 d
Physical Sciences Concepts: The
student provides evidence that demonstrates understanding of motions
and forces, such as gravitational….
 
The student correctly states that the pendulum’s motion is
due to the influence of gravity, and notes differences in gravity
related to geographical location.
 
The hypothesis and the narrative comparison of the data tables demonstrate
understanding of concepts related to motion and force.
 e
Scientific Connections and Applications:
The student produces evidence that demonstrates
understanding of the impact of science, such as historical and contemporary
contributions….
 The student
incorporates into the report several references to Galileo’s
work with pendulums.
 a
Scientific Thinking: The
student frames questions to distinguish cause and effect; and identifies
or controls variables in experimental and non-experimental research
settings.
 The student
frames the question appropriately.
 
 The student
identified and controlled each variable in designing her experiment,
and in recording data in the tables and graphs.
 The “Explanation,”
clearly demonstrates the student’s understanding of variables.
This section of the report describes the efforts made to control
variables and the limitations of those efforts.
b
Scientific Thinking: The
student uses concepts from Science Standards 1 to 4 to explain a
variety of observations and phenomena.
 
 
Throughout the “Interpretations” section and in the
conclusion, the student applies concepts related to Science Standard
d.
Scientific
Thinking: The student identifies
problems; proposes and implements solutions; and evaluates the accuracy,
design, and outcomes of investigations.
In the “Explanation”
the student identifies limitations of the procedure and comments
on the resulting level of accuracy of the data collected.
f
Scientific Thinking: The
student works individually and in teams to collect and share information
and ideas.
 Both students
mention working with team members. (The reports, however, are individual
efforts.)
 a
Scientific Tools and Technologies:
The student uses technology and tools
(such as traditional laboratory equipment, video, and computer aids)
to observe and measure objects, organisms, and phenomena, directly,
indirectly, and remotely, with appropriate consideration of accuracy
and precision.
 
 
The materials
lists, responses to the investigation questions, and procedure section
make it clear that scientific tools were used during the investigation.
 The data in
the tables and graphs demonstrate that the student repeated experiments
to achieve an appropriate degree of precision.
The student
comments on the accuracy and precision of the procedure and data.
 a
Scientific Communication: The
student represents data and results in multiple ways, such as numbers,
tables, and graphs; diagrams; technical and creative writing; and
selects the most effective way to convey the scientific information.
The student’s narrative writing is clear and concise.
Throughout the report, the narrative text adds to the flow of information.
This is especially true at points such as
and
, where the narrative is entirely original. The student also successfully
incorporates book research into the report, as at
.
The student uses tables and graphs to collect and represent the
data. Each data table and graph deals with changes in one variable.
The student
presents data from experiment 1 in three tables. However, data for
only one manipulated variable should be presented in each table.
It should also be pointed out that the student’s use of the
term ‘fixed’ when referring to variables being ‘manipulated’
is incorrect.
 The student
uses a diagram to clarify his written description.
 The student
represents data and results in graphs. Again, the student attempts
to incorporate too much information in one graph.
b
Scientific Communication: The
student argues from evidence, such as data produced through his
or her own experimentation or data produced by others.
 In the “Conclusions”
section, the student argues from the experimental data that “…the
most influential variable is the string length.”
The student
uses graphic representations of the data to argue that the largest
changes in the pendulum’s period of time occurred when the
string length was changed.
 Based on the
graphed data, the student concludes that the largest change in the
pendulum's period of time occurred when the length of the pendulum
changed.
e
Scientific Communication: The
student communicates in a form suited to the purpose and the audience,
such as by writing instructions that others can follow [and] critiquing
written and oral explanations….
The student determines which variable contributed most in determining
a pendulum’s period, and clearly communicates the results
in written form.
The student provides a clearly written procedure for others to follow
in repeating the experiment, and notes limitations of the procedure.
 a
Scientific Investigation: The
student demonstrates scientific competence by completing a controlled
experiment.
The tables and graphs showed that the student performed a series
of steps that tested for specific variables. However, data for only
one variable should be presented in each table and graph.
The student
uses data from the investigation to reach a correct conclusion.
The student
clearly outlines the experiment and states how each variable can
be evaluated in a controlled way.
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