Grade 912 Performance Task
Developed by: New York State Education Department (NYSED)
University of Buffalo and NORC (1991, revised 1993)
Description:
Students will determine the concentration of an
unknown solution.
This task assesses students' abilities to state
a hypothesis, develop procedures for investigation, plan for recording
and organizing observations and data, observe, collect data, create
a graph, calculate a number of moles to neutralize an unknown
solution, and write a conclusion consistent with the collected
data.
This task is designed to take students approximately
80 minutes to complete  30 minutes for Part A and 50 minutes
for Part B.
Overall Task Content Area:

Physical Science
Specific Knowledge Areas:

Properties and changes of properties in matter
Performance Expectations:

conducting investigations

using equipment

gathering, organizing, and representing data

formulating conclusions from investigational
data

applying scientific principles to develop
explanations
National Science Eduation Standards:
8 B PS 1: Properties and changes of properties
in matter: Grades 58
1.2 Substances react chemically in characteristic ways
with other substances to form new substances (compounds) with
different characteristic properties. In chemical reactions, the
total mass is conserved. Substances often are placed in categories
or groups if they react in similar ways; metals is an example
of such a group.
12 A SI 1: Abilities necessary to do scientific
inquiry: Grades 912
1.2 Design and conduct scientific investigations. Designing
and conducting a scientific investigation requires introduction
to the major concepts in the area being investigated, proper equipment,
safety precautions, assistance with methodological problems, recommendations
for use of technologies, clarification of ideas that guide the
inquiry, and scientific knowledge obtained from sources other
than the actual investigation. The investigation may also require
student clarification of the question, method, controls, and variables;
student organization and display of data; student revision of
methods and explanations; and a public presentation of the results
with a critical response from peers. Regardless of the scientific
investigation performed, students must use evidence, apply logic,
and construct an argument for their proposed explanations.
1.3 Use technology and mathematics to improve
investigations and communications. A variety of technologies,
such as hand tools, measuring instruments, and calculators, should
be an integral component of scientific investigations. The use
of computers for the collection, analysis, and display of data
is also a part of this standard. Mathematics plays an essential
role in all aspects of an inquiry. For example, measurement is
used for posing questions, formulas are used for developing explanations,
and charts and graphs are used for communicating results.
1.4 Formulate and revise scientific explanations
and models using logic and evidence. Student inquiries should
culminate in formulating an explanation or model. Models should
be physical, conceptual, and mathematical. In the process of answering
the questions, the students should engage in discussions and arguments
that result in the revision of their explanations. These discussions
should be based on scientific knowledge, the use of logic, and
evidence from their investigation.
(Use the "hot" link on the PALS
home page to check the full text of related National Science
Education Standards, if desired.)
National Council of Teachers of Mathematics:
NO1: Understand numbers, ways of representing
numbers, relationships among numbers, and number systems:
Grades 912 u. develop a deeper understanding of very large
and very small numbers and of various representations of them
NO3: Compute fluently and make reasonable
estimates:
Grades 912 o. judge the reasonableness of numerical computations
and their results
AL2: Represent and analyze mathematical
situations and structures using algebraic symbols:
Grades 912 k. write equivalent forms of equations, inequalities,
and systems of equations and solve them with fluencymentally
or with paper and pencil in simple cases and using technology
in all cases
AL3: Use mathematical models to represent
and understand quantitative relationships:
Grades 912 f. draw reasonable conclusions about a situation
being modeled
DAP1: Formulate questions that can be
addressed with data and collect, organize, and display relevant
data to answer them:
Grades 912 l. understand the meaning of measurement data
and categorical data, of univariate and bivariate data, and of
the term variable
PS1: Build new mathematical knowledge
through problem solving:
Grades 912
RP3: Develop and evaluate mathematical
arguments and proofs:
Grades 912
COM4: Use the language of mathematics
to express mathematical ideas precisely:
Grades 912
General Instructions to the Teacher:
This task is designed to take approximately 80 minutes
to complete  30 minutes for Part A and 50 minutes for Part B.
Students will be working individually during this
exercise.
Students should be ready to work as soon as the
period begins. The materials should be set out at each lab station,
if possible. A central supply area, if needed, should be easily
accessible. All supplies should be clearly labeled.
Materials for "AcidBase Titration":
At each station students should have: