Writing Prompts 

Writing Prompts 3H: Wilderness Survival Guidance on Student Use: Below are writing prompts related to content learned in this unit as well as recommended assessment probes. Not every student will have explored each indicator; it depends upon the solutions students selected. The assessment probes can be found in a series of books titled “Uncovering Student Ideas”. One copy of each of these books has been provided to each school’s science department. The names of each book and the shorthand used to denote the books follow.  Uncovering Students Ideas in Science: 25 Formative Assessment Probes, Volume 1 (Vol . 1)  Uncovering Students Ideas in Science: 25 More Formative Assessment Probes, Volume 2 (Vol. 2)  Uncovering Students Ideas in Science: Another 25 Formative Assessment Probes, Volume 3 (Vol. 3)  Uncovering Students Ideas in Science: 25 New Formative Assessment Probes, Volume 4 (Vol. 4)  Uncovering Students Ideas in Physical Science: 45 New Force and Motion Assessment Probes, Volume 1 (PS) Indicators with Related Writing Prompts and Assessment Probes: 3H.1: How can an appropriate shelter be constructed? Writing Prompt: Shelter 4.3.1 The student will explain that thermal energy in a material consists of the ordered and disordered motions of its colliding particles. ‐heating / cooling (temperature vs. time) curve (interpret the different parts of the curve in terms of motion / kinetic energy and organization of the particles; changes in particle motion and organization between phase changes; not to include potential energy or calculations of Q) Writing Prompt: Birthday Candles Assessment Probes: Turning the Dial (Vol. 2, p. 47), Boiling Time and Temperature (Vol. 2, p. 53) 5.1.1 The student will use analytical techniques appropriate to the study of physics. ‐symbolically represent vector quantities (angle for direction, length for magnitude) Writing Prompt: Swinging in the Trees Assessment Probes: Apple in a Plane (PS, p. 107) 5.3.1 The student will relate thermodynamics to the balance of energy in a system. ‐Heat energy transfer (conduction, convection, radiation) Writing Prompt: Pool Party II Assessment Probes: The Mitten Problem (Vol. 1, p. 103), Ice Cold Lemonade (Vol. 2, p. 77), Mixing Water (Vol. 2, p. 83) 5.4.1 The student will compare qualitatively how waves are propagated and transmit energy. ‐Physical v. electromagnetic (transmission media, relative speeds, examples such as sound and light) ‐Longitudinal v. transverse (direction of vibration relative to direction of transmission, examples such as sound and light) Writing Prompt: Volcanic Ash I, Pilot’s Risk of Skin Cancer Assessment Probes: Apple in the Dark (Vol. 1, p. 31), Birthday Candles (Vol. 1, p. 37) 3H.2: How can safe drinking water be obtained? Writing Prompt: Water 4.2.1 The student will explain how the properties of a molecule are determined by the atoms it contains and their arrangement. ‐polar and nonpolar molecules (“like dissolves like” and why; not to include prediction of polarity from shape) ‐water (definition and explanation of shape and polarity of molecule, use as a “universal” solvent; conceptual understanding of hydrogen bonding, high surface tension) Writing Prompt: Packing Peanuts Assessment Probes: Comparing Cubes (Vol. 2 p. 19), Floating Logs (Vol. 2, p. 27), Chemical Bonds (Vol. 2, p. 71) 4.2.3 The student will describe the properties of solutions and explain how they form. ‐solute, solvent, and solubility ‐suspensions and colloids Writing Prompt: Make it Sweet Assessment Probes: Sugar Wheel (Vol. 4, p. 11) 4.3.1 The student will explain that thermal energy in a material consists of the ordered and disordered motions of its colliding particles. ‐phase changes Writing Prompt: Birthday Candles Assessment Probes: Freezing Ice (Vol. 2, p. 59), Ice Cold Lemonade (Vol. 2, p. 77), What’s in the Bubbles (Vol. 2, p. 65) 4.5.1 The student will describe the general types of chemical reactions. ‐synthesis and decomposition (definition; identify type given balanced formula equation or written description) ‐combustion (definition; identify type given balanced formula equation or written description) ‐single displacement (definition; identify type given balanced formula equation or written description) ‐double displacement (definition; identify type given balanced formula equation or written description) Writing Prompt: Analogies Assessment Probes: Burning Paper (Vol. 4, p. 23) 5.4.2 The student will describe wave characteristics using both diagrams and calculations. ‐Wavelength ‐Frequency (including relationship to period and energy transmitted) ‐Velocity ‐Amplitude (including relationship to energy transmitted) Writing Prompt: Pilot’s Risk of Skin Cancer Assessment Probes: Warming Water (Vol. 4, p. 53), Camping Trip (Vol. 4, p. 137), Global Warming (Vol. 4, p. 143) 3H.3: How can fire be made? Writing Prompt: Fire 4.2.3 The student will describe the properties of solutions and explain how they form. ‐alloys Writing Prompt: Pennies and Magnets Assessment Probes: 4.3.2 The student will describe observed changes in pressure, volume, or temperature of a sample in terms of macroscopic changes and the behavior of particles. ‐constant temperature (effect of pressure or volume change to sample of gas) ‐constant volume (effect of pressure or temperature change to sample of gas) ‐constant pressure (effect of temperature or volume change to sample of gas) Writing Prompt: Scuba Diving Assessment Probes: Boiling Time and Temperature (Vol. 2, p. 53), Floating Balloon (Vol. 3, p. 39), Hot and Cold Balloons (Vol. 3, p. 45) 4.3.3 The student will explain why the interactions among particles involve a change in the energy system. ‐exothermic change (thermal energy released; no predictions/calculations of ∆H) ‐endothermic change (thermal energy absorbed; no predictions/calculations of ∆H) Writing Prompt: Instant Ice Pack Assessment Probes: Burning Paper (Vol. 4, p. 23), Nails in a Jar (Vol. 4, p. 31), Salt Crystals (Vol. 4, p. 39) 5.1.4 The student will analyze the behavior of forces. ‐friction (qualitative description of its nature and behavior) Writing Prompt: Hot Blade Assessment Probes: Just Rolling Along (PS, p. 43), Friction (PS, p. 83), World without Friction (PS, p. 87) 5.2.1 The student will describe the types of electric charges and the forces that exist between them. ‐the attractive/repulsive nature of the forces between charges Writing Prompt: Seasonal Shock Assessment Probes: Does it Have to Touch? (PS, p. 75) 3H.4: How can food be obtained? Writing Prompt: Food 4.5.4 The student will recognize that chemical reactions occur at different speeds. ‐reaction rate (in order for atoms to react they must collide with sufficient energy; reaction rate increases as frequency of molecular collisions increases) ‐effects of surface area, temperature, and concentration on the frequency and energy of molecular collisions (no calculations or specific concentration units) Writing Prompt: Burning Sugar Assessment Probes: 5.1.1 The student will use analytical techniques appropriate to the study of physics. ‐symbolically represent vector quantities (angle for direction, length for magnitude) Writing Prompt: Swinging in the Trees Assessment Probes: Apple in a Plane (PS, p. 107) 5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion. ‐the effect of balanced forces (fnet = 0) (qualitative) ‐the effect of unbalanced forces (fnet ≠ 0) (qualita ve) ‐inertia (application) (qualitative only) ‐relationship among force, mass and acceleration (describe qualitative relationships) ‐action/reaction (application) Writing Prompt: Assessment Probes: Outer Space Push (PS, p. 95), Riding in the Parade (PS, p. 99), Pulling on a Spool (PS, p. 119), Lifting Buckets (PS, p. 123), Finger Strength Contest (PS, p. 127), Equal and Opposite (PS, p. 131), Riding in a Car (PS, p. 135), Apple on a Desk (Vol. 3 p. 63), Rolling Marbles (Vol. 3, p. 71) 5.1.4 The student will analyze the behavior of forces. ‐inverse square relationship of gravity (describe how the force changes as the distance changes) Writing Prompt: Fruit Assessment Probes: Why Things Fall (PS, p. 115), Experiencing Gravity (PS, p. 157), Apple on the Ground (PS, p. 163), Gravity Rocks! (PS, p. 171), Dropping Balls (Vol. 3, p. 77), Standing on One Foot (Vol. 4, p. 61) Unit 3H: Wilderness Survival (3H.1)
Shelter
Indicator(s) 4.3.1 The students will explain that thermal energy in a material The response should consists of the ordered and disordered motion of its colliding address one of the particles. indicators. 5.1.1 The student will use analytical techniques appropriate to the study of physics. 5.3.1 The student will relate thermodynamics to the balance of energy in a system. 5.4.1 The student will compare qualitatively how waves are propagated and transmit energy. How can a shelter be constructed in a wilderness survival situation? In your reponse, be sure to include:  a possible plan for constructing a shelter.  possible strengths and weaknesses of this plan for constructing a shelter that should be considered.  a detailed explanation of how a chemistry or physics concept relates to this plan for constructing a shelter.  a visual representation (picture, diagram, graph, table, etc.), with labels, to support the physics or chemistry concept. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.1)
Birthday Candles
Indicator(s) 4.3.1 The student will explain that thermal energy in a material consists of the ordered and disordered motions of its colliding particles. At a birthday party, two friends, get into a discussion about how a candle burns. One friend says that the wick in a candle burns, giving off heat which makes the wax melt. The other friend replies, “It is the wax that actually burns to make the flame. It gets so hot, it evaporates and the vapors burn.” Explain how the wax is fuel for a candle. In your response, be sure to include:  A description of how atoms and molecules move differently in the solid, liquid, and gas phases.  Which phase of matter has the most energy based on the movement of the atoms and molecules.  A definition of melting and vaporizing.  An explanation of why a flame is at the top of the candle even though the whole thing is made of wax Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.1 & 3H.4)
Swinging in the Trees
Indicator(s) 5.1.1 The student will use analytical techniques appropriate to the study of physics. Two monkeys are swinging on vines together. One monkey gets stuck hanging from a branch unable to move. The other monkey, who is very smart, knows that to move he needs to have a net force in the direction he wants to go. Identify the forces acting on the two monkeys and how those forces impact their ability to swing. In your reponse, be sure to include:  labels of the forces acting on the two monkeys using arrows and appropriate terms.  identification of the balanced and unbalanced forces.  how unbalanced and balanced forces affect the motion of the monkeys. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.1)
Pool Party II
Indicator(s) 5.3.1 The student will relate thermodynamics to the balance of energy in a system. A local pool was getting ready for a night time pool party. They heated the water to 85oF. When the party started the water felt very warm, but as the night went on it felt cooler and cooler. An employee of the pool decided to record the temperature every half an hour. Temperature of Pool Water over Time
Temperature of the Pool Water (degrees fahrenheit)
86
84
82
80
78
76
74
72
Explain why the temperature of the pool was changing. In your reponse, be sure to include:  what happened to the heat that was leaving the pool.  what must be true of the air temperature based on the recorded pool temperatures.  what could be done on nights that there is not a party to keep the pool warm. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.1)
Volcanic Ash I
Indicator(s) 5.4.1 The student will compare qualitatively how waves are propagated and transmit energy. Typically, people think of a lava flow when they think of volcanoes. However, some eruptions are mostly ash and steam released into the atmosphere. This type of volcanic eruption is blamed for causing what is referred to as a “Little Ice Age” starting in the 13th century. The ash and steam blocked the sun’s rays causing extreme cold and agricultural difficulty which lead to massive decreases in populations. Describe how the energy from the sun warms the Earth. In your reponse, be sure to include:  the form(s) of energy that the sun provides to the Earth.  how energy from the sun warms the surface of the Earth.  why the Earth’s temperature does not drop instantly when shaded from the sun by something such as a cloud. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.1 & 3H.2) Pilots’ Risk of Skin Cancer Indicator(s) 5.4.1 The student will compare qualitatively how waves are propagated and transmit energy. For years, exposure to ultra‐violet radiation from prolonged time in the sun has been the major identified cause of skin cancer. New research is showing that ultra‐violet is not the only type of radiation from the sun that can increase the risk of skin cancer. Rates of skin cancer among pilots are twice that of non‐pilots, but the glass used in planes blocks most the ultra‐violet radiation. Pilots are also exposed to x‐rays from the sun during flight. The x‐rays that pilots are exposed to in one day of work are equivalent to a chest x‐ray. Although getting an x‐ray for medical reasons is believed to be safe, researchers believe that the frequent exposure that pilots experience increases their risk for skin cancer. Use your knowledge of the electromagnetic spectrum to support the claim that pilots are at a greater risk of skin cancer from their exposure to x‐rays. In your reponse, be sure to include:  how ultra‐violet radiation and x‐rays are different.  why exposure to ulta‐violet radiation and x‐rays can cause can cause cancer but visible light and infra‐red can not.  why pilots have a greater exposure to x‐rays than someone walking down the street. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.2)
Water
Indicator(s) 4.2.1 The student will explain how the properties of a molecule The response should are determined by the atoms it contains and their arrangement. address one of the 4.2.3 The student will describe the properties of solutions and indicators. explain how they form. 4.3.1 The student will explain that thermal energy in a material consists of the ordered and disordered motions of its colliding particles. 4.5.1 The student will describe the general types of chemical reactions. 5.4.2 The student will describe wave characteristics using both diagrams and calculations. How can safe drinking water be obtained in a wilderness survival situation? In your reponse, be sure to include:  a possible plan for obtaining water.  possible strengths and weaknesses of this plan for obtaining water that should be considered.  a detailed explanation of how a chemistry or physics concept relates to this plan for obtaining water.  a visual representation (picture, diagram, graph, table, etc.), with labels, to support the physics or chemistry concept. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.2)
Packing Peanuts
Indicator(s) 4.2.1 The student will explain how the properties of a molecule are determined by the atoms it contains and their arrangement. A new package delivery company has a goal of being environmentally friendly. They did some research and found out that boxes are often recycled, but packing peanuts (small foam pieces used to protect delicate objects) are usually thrown out. The average peanut can take up to 50 years to decompose but some brands claim to degrade much quicker. These companies claim that water dissolves their peanuts. The company wanted to test these claims before supporting one particular packing peanut brand. To test the claim they put one peanut in a beaker of water for 1 hour. Below are the results. Brand A in water Brand B in water Brand C in water WATER MOLECULE H
H
O Explain why some packing peanuts dissolve in water and others do not. In your reponse, be sure to include:  what determines if one substance will dissolve into another substance.  the type of substance that water is: ionic, polar covalent or nonpolar covalent.  The type of substance that each brand of packing peanut might be: ionic, polar covalent or nonpolar covalent. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.2)
Make it Sweet
Indicator(s) 4.2.3 The student will describe the properties of solutions and explain how they form. A student’s favorite drink is sweet tea. Every morning he makes it by adding exactly thirty grams of sugar and one tea bag to one liter of hot water. Some days his tea does not taste as sweet as other days. Those same days he notices that there is sugar sitting at the bottom of the cup that will not dissolve no matter how long he stirs. He decided to filter out the remaining sugar and keep track of the data in the graph below. Amount of Sugar Undissolved in One Liter of Tea
Amount of Sugar Undissolved (grams)
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Explain why different amounts of sugar might dissolve at different times. In your reponse, be sure to include:  which day the least sugar dissolved and which day the most sugar dissolved.  what could have caused less sugar to dissolve on some days.  what the student could do to his drink to make more sugar dissolve. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.2)
Birthday Candles
Indicator(s) 4.3.1 The student will explain that thermal energy in a material consists of the ordered and disordered motions of its colliding particles. At a birthday party, two friends, get into a discussion about how a candle burns. One friend says that the wick in a candle burns, giving off heat which makes the wax melt. The other friend replies, “It is the wax that actually burns to make the flame. It gets so hot, it evaporates and the vapors burn.” Explain how the wax is fuel for a candle. In your response, be sure to include:  A description of how atoms and molecules move differently in the solid, liquid, and gas phases.  Which phase of matter has the most energy based on the movement of the atoms and molecules.  A definition of melting and vaporizing.  An explanation of why a flame is at the top of the candle even though the whole thing is made of wax Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.2)
Analogies
Indicator(s) 4.5.1 The student will describe the general types of chemical reactions. A tutor comes up with analogies to help students to remember the types of reactions: single displacement, double displacement, synthesis and decomposition. He represents the analogies with the pictures below. Analogy 1: → + + → + Analogy 2:
+ → Analogy 3: + → + Analogy 4:
Explain how the analogies relate to the types of chemical reactions. In your reponse, be sure to include:  the type of reaction that each analogy represents: single displacement, double displacement, synthesis and decomposition.  a description of what happens to molecules in each type of reaction. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.3)
Fire
Indicator(s) 4.2.3 The student will describe the properties of solutions and The response should explain how they form. address one of the 4.3.2 The student will describe observed changes in pressure, indicators. volume, or temperature of a sample in terms of macroscopic changes and the behavior of particles. 4.3.3 The students will explain why the interactions among particles involve a change in the energy system. 5.1.4 The student will analyze the behavior of forces. 5.2.1 The student will describe the types of electric charges and the forces that exist between them. How can fire be made in a wilderness survival situation? In your reponse, be sure to include:  a possible plan for making fire.  possible strengths and weaknesses of this plan for making fire that should be considered.  a detailed explanation of how a chemistry or physics concept relates to this plan for making fire.  a visual representation (picture, diagram, graph, table, etc.), with labels, to support the physics or chemistry concept. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.3)
Pennies and Magnets
Indicator(s) 4.2.3 The student will describe the properties of solutions and explain how they form. A student visits Niagara Falls during spring break, and comes back with some Canadian pennies. She brings the pennies to school to show her friends, them puts them in her locker. At the end of the year, the student cleans out her locker and finds the Canadian pennies, which are stuck to locker magnets. She also finds some American pennies which are not stuck to magnets. Out of curiosity of why this is, the student looks up what the two types of pennies are made of. The tables below show the student’s findings. Canadian Penny American Penny 94 % iron 97.5% zinc 3.5% zinc 2.5 % copper 1.5 % nickel 1% copper Identify why to two types of pennies behave differently when in contact with a magnet. In your response, be sure to include:  The definition of an alloy, solute and solvent.  Identification of the solvent(s) and solute(s) in the Canadian penny.  Identification of the solvent(s) and solute(s) in the American penny.  Explanation of why the Canadian penny is magnetic, while the American penny is not. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.3)
Scuba Diving
Indicator(s) 4.3.2 The student will describe observed changes in pressure, volume, or temperature of a sample in terms of macroscopic changes and the behavior of particles. Scuba diving tanks are filled with a mixture of oxygen and nitrogen gas. The gas is under a very high pressure (3,000 psi) inside of the tank. When it leaves the tank and goes to the regulator, the pressure is much less (14.7 psi) resulting in a change in both volume of the gas and temperature. Regulator Tank
Explain how the change in pressure affects the gas as it leaves the scuba tank. In your response, be sure to include:  How the change in pressure affects the volume of the gas.  How this change in the volume affect the temperature of the gas.  A description of what is happening on the molecular level. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.3)
Instant Ice Pack
Indicator(s) 4.3.3 The student will explain why the interactions among particles involve a change in the energy system. An accident prone student wanted to stock up on instant ice packs. When she went shopping, she notices that some brands contained ammonium nitrate (NH4NO3) and others contained ammonium chloride (NH4Cl). Both had the same directions of popping the bubble in the middle of the pack, shaking, and then applying to injury. Before buying a large amount of any one she wanted to test which was more effective. Explain how the effectiveness of each ice pack could be tested. In your reponse, be sure to include:  a detailed procedure.  the name of the process used to determine the amount of energy released or absorbed by a reaction.  if instant ice packs undergo endothermic or exothermic reactions. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.3)
Hot Blade
Indicator(s) 5.1.4 The student will analyze the behavior of forces. While working on some home repairs with his uncle, a student helps cut the wood. After the cut is made, she blows off the dust and feels the heat coming up from the wood onto his face. She also smells a slight burning smell. The student asks her uncle, “why did it get so hot?” and her uncle responds with one word: friction. Explain why the blade and wood became so hot while cutting. In your response, be sure to include:  A definition of friction.  How friction changes the temperature of substances.  How the width of the blade and depth of the cut would affect the amount of heat produced and why. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.3)
Seasonal Shock
Indicator(s) 5.2.1 The student will describe the types of electric charges and the forces that exist between them. A student reaches to open a door and gets a small electric shock. She knows that the shock is caused by static electricity, but it seems like in the winter she gets shocked more than in the summer. The student asks her science teacher if there are times of the year when there is more static electricity that builds up than other times of the year. The teacher replies that there is, and it depends on the humidity, or moisture in the air. The more humid the air is, the less static will build up and, therefore, the less you get shocked. Explain why static electricity does not build up as much when the air is humid. In your response, be sure to include:  an explanation of static electricity is formed.  an explanation of why the student felt a shock when reaching for the door handle.  an explanation of how moisture in the air allows static electricity to dissipate. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.4)
Food
Indicator(s) 4.5.4 The student will recognize that chemical reactions occur at The response should different speeds. address one of the 5.1.1 The student will use analytical techniques appropriate to indicators. the study of physics. 5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion. 5.1.4 The student will analyze the behavior of forces. How can food be obtained in a wilderness survival situation? In your reponse, be sure to include:  a possible plan for obtaining food.  possible strengths and weaknesses of this plan for obtaining food that should be considered.  a detailed explanation of how a chemistry or physics concept relates to this plan for obtaining food.  a visual representation (picture, diagram, graph, table, etc.), with labels, to support the physics or chemistry concept. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.4)
Burning Sugar
Indicator(s) 4.5.4 The student will recognize that chemical reactions occur at different speeds. Sugar combines with oxygen in the body to form carbon dioxide, water, and releases energy according to the following equation: C12H22O11(solid) + 12 O2(gas) → 12 CO2(gas) + 11 H2O(gas) + energy This energy is harnessed by cells to provide the energy needed for cellular processes. Enzymes in the cells are catalysts that control the rate of the reaction. Sugar can also combine with oxygen in the air, as observed by anyone who has roasted a marshmallow and caught it on fire. At high enough temperatures and in a small space, the reaction between sugar and oxygen can be explosive. In February of 2008, explosion occurred at the largest sugar refining plant in the USA, killing 13 and injuring 40. Explain how the rate of the reaction between sugar and oxygen is different in cells, roasting marshmallows and the industrial explosion. In your response, be sure to include:  A definition of a reaction rate.  The effect of surface area, temperature and catalysts on reaction rate.  An explanation of why surface area, temperature and catalysts effect reaction rate based on what occurs on the molecular level. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.4)
Three Legged Stool
Indicator(s) 5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion. A large high school football player starts to sit on his teacher’s stool. The teacher suggests that he sit on a different stool, which has four legs. Explain why the teacher suggested that the student sit on the other stool. In your response, be sure to include:  Why a four legged stool is less likely to tip over than a three legged stool.  Why a larger student, like the football player, would be more likely to tip over the stool.  A drawing showing the forces acting on each stool when someone sits on them to support your explanations. Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Unit 3H: Wilderness Survival (3H.4)
Fruit
5.1.4 The student will analyze the behavior of forces. Indicator(s) Fruit is a healthy part of every diet. In order to sell the fruit at a market, it must be harvested from the tree at the right time: just when it is about to ripen, but before it gets too ripe. In order to harvest the fruit, it is important to pick the fruit before it falls to the ground and gets smashed or eaten by animals. Why does the fruit fall to the ground after it ripens? In your response, be sure to include:  Names and directions of forces acting on the fruit while it is in the tree.  How the size of those forces changes as the fruit grows.  Names and directions of forces acting on the fruit while it is falling. Be sure to consider the completeness of your response, supporting details, and accurate use of terms.