Writing Prompts 3F: Shoes
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: 3F.1: How can the shoe be designed to maximize its effectiveness for its specific purpose? Writing Prompt: Shoe Design
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) (quantitative and qualitative) ‐the effect of unbalanced forces (fnet ≠ 0) (quan ta ve and qualita ve) Writing Prompt: Car Accident, Swinging in the Trees Assessment Probes: Pulling on a Spool (PS, p. 119), Apple on a Desk (Vol. 3, p. 63)
5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion. ‐relationship among force, mass and acceleration (describe qualitative relationships and calculate) Writing Prompt: Sledding, Runaway Truck Ramp II Assessment Probes: Lifting Buckets (PS, p. 123)
5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion. ‐action/reaction (application) Writing Prompt: Space Shuttle Launch Assessment Probes: Finger Strength Contest (PS, p. 127), Equal and Opposite (PS, p. 131)
5.1.4 The student will analyze the behavior of forces. ‐relation to impulse and momentum (qualitative and quantitative) Writing Prompt: Assessment Probes:
3F.2: What material is best for the sole of the shoe? Writing Prompt: Sole Material
4.2.1 The student will explain how the properties of a molecule are determined by the atoms it contains and their arrangement. ‐shapes of molecules (limited to linear, bent/angular, tetrahedral) Writing Prompt: The Many Uses of Polyurethane Assessment Probes: Comparing Cubes (Vol. 2, p. 19), Floating Logs (Vol. 2, p. 27), Chemical Bonds (Vol. 2, p. 71)
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) Writing Prompt: Railroad Assessment Probes: Burning Paper (Vol. 4, p. 23), Nails in a Jar (Vol. 4, p. 31), Salt Crystals (Vol. 4, p. 39)
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)
4.5.4 The student will recognize that chemical reactions occur at different speeds. ‐catalysts (definition; conceptual understanding of behavior) Writing Prompt: Burning Sugar Assessment Probes:
3F.3: What material is best for the upper part of the shoe? Writing Prompt: Upper Material
4.2.2 The student will explain why organic compounds are so numerous and diverse. ‐inorganic and organic compounds (define in terms of carbon content; do not include CO, CO2, or carbonates as organic compounds; definition of hydrocarbons) ‐ability of carbon to form chains and make rings (recognize, but not produce structural formulas) Writing Prompt: Plastic Assessment Probes:
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)
4.2.4 The student will differentiate among acids, bases, and salts based on their properties. ‐Arrhenius definition (H+ and OH‐) ‐neutralization (definition) Writing Prompt: Stomach Ache Assessment Probes:
4.3.3 The student will explain why the interactions among particles involve a change in the energy system. ‐endothermic change (thermal energy absorbed) Writing Prompt: Recycling Energy Assessment Probes: Burning Paper (Vol. 4, p. 23), Nails in a Jar (Vol. 4, p. 31), Salt Crystals (Vol. 4, p. 39)
3F.4: What innovation is appropriate to include in the shoe? Writing Prompt: Innovation
5.1.2 The student will use algebraic and geometric concepts to qualitatively and quantitatively describe an object’s motion. ‐motion with a constant velocity ‐motion with a constant acceleration Writing Prompt: Lawn Mowing I Assessment Probes: Following Jack: Part 2 (PS, p. 27), Crossing the Finish Line (PS, p. 47), NASCAR Racing (PS, p. 51), Roller Coaster Ride (PS, p. 55), Free‐Falling Objects (PS, p. 167)
5.2.2 The student will describe the sources and effects of electric and magnetic fields. ‐Simple D.C. series and parallel circuits (diagram of series and parallel circuits; use of meters to measure quantities in each circuit) Writing Prompt: Two Switches, One Light Assessment Probes: Batteries, Bulbs, and Wires (Vol. 3, p. 57), Magnet in Water (Vol. 4, p. 67)
5.2.3 The student will qualitatively describe the applications of electromagnetic induction. ‐Electromagnetic induction (definition) ‐Generators (energy transformations) Writing Prompt: Exercise Generated Electricity Assessment Probes:
Unit 3F: Shoes (3F.1) Shoe Design Indicator(s) 5.1.2 The student will use algebraic and geometric concepts to The response should qualitatively and quantitatively describe an object’s motion. address one of the 5.1.3 The student will analyze and demonstrate how Newton’s indicators. Laws describe changes in an object’s motion. 5.1.5 The student will analyze systems with regard to the conservation laws.
How can shoes be designed to maximize their effectiveness for their specific purpose? In your reponse, be sure to include: a possible plan for a shoe design. possible strengths and weaknesses of this plan for a shoe design that should be considered. a detailed explanation of how a chemistry or physics concept relates to this plan for a shoe design. 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 3F: Shoes (3F.1) Car Accident Indicator(s) 5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion.
A police officer is called to the scene of a car accident. In his accident report he sketches the scene and describes it. According to his description the car went off of the road and hit a tree right after a bend. The driver claimed that a second car ran them off the road by hitting them from behind. Using his observations and his knowledge of physics, the police officer determined that the driver was not telling the truth.
Road
Car
Tree
Explain how the police officer determined that the car was not run off the road by a second car that came from behind. In your reponse, be sure to include: labels of the forces that would have acted on the car if it were hit from behind. labels of the forces that must have acted on the car to have in follow the path indicated with the arrow on the sketch of the scene. how forces affected the motion of the car.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.1) Swinging in the Trees Indicator(s) 5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion.
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 3F: Shoes (3F.1) Sledding Indicator(s) 5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion.
A student comes up with an idea to make some extra money during a snow day. All the neighborhood kids are outside sledding. The student offers to pull the students to the top of the hill for one dollar per ride. The student notices that it was taking more time to pull some student to the top then it was other students even though he was pulling with the same force. He decides to start timing how long it takes to pull each kid and see if there was a pattern based on their age.
Amount of Time vs. Age 50 40 Amount of Time to Top of Hill 30
20
10 0 7 8 9 101112 Age of Sled Ridder
Explain why some kids too longer to pull to the top of the hill then other kids despite pulling with the same force. In your reponse, be sure to include: the pattern of the data including any exceptions to the trend. the role of Newton’s second law in it taking longer to pull some kids. a prediction of how long it would take to pull the ten and twelve year olds if they were on the same sled.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.1) Runaway Truck Ramp II Indicator(s) 5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion.
On roads that go downhill at a steep angle or for a long distance, runaway truck ramps are placed periodically. If the brakes on a truck fail, the truck can pull off on the ramp to slow down. The ramp has to be very long to make sure there is plenty of room from a truck to stop. Different trucks will stop at different points along the ramp depending on how heavy the truck is and how fast it is going.
Describe why different trucks will stop at different points along a ramp. In your response, be sure to include: How a truck’s mass affects how long it will take to stop. How a truck’s speed will affect how long it will take to stop. A description of and/or picture of the forces acting on the truck that make it stop. The equation that relates force, mass, and acceleration.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.1) Space Shuttle Launch Indicator(s) 5.1.3 The student will analyze and explain how Newton’s Laws describe changes in an object’s motion.
The motion of space shuttles is caused differently than that of most modes of transportation. As the fuel is burned, the hot gasses produced rush out of the bottom of the craft. This causes the space shuttle to launch into the air.
Describe how hot gasses rushing out of the bottom of a space shuttle cause it to launch. In your reponse, be sure to include: labels of the forces acting on the space shuttle using arrows and appropriate terms. how Newton’s third law allows the space shuttle to launch. why there is a delay between when the fuel starts to burn and when the space shuttle launches.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.2) Sole Material 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 4.3.3 The student will explain why the interactions among indicators. particles involve a change in the energy system. 4.5.1 The student will describe the general types of chemical reactions. 4.5.4 The student will recognize that chemical reactions occur at different speeds.
What material is best for the sole of shoes that are used for a specific purpose? In your reponse, be sure to include: a possible plan for shoe soles. possible strengths and weaknesses of this plan for shoe soles that should be considered. a detailed explanation of how a chemistry or physics concept relates to this plan for shoe soles. 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 3F: Shoes (3F.2) The Many Uses of Polyurethane 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.
Polyurethane is a polymer with properties that allow it to have a great variety of uses. It has been used instead of wood or rubber in manufactured items, as cushion foam and as a paint‐like sealant. It can be used in all of these ways because of the way the atoms are arranged in the compound. A single monomer of polyurethane is shown below. This monomer is repeated thousands of times in an individual polymer.
The monomer above is 2‐dimensional. Describe how the 3‐demensional arrangement of the molecule affects polyurethane’s properties. In your response, be sure to include: Identification of the atoms in the monomer above which have lone pairs of electrons to complete their octet. Labels of the bond angle on the carbon atoms that have four atoms attached. Labels of the bond angle on the carbon atoms that have three atoms attached. Labels of the bond angle on the nitrogen atoms.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.2) Railroad Indicator(s) 4.3.3 The student will explain why the interactions among particles involve a change in the energy system.
When building a railroad, one of the largest challenges is connecting the individual rails together. If the rails come apart, the trains will go off the track. Because rails are made of metal, the best way to connect them is with a metal. Molten, or liquid, metal is used to combine two pieces of metal. Produce liquid metal at the site of the track can be difficult. One suitable way is through a chemical reaction called the thermite reaction. It occurs between iron (III) oxide and aluminum and is initiated by a spark. Because the product is iron, it can be used to join two rail tracks together securely.
Fe2O3 + 2 Al → Al2O3 + 2 Fe
Describe the energy involved in the thermite reaction. In your response, be sure to include: A prediction of whether the reaction is exothermic or endothermic, with explanation. A definition of an exothermic reaction in terms of energy. A definition of an endothermic reaction in terms of energy.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.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 3F: Shoes (3F.2) 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 3F: Shoes (3F.3) Upper Material Indicator(s) 4.2.2 The student will explain why organic compounds are so The response should numerous and diverse. address one of the 4.2.3 The student will describe the properties of solutions and indicators. explain how they form. 4.2.4 The student will differentiate among acids, bases, and salts based on their properties. 4.3.3 The student will explain why the interactions among particles involve a change in the energy system.
What material is best for the upper part of shoes that are used for a specific purpose? In your reponse, be sure to include: a possible plan for shoe uppers. possible strengths and weaknesses of this plan for shoe uppers that should be considered. a detailed explanation of how a chemistry or physics concept relates to this plan for shoe uppers. 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 3F: Shoes (3F.3) Plastic Indicator(s) 4.2.2 The student will explain why organic compounds are so numerous and diverse.
Plastic is one of the most used inventions of the 20th century. Some of the many benefits of plastic include that it is lightweight, unreactive, durable, inexpensive and moldable. Many things today are made from plastic including computer parts, bottles, eating utensils and chairs. Plastics are made of polymers, typically made from fossil fuels. One of the biggest concerns about plastic is how long it lasts in a garbage dump. In addition to recycling plastic to keep it out of dumps, another approach is to make plastic from plants, which allows the plastic to be broken down more easily. Two polymers are shown below that are made from plants.
Describe the diversity that exists in plastics. In your response, be sure to include: What makes the above compounds organic. How the two compounds above are similar to each other. How the two compounds above are different from each other. Why plastics can be made from fossil fuels and plants.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.3) 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 5 4.5 4 (grams)
3.5 3 2.5 Undissolved
2 Sugar
of 1.5
1
Amount 0.5 0 Day 1Day 2Day 3Day 4Day 5Day 6Day 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 3F: Shoes (3F.3) Stomach Ache Indicator(s) 4.2.4 The student will differentiate among acids, bases, and salts based on their properties.
Your friend had an upset stomach caused by indigestion. His mother explained to him that indigestion is when the contents in the stomach are too acidic. She also told him to drink soda to settle his stomach. The soda did not help. You tell him that you would not have expected the soda to help with the indigestion based on what you know about acids and bases.
Soda
Soda Apples Bread Water Tea Eggs Baking Acidic Neutral Basic
Explain why soda would not help settle your friend’s stomach. In your reponse, be sure to include: a better alternative to drinking soda. how each substance above would react with the stomach acid. defining characteristics of acids and bases, besides how they react.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.3) Recycling Energy Indicator(s) 4.3.3 The student will explain why the interactions among particles involve a change in the energy system.
Recycling has many benefits. One benefit is that there is less trash when more waste is recycled. Another benefit is that less energy is needed to make products if old products are recycled rather than using raw materials. This is especially true for metals such as aluminum, where 95% of the energy used to make a new aluminum can is saved by recycling an old one. Below is a tale showing the amount of energy needed to manufacture products.
Raw Recycled Energy Saved Energy required to Energy required to Energy saved by using manufacture product manufacture product recycled materials from raw materials from recycled materials (Million BTU) Material (Million BTU) (Million BTU) Raw – Recycled Glass 7.49 2.13 Plastic (HDPE) 67.15 50.37 Paper 37.28 10.08
Use the table above to identify which product saves the greatest amount of energy if recycled. In your response, be sure to include: Definition of an endothermic process. How endothermic processes apply to recycling energy. The energy saved by using recycled materials for glass, plastic and paper. An explanation of why production from raw products requires more energy than production from recycled products.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.4) Innovation Indicator(s) 5.1.2 The student will use algebraic and geometric concepts to The response should qualitatively and quantitatively describe an object’s motion. address one of the 5.2.2 The student will describe the sources and effects of electric indicators. and magnetic fields. 5.2.3 The student will qualitatively describe the applications of electromagnetic induction.
What innovation can be included in a shoe? In your reponse, be sure to include: a possible plan for including an innovation. possible strengths and weaknesses of this plan for including an innovation that should be considered. a detailed explanation of how a chemistry or physics concept relates to this plan for including an innovation. 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 3F: Shoes (3F.4) Lawn Mowing I Indicator(s) 5.1.2 The student will use algebraic and geometric concepts to qualitatively and quantitatively describe an object’s motion.
A student is mowing the grass. He started at the dog house. The following is a graph of the student’s distance from the dog house in the first five minutes of mowing.
Distance from the Dog House over Time 18 (2, 16) 16 (1, 14) 14 12 10 (Meters)
8 6 Distance 4 2 0 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 Time (Minutes)
Describe how the motion of the student changes during the five minute period. In your reponse, be sure to include: how the student’s speed is changing. how the student’s acceleration is changing. a calculation of the students average speed from 1 minute to 2 minutes.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.4) Two Switches, One Light Indicator(s) 5.2.2 The student will describe the sources and effects of electric and magnetic fields.
A kitchen has two light switches on opposite sides of the room, that turn on and off one light. Both switches need to be up for the light to be on. If either switch or both switches are down, then the light is off.
Explain why all switches in a simple circuit need to be closed for current to flow. In your response, be sure to include: an explanation of what an open and closed switch are. an explanation of what current is and why it is needed for a light to be on. a sketch of a circuit that has two switches and one light to support your explanations.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Unit 3F: Shoes (3F.4) Exercise Generated Electricity Indicator(s) 5.2.3 The student will qualitatively describe the applications of electromagnetic induction.
A small gym decides to make a commitment to helping the environment. They don’t have excess money to use, but feel they can make a difference with minimum expense. In a meeting the managers outline a plan including turning off the lights in rooms that are not in use, putting recycling containers next to every trash can and encouraging their clients to use reusable water bottles or drink from the water fountain. One of the ideas purposed was to capture the energy from stationary bikes to produce electricity.
Advise the managers on how to use their equipment to create electricity. In your reponse, be sure to include: what equipment is needed to convert mechanical energy to electrical energy. how the equipment needed works. what electricity is.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.