto compare them to what is known.New Student SheetsToothpaste InvestigationToothpaste Investigation (continued)Planning and Conducting Safe Investigations.Understand how to plan and conduct simpleinvestigations following all safety rules. (GLE 2.1.2 )Explaining. Understand how to construct areasonable explanation using evidence. (GLE 2.1.3)Examples of questions students might generate for inquiry projects. What will happen if were put in water? (Student selects other materials to try.) Is peanut bu er a solid or liquid? What happens when liquid soap (or other materials student selects) is put into the freezer? Does it turn into asolid?(Note: make predictions before testing materials.)SOLIDS AND LIQUIDS23
FORMATIVE ASSESSMENTINVESTIGATION 4: SOLIDS ANDLIQUIDS WITH WATERPART 1: SOLIDS AND WATERUse science notebook responses to assess students’ understanding ofevaporation.Notebook Prompt:The materials were wet when you put them into the dishes. What happenedto the water?Science Notebook—EvaporationExplaining. Understand how to construct a reasonableexplanation using evidence. (GLE 2.1.3)Score24If the student. notes liquid has disappeared and describes this as achange of state (the liquid turned into a gas); describesthe process of evaporation. notes the liquid is gone; uses the word evaporation todescribe what has happened to the liquid, but cannotfully explain what evaporation is.–notes that there has been a change—the liquid isgone— shows no other understanding.FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITIONINVESTIGATION 4: SOLIDS ANDLIQUIDS WITH WATERPART 2: LIQUIDS AND WATERUse the student sheet no. 29 called Liquid with Water.Student sheet—Liquid with WaterCommunicating. Understand how to record and reportinvestigations, results, and explanations. (GLE 2.1.5)ScoreIf the student. accurately records all observations. records most observations accurately.–needs help to record observations.Name DateLIQUID WITH WATER1. Add water. How does it look?2. Shake it. How does it look?FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.3. Let it sit over night. How doesit look the next day?Investigation 4: Solids and Liquids with WaterNo. 29—Student SheetWA EditionNo. 29—Student SheetMAGNETISMANDELECTRICITYSOLIDS ANDLIQUIDS25
2. Shake it. How does it look?FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.1. Add water. How does it look?LIQUID WITH WATERInvestigation 4: Solids and Liquids with WaterNo. 29—Student SheetWA Edition3. Let it sit over night. How doesit look the next day?Name Date
WASHINGTON EDITIONINVESTIGATION 4: SOLIDS ANDLIQUIDS WITH WATERPART 3: TOOTHPASTE INVESTIGATIONUse new student sheets nos. 30a and 30b called Toothpaste Investigationand Toothpaste Investigation (continued) to model an inquiry project.The abilities of your group will dictate how much guidance you needto provide.Note: A conclusion drawn from an investigation should directly answerthe question or assess the prediction. As a class, you will want to utilizethe information gathered from the students’ investigations to discuss theirpredictions about whether the results indicate toothpaste is a solid, a liquidor both.New Student Sheet—Toothpaste Investigation, Parts 1 & 2Planning and Conducting Safe Investigations. Understandhow to plan and conduct simple investigations following allsafety rules. (GLE 2.1.2)ScoreIf the student. can complete the plan independently. can complete one or more sections of the investigationon their own and is able to follow procedures given forthe other sections.–is not able to complete one or more sections of theinvestigation on their own and/or is not able to followprocedures given for the other sections.Name DateTOOTHPASTE INVESTIGATIONPart 1:Question: What happens to the toothpaste whenPrediction: I think the toothpasteMaterials: (Draw or list materials)1.Toothpaste2.3.4.FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 4: Solids and Liquids with WaterNo. 30a—New Student SheetWA EditionNo. 30a—New Student SheetNew Student Sheet—Toothpaste Investigation (continued),Part 3Explaining. Understand how to construct a reasonableexplanation using evidence. (GLE 2.1.3)ScoreIf the student. correctly identifies whether their prediction is corrector incorrect and cites information from their resultstable. correctly identifies whether their prediction is corrector incorrect.–does not correctly identify whether their prediction iscorrect or incorrect.MAGNETISMANDELECTRICITYSOLIDS ANDLIQUIDSNo. 30b—New Student Sheet27
Name DateTOOTHPASTE INVESTIGATIONPart 1:Question: What happens to the toothpaste whenPrediction: I think the toothpasteMaterials: (Draw or list materials)1.Toothpaste2.3.4.FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 4: Solids and Liquids with WaterNo. 30a—New Student SheetWA Edition
Name DateTOOTHPASTE INVESTIGATION (continued)Part 2:1. How much toothpaste did you use?2. What did you do with the toothpaste?3. What did you observe?Results: (Draw or describe what happened to thetoothpaste.)Start of InvestigationEnd of InvestigationPart 3:Conclusion:FOSS Solids and Liquids Module The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.Investigation 4: Solids and Liquids with WaterNo. 30b—New Student SheetWA Edition
SUMMATIVE ASSESSMENTEND-OF-MODULE ASSESSMENTThis assessment is used as an evaluative tool a er all theinvestigations have been completed. Below are the materials you willneed if you use the performance assessments.MATERIALS FOR THE PERFORMANCE ASSESSMENT3Cups, plastic1Solid1Liquid1Solid (bits) Cup labels (paper, tape, marking pen) * Assessment sheet no. 4 called Performance AssessmentMATERIALS FOR THE WRITTEN ASSESSMENT *Assessment sheets no. 5–7 called Wri en AssessmentSupplied by the teacher Use the duplication master to make copies.30FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITIONGETTING READY1. SCHEDULE THE ASSESSMENTYou may need to give the assessment in two sessions: one for theperformance items and one for the wri en items. Read throughSteps 2 and 3 below before deciding how you will proceed.2. ADMINISTER THE PERFORMANCE TASKSet up one or several identical assessment stations around theclassroom. Place the three plastic cups at the station. Label them“1,” ”2,” and “3.” Pour liquid in cup 1 about half full. Pour smallbits of a solid such as rice or cornmeal (or something you bring inthat students haven’t seen before) in cup 2. Place a solid object incup 3. On the student sheet, students identify the objects in eachcup by telling if they are solid or liquid and why. If you areworking with young students who have not yet developedadequate writing skills, you may want to conduct an interviewinstead, and write what students dictate on the student sheet.Plan another activity for students who are waiting their turn towork at the assessment station.3. ADMINISTER THE WRITTEN ITEMSAssessment items in content areas such as science usuallyrequire a high level of reading. If you feel that students will havea difficult time reading the items on their own, make an overheadtransparency and read each item and its possible answers (whenappropriate) aloud. Have students mark their answers and moveon to the next item, working together through the assessment,item by item.Some second graders may be able to complete the wri en itemson their own. In this case, you can have them work on the wri enitems until it is their turn to work at the performance station.MAGNETISMANDELECTRICITYSOLIDS ANDLIQUIDS31
SUMMATIVE ASSESSMENTSCORING THE ASSESSMENTSPERFORMANCE ASSESSMENTGive students a if they identify the objects in the cups—(1) a liquid,(2) solids, and (3) a solid—and give a brief explanation that describesthe properties that identify each type of ma er.Give students a if they identify the objects in the cups—(1) a liquid,(2) solids, and (3) a solid—and give a partial explanation that describes the properties that identify each type of ma er.Give students a – if they are unable to distinguish between solids andliquids.32FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITIONWRITTEN ASSESSMENTItem 1. In one circle students should group 1, 4, and 6 togetherbecause they are all round. In another circle they should group 2, 3,and 8 together because they all have four sides (are rectangles). In thethird circle they should group 5 and 7 because they each have threesides (are triangles).Item 2. Students should mention something about adding heat toreceive a . If they suggest leaving the ice cube out of the freezer, givethem a Item 3. Students should mention something about taking heat away,or cooling the water, to receive a . If they suggest pu ing water inthe freezer, give them a Item 4. It evaporates ( ) or disappears ( ).Item 5. Students draw a picture of a solid and a liquid and tellsomething about what makes them different. For example, a solidkeeps its shape, but a liquid takes the shape of the container. If youleave a solid out, it won’t change, but the liquid would disappear.MAGNETISMANDELECTRICITYSOLIDS ANDLIQUIDS33
SUMMATIVE ASSESSMENTBlank Page34FULL OPTION SCIENCE SYSTEM
WASHINGTON EDITIONBlank PageMAGNETISMANDELECTRICITYSOLIDS ANDLIQUIDS35
SOLIDS AND LIQUIDS BLUEPRINTK-2 Grade Level Expectations (GLE) Assessment OpportunitiesSYSTEMSProperties of Substances. Understandsimple properties of common natural andmanufactured materials andobjects. (GLE 1.1.1)Nature and Properties of EarthMaterials. Understand physicalproperties of Earth materials.(GLE 1.1.5)FORMATIVE—SortingCircleSUMMATIVEInv. 1, Pt. 21, 5COMMENTSCovered in several other modules.Covered in several other modules.Inv. 2, Pt. 3INQUIRYPlanning and Conducting SafeInvestigations. Understand how to planand conduct simple investigationsfollowing all safety rules. (GLE 2.1.2 )Explaining. Understand how toconstruct a reasonable explanationusing evidence. (GLE 2.1.3 )Communicating. Understand how torecord and report investigations, results,and explanations. (GLE 2.1.5)Inv. 3, Pt. 2Inv. 4, Pt. 3PerformanceAssessmentAssessed throughout grades ininquiry projects.Inv. 4, Pt. 1, 3PerformanceAssessmentAssessed throughout grades ininquiry projects.Inv. 2, Pt. 2, 3Inv. 4, Pt. 2PerformanceAssessmentAssessed throughout grades ininquiry projects.APPLICATIONSDesigning and Testing Solutions.Understand how to construct and test asolution to a problem. (GLE 3.1.2)Evaluating Potential Solutions.Understand how well a design or aproduct solves a problem.(GLE 3.1.3)Inv. 1, Pt. 3Important to cover in this module.Inv. 3, Pt. 4Important to cover in this module.ProjectsImportant to do one project permodule.INQUIRY OR DESIGN PROJECTInvestigating Systems: GLEs2.1.1—2.1.5 orDesigning Solutions: GLEs3.1.1—3.1.3Published and distributed byP.O. Box 300080 Northwest BoulevardNashua, NH 03063-40671-800-258-130236The FOSS program was developed withthe support of National ScienceFoundation grants Nos. MDR-8751727and MDR-9150097. However, anyopinions, findings, conclusions, statements, and recommendations expressedherein are those of the authors and dono
SOLIDS AND LIQUIDS This folio contains a variety of resources that help teachers assess student progress in reaching Grade Level Expectations (GLEs) . 4 FULL OPTION SCIENCE SYSTEM INVESTIGATION 1: SOLIDS PART
AP Chemistry: Intermolecular Forces, Liquids, and Solids Lecture Outline 11.1 A Molecular Comparison of Liquids and Solids Physical properties of liquids and solids are due to intermolecular forces. These are forces between molecules. Physical properties of substa
Solids, Liquids, and Gases 10 Visual Learning Company1-800-453-8481 www.visuallearningco.com 11 www.visuallearningco.com1-800-453-8481Visual Learning Company Solids, Liquids, and Gases Video Script: Solids, Liquids, and Gases 1. Think about all the things you ate or drank today.
13.2 The Nature of Liquids I. A Model for Liquids A. Liquids are Fluids 1. Substances that can flow and therefore take the shape of their container B. Liquids have Relatively High Density 1. 10% less dense than solids (average) a. Water is an exception 2. 1000x more dense than gases C. Liquids are Relatively Incompressible 1.
Real Gases: Deviations from Ideal Behavior 184 11 LIquIDs AnD InTerMoLeCuLAr ForCes 193 A Molecular Comparison of Gases, Liquids, and Solids 193 Intermolecular Forces 196 Select Properties of Liquids 200 Phase Changes 201 Vapor Pressure 202 12 soLIDs AnD MoDern MATerIALs 211 Classification of Solids 211 Metallic Bonding 213 Ionic Solids 215
SOLIDS, LIQUIDS AND GASES HAVE DIFFERENT PROPERTIES Properties Solids Liquids Gases VOLUME SHAPE DENSITY COMPRESSIBILITY EASE OF FLOW Activity 2: Classifying solids, liquids and gases Aim: to show students that sometimes it is not easy to classify materials and that there are common misconceptions. to teach student how to discuss.
a. liquids and solids - rigid shape b. gases - easily compressed c. gases and liquids - flow d. solids - higher density than gases e. liquids - incompressible _ 3. An open-tube manometer is used to measure the pressure in flask. The atmospheric pressure is 756 torr and the Hg column is 10.5 cm higher on the open end.
Chapter 10 Liquids and Solids 2 Gases vs. Liquids and Solids In gases, the particles in the sample are widely separated, because the attractive forces between the particles are very weak. In liquids, there are strong intermolecular forces between the particles, which hold them in close contact, while still letting them slip and slide over
a) Mixing of liquids and soluble solids b) Mixing of liquids and insoluble solids 1. (a) Mixing of two miscible liquids (homogeneous mixtures e.g. solutions) – mixing of two miscible liquids is quite easy and occur by diffusion. Such type of mixing does not create any problem. Simple shaking or stirring is enough but if the liquids are not .
