FIELD TEST DRAFT: Grade 8 Application
Framing the Investigation. (F)
Use observations/concepts to formulate and express scientific questions/ hypotheses to frame investigations.

FIELD TEST DRAFT: Grade 8 Application
Designing the Investigation. (D)
Design scientific investigations to provide data which address/explain questions/ hypotheses.

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1. Provides a focused rationale for the investigation by using the most relevant background science knowledge or preliminary observations.
2. Expresses question and/or hypothesis along with the explanation of background information clearly enough to imply an investigative design.
3. Formulates or reframes a question and/or hypothesis which can be answered or tested using data and points toward an investigation of scientific relationships (e.g. dependency, correlation, causation).

1. Proposes precise, safe and ethical procedure which demonstrate application of relevant scientific principles and procedures.
2. Communicates a unified design and logical, detailed procedures that can be replicated.
3. Presents a practical design that should provide data of sufficient quantity and quality to answer the question, test the hypothesis, and investigate possible relationships (i.e., cause/effect).

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4. Shows how background science knowledge or preliminary observations are connected to the investigation.
5. Expresses question and/or hypothesis along with the explanation of background information clearly enough to imply an appropriate investigative approach.
6. Formulates or reframes a question and/or hypothesis which can be answered or tested using data and provides focus for a scientific investigation.

4. Proposes logical, safe, and ethical procedures in a design with no scientific errors.
5. Communicates an organized design and detailed procedures.
6. Presents a practical design that should provide data of sufficient quantity and quality to answer the question or test the hypothesis.

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7. Provides background science knowledge or preliminary observations which may include personal experience and which are relevant to the investigation.
8. Expresses a question and/or hypothesis along with explanation of background information which are understandable.
9. Formulates or reframes a question and/or hypothesis which can be answered or tested using data gathered in a scientific investigation.

7. Proposes logical, safe, and ethical procedures in a design with only minor scientific errors.
8. Communicates a general plan including some detailed procedures.
9. Presents a practical design that should provide data applicable for answering the question or testing the hypothesis, although the quantity of data may be insufficient.

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10. Provides background science knowledge or preliminary observations which are either irrelevant or incomplete.
11. Either question and/or hypothesis or the explanation of background information is unclear or incomplete.
12. Formulates or reframes a question and/or hypothesis which can be investigated using data but not directly answered or tested.

10. Proposes safe, ethical procedures in a design which contains some significant scientific errors.
11. Communicates a summary of a plan and some procedures, but generally lacks detail.
12. Presents a design that should provide data somewhat applicable to the question or hypothesis.

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13. Provides background science knowledge or preliminary observations which are inappropriate or substantially incorrect.
14. Both question and/or hypothesis included with no supporting explanation.
15. Formulates or reframes a question and/or hypothesis which cannot be investigated using data.

13. Uses little scientific knowledge or does not consistently use reasonable, safe, or ethical procedures in a proposed design.
14. Communicates a summary of a plan.
15. Presents a design that is impractical or likely to produce flawed data.

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16. Background information not included.
17. No hypothesis and/or original question included.
18. Formulates or reframes a question and/or hypothesis which cannot be answered or tested.

16. Uses minimal or incorrect scientific knowledge and unacceptable procedures in a proposed design.
17. Communicates a plan that is unclear or illogical.
18. Presents a design that will not provide applicable data.

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FIELD TEST DRAFT: Grade 8 Application
Collecting and Presenting Data. (C)
Conduct procedures to collect, organize, and display data.

FIELD TEST DRAFT: Grade 8 Application
Analyzing and Interpreting Results. (A)
Analyze results to develop conclusions.

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1. Records accurate data consistent with complex procedures.
2. Creates displays (e.g., data tables) for observations and/or measurements (using appropriate units) precisely and thoroughly in a logical and organized fashion.
3. Transforms data into graphic displays/formats which highlight information and patterns to support interpretation of relationships.

1. Uses scientific concepts, models, and terminology to report results, discuss relationships, and propose explanations.
2. Explicitly analyzes the results of the investigation to support conclusions which address the question/hypothesis and any relationships discovered.
3. Provides evidence that design, procedures, and results have been reviewed to identify some important limitations and sources of error.

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4. Records accurate data completely consistent with the planned procedure.
5. Creates displays (e.g., data tables) for observations and/or measurements (using appropriate units) in a logical and organized fashion.
6. Transforms data into displays/formats which present and clarify results and facilitate scientific analysis and interpretation.

4. Uses scientific concepts, models, and/or terminology with minimal errors to report results, identify patterns, and propose explanations.
5. Explicitly uses the results of the investigation to support conclusions which address the question/hypothesis.
6. Provides evidence that the design and procedures have been reviewed to identify some important limitations or sources of error.

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7. Records reasonable data consistent with the planned procedure.
8. Creates displays (e.g., data tables) for observations and/or measurements (using appropriate units) in an organized fashion.
9. Transforms data into displays/formats which present and clarify results.

7. Uses scientific concepts, models, and/or terminology with minimal errors to report results and identify patterns; attempts to propose explanations.
8. Uses the results of the investigation to generate conclusions which address the question/hypothesis.
9. Provides evidence that the design and/or procedures have been reviewed for errors, suggesting design improvements when appropriate.

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10. Records reasonable data consistent with the planned procedure with some obvious errors.
11. Creates displays of observations and/or measurements which are somewhat incomplete or disorganized.
12. Transforms data into displays/formats which are complete and accurate but do not clarify results.

10. Uses scientific concepts, models, and/or terminology with minimal errors to report results, identify obvious patterns; fails to propose explanations.
11. Develops conclusions related to the question/hypothesis, but support from the investigation is lacking.
12. Summarizes the design and procedures, but deals with errors in a trivial or illogical manner.

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13. Records data inconsistent with the planned procedure.
14. Creates displays of observations and/or measurements which are substantially inaccurate, incomplete, or disorganized.
15. Presents results in displays/formats which are sometimes incomplete, inaccurate, or unclear.

13. Reports results and/or identifies obvious patterns with major errors.
14. Presents conclusions which are not clearly related to the question/hypothesis.
15. Summarizes the investigation in a general or somewhat unclear way.

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16. Records data unrelated to the planned procedure.
17. Creates displays of observations and/or measurements which are substantially inaccurate, incomplete, and disorganized.
18. Presents results in ways which are confusing or incorrect.

16. Results unrelated to investigation or have been omitted.
17. Develops conclusions unrelated to the question/hypothesis.
18. Does not clearly review or summarize the investigation.

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