Grades 58 Performance Task
Contributed by: Contributed by: Council of Chief State School Officers
(CCSSO)
Description:
Students test 4 materials to see which would be best for use as a
heat mass. They then graph the temperature versus the time of each
of the substances and decide which material would make the best heat
mass.
Overall Task Content Area:
 Physical Science
Specific Knowledge Areas:
 Heat Transfer
Performance Expectations:
 conducting investigations
 using equipment
 gathering, organizing, and representing data
 formulating conclusions from investigational data
 applying specific principles to develop explanations and solve
new problems
General Teacher Instructions:
Students will be working in groups of 4  6 for the experiment/activity
part of this exercise. The following suggestions are offered to facilitate
administration of the exercise.
 Students need to be ready to work as soon as the period begins.
 Group assignments should be made in advance.
 The materials should be set out at each lab station, if possible.
 A central supply area, if needed, should be easily accessible.
 The supply area should have any supplies from the kit that
were prepared by the teacher as well as all of the schoolsupplied
materials necessary for the experiment.
 All the supplies should be clearly labeled.
Materials for "Heat Retention":
 4 250ml containers
 4 thermometers
 250 ml sand
 250 ml gravel
 250 ml styrofoam peanuts
 150 W bulb
 4 colored pencils per student
 one lamp per group, each lamp must be able to take a 150 W
bulb
 water
 clock with second hand  one clock that is visible to the whole
class will suffice or digital watch
National Science Education Standards:
8 A SI 1: Abilities necessary to do scientific inquiry:
Grades 58
1.4 Develop descriptions, explanations, predictions, and
models using evidence. Students should base their explanation on
what they observed, and as they develop cognitive skills, they should
be able to differentiate explanation from description — providing
causes for effects and establishing relationships based on evidence
and logical argument. This standards requires a subject knowledge
base so the students can effectively conduct investigations, because
developing explanations establishes connections between the content
of science and the contexts within which students develop new knowledge.
8 B PS 3: Transfer of energy: Grades 58
3.2 Heat moves in predictable ways, flowing from warmer objects
to cooler ones, until both reach the same temperature.
National Council of Teachers of Mathematics:
AL1: Understand patterns, relations and functions:
Grades 68 f. represent, analyze, and generalize a variety
of patterns with tables, graphs, words, and, when possible, symbolic
rules
AL3: Use mathematical models to represent and understand
quantitative relationships:
Grades 68 c. model and solve contextualized problems using
various representations, such as graphs, tables, and equations
MEAS1: Understand measurable attributes
of objects and the units, systems, and processes of measurement
:
Grades 68 j. understand both metric and customary systems
of measurement
DAP1: Formulate questions
that can be addressed with data and collect, organize, and display
relevant data to answer them:
Grades 68 i. select, create, and use appropriate
graphical representations of data including histograms, box plots,
and scatter plots
DAP3: Develop and evaluate
inferences and predictions that are based on data:
Grades 68 c. use observations about differences
between two or more samples to make conjectures about the populations
from which the samples were taken
RP2: Make and investigate mathematical conjectures:
Grades 68
COM3: Analyze and evaluate the mathematical
thinking and strategies of others:
Grades 68
REP2: Select, apply, and translate among
mathematical representations to solve problems:
Grades 68
Advance Preparation:
The teacher should verify that each student can read a thermometer.
Place the reflector of the lamp on the table and, using chalk, draw
a circle around the reflector. Mark four positions, equally spaced,
on the chalk circle with and X. Raise the heat lamp about 40 cm
directly above the circle on the table top.
Students should be able to read the thermometers throughout the
experiment, and the thermometers should all be at the same depth
in each cup.
Extensions/Modifications:
 To expand and target the specific NCTM standard(s) to be measured,
ask students to use and compare Fahrenheit and Celsius measurements
Safety:
 Be careful.
 Teachers and students should always exercise appropriate safety
precautions and utilize appropriate laboratory safety procedures
and equipment when working on science performance tasks.
