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b Physical Sciences Concepts:The
student produces evidence that demonstrates understanding of structure
and properties of matter, such as…characteristics of phase
changes.
 The student
describes the observed process in terms of phase change characteristics.
 
The student describes changes in temperature in terms of molecular
interactions.
 The student’s
hypothesis clearly relates phase change and energy.
e Physical Sciences Concepts:
The student produces evidence that demonstrates understanding of
conservation of energy and increase in disorder, such as kinetic
and potential energy…and effects of heat and pressure.
The student describes how a transfer of energy causes a phase change.
The student
describes the effects of heat in relative terms.
 The student
demonstrates understanding of the relationship between kinetic energy,
heat, and temperature.
a Scientific Connections and Applications:
The student produces evidence that demonstrates
understanding of big ideas and unifying concepts, such as…cause
and effect.
 The student
demonstrates understanding of cause and effect relationships between
change of temperature and change in state of matter.
b Scientific Thinking: The
student uses concepts from Science Standards 1 to 4 to explain a
variety of observations and phenomena.
 The student
uses the concept of phase change to explain constant temperature
during the observation.
 The student
compares the liquid and gaseous phases of water in terms of relative
molecular organization and motion.
a Scientific Tools and Technology:
The student uses technology and tools
(such as traditional laboratory equipment…) to observe and
measure…phenomena, directly…with appropriate considerations
of accuracy and precision.
 
 The student
uses various pieces of laboratory equipment to observe and measure
the effects of heat.
e Scientific Tools and Technology:
The student recognizes and limits sources
of bias in data, such as observer and sample biases.
 The student
indicates that calibration of the thermometer is needed in order
to get an accurate temperature reading.
a Scientific Communication:
The student represents data and results
in multiple ways, such as numbers, tables and graphs; [and] technical…writing;
and selects the most effective way to convey the scientific information.
These items and others indicate the student’s ability to convey
information through technical writing. It should be noted that errors
in Sample 1 should be corrected in a revision. In item 2a, for example
“liquid to gas” should be corrected to “solid
to liquid.” In item 4a, the water molecules are most definitely
in motion at 100 degrees Celsius. The student’s logic is correct
in 4a, but the statement regarding molecular motion indicates a
misconception that needs to be corrected.
The student records data in tables.
 
The student uses a graph to represent the data recorded in the tables.
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