Grades 10-12 Performance Task
Developed by: Connecticut State Department of Education
Alternative Assessment in Science (Lomask, Baron & Greig) (1993)

Description:

Students will study the motion of maple seeds and design experiments to explain their spinning flight patterns.

This task assesses students' abilities to make observations, explain ideas of motion, use models, analyze previous reports and experiments, identify relevant factors for flight, design experiments, collect and present data, make conclusions, and work in a group.

This task is designed to take approximately 3-5 class periods to complete.

Overall Task Content Area:

Physical Science

Specific Knowledge Areas:

Motions and forces

Performance Expectations:

National Science Education Standards:

12 B PS 4: Motions and forces: Grades 9-12
4.1 Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the effects of forces on the motion of objects. The magnitude of the change in motion can be calculated using the relationship F=ma, which is independent of the nature of the force. Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object.

4.2 Gravitation is a universal force that each mass exerts on any other mass. The strength of the gravitational attractive force between two masses is proportional to the masses and inversely proportional to the square of the distance between them.

12 A SI 1: Abilities necessary for scientific inquiry: Grades 9-12
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:

MEAS1: Understand measurable attributes of objects and the units, systems, and processes of measurement:
Grades 9-12 m. make decisions about units and scales that are appropriate for problem situations involving measurement

MEAS2: Apply appropriate techniques, tools, and formulas to determine measurements:
Grades 9-12 q. understand and use formulas for the area, surface area, and volume of geometric figures, including cones, spheres, and cylinders

DAP1: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:
Grades 9-12 l. understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable
Grades 9-12 k. know the characteristics of well-designed studies, including the role of randomization in surveys and experiments

PS3: Apply and adapt a variety of appropriate strategies to solve problems:
Grades 9-12

RP2: Make and investigate mathematical conjectures:
Grades 9-12

CNX1: Recognize and use connections among mathematical ideas:
Grades 9-12

General Instructions to the Teacher:

This task is designed to take students approximately 3-5 class periods to complete.

Students will be working both individually and in groups 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 "MapleCopter":