PS3-2 and ESS2-2 Assessment- Ice melt investigation and Model
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Last updated over 3 years ago
15 questions
DIRECTIONS:
You can work on your assessment using your resources-- Any notes you have, resources on the chemistry calendar, and your group members. You can take pictures of any work and also add on to it if you need to revise. You can discuss ideas, HOWEVER, everyone MUST write their own responses without copying word from word from another student
*Check Google Classroom under Unit 1 to see if you have a checklist or additional teacher notes that you can use on this assessment.
PART 1- DATA ANALYSIS
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
Rubric:
4-
Accurate responses for each part of the question
Images match the responses
Thorough analysis of what the data/graphs show
Explanations of each data table/graph to answer the questions
3-Mostly accurate or missing one part from level 4
2- Some inaccuracies or missing two parts from level 4
1- Missing or mostly inaccurate information
2
What did we learn about where people live around the globe? Why is understanding population density around coastal communities important information to know when trying to address sea level rise?
You can record your answer in the space and add images to show your work if you'd like to use images in your answer. Remember to check 1.2 data analysis to do this.
How to take a screenshot with a Chromebook. (save screenshot to computer to then upload using the camera icon)
What did we learn about where people live around the globe? Why is understanding population density around coastal communities important information to know when trying to address sea level rise?
You can record your answer in the space and add images to show your work if you'd like to use images in your answer. Remember to check 1.2 data analysis to do this.
How to take a screenshot with a Chromebook. (save screenshot to computer to then upload using the camera icon)
4
Use data to explain why ice melting at the poles contributes to sea level rise.
Include:-Images of specific data/graphs-Describe what the graphs are showing-Explain any differences in ice melt at the two Poles-Explain any difference in ice melt from land (glacier) ice vs. sea ice (ice sheets)
Remember to check 1.2 data analysis to do this.
How to take a screenshot with a Chromebook. (save screenshot to computer to then upload using the camera icon)
Use data to explain why ice melting at the poles contributes to sea level rise.
Include:
-Images of specific data/graphs
-Describe what the graphs are showing
-Explain any differences in ice melt at the two Poles
-Explain any difference in ice melt from land (glacier) ice vs. sea ice (ice sheets)
Remember to check 1.2 data analysis to do this.
How to take a screenshot with a Chromebook. (save screenshot to computer to then upload using the camera icon)
0
Use the checklist below to make sure you included all parts for questions 1 and 2. You can select the boxes for everything completed.
Use the checklist below to make sure you included all parts for questions 1 and 2. You can select the boxes for everything completed.
0
Use the rubric and checklist in question 3 to rate your level of mastery.
Use the rubric and checklist in question 3 to rate your level of mastery.
4
Explain your reasoning for your raking in question 4.
Explain your reasoning for your raking in question 4.
PART 2- Lab Investigation
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
Rubric:
4-
Accurate responses for each part of the investigation
Model of experimental set up shows all parts and is clearly labeled
Detailed procedure showing each step
Results are clearly shown on experimental set up
Describe how matter and/or energy changes can explain results
Lab error is given with explanation of how that affects the results
3-Mostly accurate or missing 1-2 parts from level 4
2- Some inaccuracies or missing 2-3 parts from level 4
1- Missing or mostly inaccurate information
1
What was the investigation question we tested for our lab?
Remember to check your notebook for lesson 1.4 where we recorded the lab. If you were absent or don't remember check this video.
What was the investigation question we tested for our lab?
Remember to check your notebook for lesson 1.4 where we recorded the lab. If you were absent or don't remember check this video.
1
Why was this an important question to test? What information might it provide for us?
Why was this an important question to test? What information might it provide for us?
4
Take pictures of your lab investigation from your notebook and/or record on a Google Doc and upload here.
Include the following: - Variables that we are testing (independent, dependent and control)
- Model of experimental set up for both land and sea ice. Include both the macro scale and the micro scale (particle) view in your set ups and what happened. (i.e. show where the ice melt into??)
- Procedure of the steps that you took to perform the investigation such as how to set up the containers, how much water to add, what to measure and when to measure etc. (It should be detailed enough that someone who did not do this investigation could repeat exactly what you did)
-Data and Measurements-Record data and measurements that you tookalong with any other observations - (these can be added to your investigation models for land and sea ice)
Take pictures of your lab investigation from your notebook and/or record on a Google Doc and upload here.
Include the following:
- Variables that we are testing (independent, dependent and control)
- Model of experimental set up for both land and sea ice. Include both the macro scale and the micro scale (particle) view in your set ups and what happened. (i.e. show where the ice melt into??)
- Procedure of the steps that you took to perform the investigation such as how to set up the containers, how much water to add, what to measure and when to measure etc. (It should be detailed enough that someone who did not do this investigation could repeat exactly what you did)
-Data and Measurements-Record data and measurements that you took
along with any other observations - (these can be added to your investigation models for land and sea ice)
4
Analyzing our Results: Answer the following questions. You can take pictures, or type and upload a Google Doc.
1) Explain what our results mean. Which type of ice contributes more to sea level rise? Why? (Think about how energy and matter is changing in both set ups. Is there a change in volume in one set up versus another? Is there more matter or energy being transferred from one place to another?)
2) Provide 1-2 possible sources of error during our investigation and how they could have affected the results. (in experimental design, measurements etc.)
Analyzing our Results: Answer the following questions. You can take pictures, or type and upload a Google Doc.
1) Explain what our results mean. Which type of ice contributes more to sea level rise? Why? (Think about how energy and matter is changing in both set ups. Is there a change in volume in one set up versus another? Is there more matter or energy being transferred from one place to another?)
2) Provide 1-2 possible sources of error during our investigation and how they could have affected the results. (in experimental design, measurements etc.)
0
Use the checklist below to make sure you included all parts for questions 6- 9. You can select the boxes for everything completed.
Use the checklist below to make sure you included all parts for questions 6- 9. You can select the boxes for everything completed.
0
Use the rubric and checklist in question 10 to rate your level of mastery.
Use the rubric and checklist in question 10 to rate your level of mastery.
4
Explain your reasoning for your raking in question 12.
Explain your reasoning for your raking in question 12.
PART 3- Modeling Heat Transfer at the Poles and specifically on Greenland
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
Rubric:
4-
Model includes accurate, clear descriptions, labels, connections between different parts of the system and explanations of phenomenon
Model shows different scales - Macroscopic (Arctic and Antarctica, Greenland ice melt) Microscopic (particle models for ice melting)
Mathematical calculations estimating sea level rise from ice melting on Greenland (showing work along with explanations)
Explanations are accurate, detailed, answer all parts of questions and use science and math principles to explain phenomenon (i.e. changes in energy and matter, volume and area relationships)
3-Mostly accurate or missing 1-2 parts from level 4
2- Some inaccuracies or missing 2-3 parts from level 4
1- Missing or mostly inaccurate information
4
Review your model in your notebook or on the model handout and 1.5 slide deck as well as your group and class consensus model to help you.
Add an image of your final model of ice melting at the Poles and specifically land ice melt on Greenland.
You can create an individual model or use your group model. You can take a picture of what you have and use the drawing tools to add more detail if you'd like.
Final models should include: -Macroscopic- heat flow differences between Arctic and Antarctica
-Microscopic- heat transfer, particle arrangement and motion as ice melts
-Model of Greenland ice melt and heat transfer arrows
-Mathematical calculations estimating how much sea levels will rise if 25% of the ice melted on Greenland. (Show all your work- go back to 1.5 formative calculations to help you add this part)
-Explain: - How can ice melting at the Poles cause sea level rise far away?
- How can heat transfer and changes in matter and energy explain why ice is melting at the edges and not the center of Greenland?
- Why is glacier (land ice) melt from Greenland a bigger concern than sea ice melt around Greenland?
- How did you calculate estimated sea level rise from 25% of ice melting on Greenland? Specifically explain how you used relationships between volume and area to do this.
Review your model in your notebook or on the model handout and 1.5 slide deck as well as your group and class consensus model to help you.
Add an image of your final model of ice melting at the Poles and specifically land ice melt on Greenland.
You can create an individual model or use your group model. You can take a picture of what you have and use the drawing tools to add more detail if you'd like.
Final models should include:
-Macroscopic- heat flow differences between Arctic and Antarctica
-Microscopic- heat transfer, particle arrangement and motion as ice melts
-Model of Greenland ice melt and heat transfer arrows
-Mathematical calculations estimating how much sea levels will rise if 25% of the ice melted on Greenland. (Show all your work- go back to 1.5 formative calculations to help you add this part)
-Explain:
- How can ice melting at the Poles cause sea level rise far away?
- How can heat transfer and changes in matter and energy explain why ice is melting at the edges and not the center of Greenland?
- Why is glacier (land ice) melt from Greenland a bigger concern than sea ice melt around Greenland?
- How did you calculate estimated sea level rise from 25% of ice melting on Greenland? Specifically explain how you used relationships between volume and area to do this.
0
Use the checklist below to make sure you included all parts for question 13. You can select the boxes for everything completed.
Use the checklist below to make sure you included all parts for question 13. You can select the boxes for everything completed.
4
Use the rubric and checklist in question 14 to rate your level of mastery.
Use the rubric and checklist in question 14 to rate your level of mastery.