public.apsb.org Documents/Curriculum...  · Web viewThe above rubric calls for peer evaluation. It...

41
Physic s 1

Transcript of public.apsb.org Documents/Curriculum...  · Web viewThe above rubric calls for peer evaluation. It...

Physics

1

PhysicsBlackline Masters Table of Contents

Electrostatics Research Report Grading Rubric………………………………………………….…2The History of Gravitational Theory Rubric……………………………………………………..…3Lab Report Evaluation Form……………………………………………………………………..…4Lab Report Format and Rubric: Density and Volume………………………………………………5Lab Report Format and Rubric: Experimental Determination of Student Horsepower………….…7Lab Report Format and Rubric: River Crossing………………………………………………….…8Lab Report Format and Rubric: Using Ticker Timer to Graph Free-Fall………………………..…9Lab Report Grading Rubric………………………………………………………………………..10Lab Report Rubric: Refraction Plan a Lab………………………………………………………...11Lab Self-Assessment Grading Rubric……………………………………………………………...12Observation of Wave Interactions in a Snakey Spring…………………………………………….14Oral Presentation Rubric…………………………………………………………………………...15Process Guide for Simple Machines……………………………………………………………….16Rules of Evidence to Examine Experimental Results…………………………………………...…17Safety in the Physics Lab………………………………………………………………………..…18Science Format and Rubric: Design a Lab……………………………………………………...…21Science Rubric: Graphic Organizer……………………………………………………………..…23Series and Parallel Circuits Graphic Organizer……………………………………………………24Vocabulary Self-Awareness Chart…………………………………………………………………25

1

Electrostatics Research Report Grading Rubric

Part One: This is a narrative report so it requires a writing rubric.

CATEGORY 4 3 2 1Amount of Information

At least four different electrostatics applications are described clearly.

Four applications are attempted, but explanations are not entirely clear.

Three applications are attempted and explained somewhat clearly.

Two or fewer applications are attempted, or explanations are unclear or missing.

Quality of Information

Information clearly relates to the prior discussion of the tape demonstration.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Sources for Electrostatics Applications

All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Internet Use Successfully uses suggested Internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Diagrams & Illustrations

Diagrams and illustrations are neat, accurate, and add to the understanding of the experiment/electrostatics applications

Diagrams and illustrations are accurate and add to the understanding of the topic.

Diagrams and illustrations are neat and accurate and sometimes add to the understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the understanding of the topic.

ResearchParagraph Construction

Research discussion paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Conclusion Conclusion thoroughly summarizes the concept of electrostatics and what was learned.

Conclusion summarizes the concept of electrostatics as understood by the student.

Conclusion attempts to summarize student concept of electrostatics but indicated confusion.

Conclusion indicates lack of understanding of concept.

Mechanics No grammatical, spelling, or punctuation errors.

Almost no grammatical, spelling, or punctuation errors

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

2

The History of Gravitational Theory Rubric

Your SchoolThe History of Gravitational Theory

Name: ________________________ Teacher: __________________________Date: ___________________ Title of Work: ___________________  Criteria Points

1 2 3 4  Identify the scientists involved in the development of gravitational theory

Identified one scientist

Identified two scientists

Identified three scientists

Identified four or more scientists

Discuss whether or not the scientists' theory was tested or was it subjective and not testable?

Yes or no answer only

Yes or no with simple but unclear

explanation

Yes or no with a simple but clear

explanation

Yes or no with a detailed

explanation

Discuss where and when the theory was published and subjected to peer review and the outcome of peer review

Information on publication only

Information on publication and

simple discussion of peer review

Information on publication and an

adequate discussion of peer review

Information on publication and an

insightful discussion on the

outcome of publication

Identify changes that occurred in the theory over time.

Discussion of one change

Discussion of two changes

Discussion that includes how

Einstein's theory is different from

Newton's

Discussion that includes changes

leading to our modern day theory

Which parts of the theories did the scientific community accept at the time of presentation and which are accepted today?

One part of theory acceptance discussed

Acceptance of theory for at least two time periods discussed simply

Acceptance of changes in theory

discussed over historical time

Acceptance of theory changes

discussed through present time

        Total---->Teacher Comments: 

3

Lab Report Evaluation Form

Lab Report Evaluation FormThis lab report, except for the generation of data, is my own work.X________________ (Student Signature)

Name: ________________________ Teacher:

Title of Experiment: ______________________________________________

Date Submitted: ____________ Lab Partner(s): _________, _________

Teacher Criteria Student

0, 2, 4 Clear and Appropriate TITLE, PROBLEM STATEMENT, SAFETY 0, 2, 4

0, 2, 4 All MATERIALS listed and a summary of PROCEDURE 0, 2. 4

0, 4, 8 Appropriate presentation of DATA and observations, including labeled drawings of each trial, torque calculations, and error analysis 0, 4, 8

0, 2, 4 Clear and concise CONCLUSIONS: Conclusion addresses problem and relates results to the concept of torque. 0, 2, 4

0, 1, 2 Overall- NEATNESS, GRAMMAR, SPELLING 0, 1, 2

_______ <--------Total points earned = Lab grade--------> _______

Teacher Comments: 

Student Comments:

4

Lab Report Format and Rubric: Density and Volume

Name _________________________ Partner ____________________

Lab Report -- Components

Title Question/Purpose Procedures Data Calculations Error Analysis Conclusion(s) – These should be linked to the purpose.

 

Lab Report Rubric: Density and Volume

Teacher Name: ________________________________________

Student Name:     ________________________________________ CATEGORY 4 3 2 1

Question/Purpose The purpose of the lab or the question to be answered during the lab is clearly identified and stated.

The purpose of the lab or the question to be answered during the lab is identified but is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is partially identified and is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.

Procedures Procedures are listed in logical order. Each step is numbered and is a complete sentence.

Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.

Procedures are listed but are not in a logical order or are difficult to follow.

Procedures do not accurately list the steps of the experiment.

Data Professional looking and accurate representation of the data in tables. Tables are labeled and titled.

Accurate representation of the data in tables. Tables are labeled and titled.

Accurate representation of the data in written form, but no tables are presented.

Data are not shown OR are inaccurate.

Calculations All calculations are shown and the

Some calculations are shown and the

Some calculations are shown and the

No calculations are shown OR results

5

results are correct and labeled appropriately.

results are correct and labeled appropriately.

results labeled appropriately.

are inaccurate or mislabeled.

Error Analysis Experimental errors, their possible effects, and ways to reduce errors are discussed.

Experimental errors and their possible effects are discussed.

Experimental errors are mentioned.

There is no discussion of errors.

Conclusion Conclusion includes whether the findings supported the hypothesis, the possible sources of error, and what was learned from the experiment.

Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

6

Lab Report Format and Rubric: Experimental Determination of Student Horsepower

Name ______________________ Partner _________________ Date __________

Lab Report components:

1. Title 6. Procedures 11. Conclusions (related to purpose)

2. Introduction 7. Data

3. Question/Purpose 8. Calculations

4. Question/Purpose 9. Calculations

5. Safety 10. Error analysis

Lab Report Rubric: Experimental Determination of Student HorsepowerThe introduction demonstrated research of the topic and was presented clearly.

Two persons discussed inadequately or one person discussed adequately

Three persons discussed inadequately or two discussed adequately

Four persons discussed inadequately or three discussed adequately

Five persons discussed inadequately

All persons discussed adequately

1 2 3 4 5Frequent and proper use of scientific terminology appropriate for the lab.

1not at all 2 3

occasionally 4 5frequently

Data collected were reasonable and consistent.1

strongly disagree 2 3somewhat agree 4 5

strongly agreeConclusion is appropriate for the data collected and shows a strong grasp of the scientific concepts.

1strongly disagree 2 3

somewhat agree 4 5strongly agree

Writing style shows neatness, grammatical correctness, and correct spelling. 1

numerous errors 2 3three errors or less 4 5

no errorsThe lab write up was complete with data charts where appropriate. Check the parts present.Purpose _____ Safety ______ Procedures _____ Data and Observations _____ Calculations _____ Error Analysis____ Conclusion ______ One point for each element ___ of 7 points possible.The conclusions were related to the purpose and linked to the introduction.

1strongly disagree 2

3somewhat disagree

45

strongly agree

Lab Report Format and Rubric: River Crossing

7

Lab Report: River Crossing

Date:___________ Section: ___________ Lab Partner: _______________

Student Name:     ________________________________________

CATEGORY 4 3 2 1

Drawings/DiagramsClear, accurate diagrams are included and make

the experiment easier to understand. Diagrams are labeled neatly and

accurately.

Diagrams are included and are labeled neatly

and accurately.

Diagrams are included and are labeled.

Needed diagrams are missing OR

are missing important labels.

Data Professional looking and accurate

representation of the data in tables. Tables are

labeled and titled.

Accurate representation of the data in tables.

Tables are labeled and titled.

Accurate representation of the data in written form,

but no tables are presented.

Data are not shown OR are

inaccurate.

Calculations All calculations are shown and the results are correct and labeled

appropriately.

Some calculations are shown and the results are correct and labeled

appropriately.

Some calculations are shown and the results labeled appropriately.

No calculations are shown OR

results are inaccurate or mislabeled.

Error Analysis Experimental errors, their possible effects, and ways to reduce errors are discussed.

Experimental errors and their possible

effects are discussed.

Experimental errors are mentioned.

There is no discussion of

errors.

Conclusion Conclusion includes whether or not the

finding answered the research question, the

possible sources of error, and what was

learned from the experiment.

Conclusion includes whether the findings

answered the research question and what was

learned from the experiment.

Conclusion includes what was learned from

the experiment.

No conclusion was included in the report OR

shows little effort and reflection.

Real World Applications Several real world applications are

discussed clearly.

Real world applications are listed but discussion

is limited.

Real world applications are listed without discussion.

Real world applications are

missing.

8

Lab Report Format and Rubric: Using Ticker Timer to Graph Free-Fall

Name _________________________ Partner ____________________________Lab Report Components

Question/Purpose Procedures Data Conclusion

Lab Report Rubric: Using Ticker-timer to Graph Free-Fall

Teacher Name: ________________________________________

Student Name:     ________________________________________ CATEGORY 4 3 2 1

Question/Purpose The purpose of the lab or the question to be answered during the lab is clearly identified and stated.

The purpose of the lab or the question to be answered during the lab is identified but is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is partially identified and is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.

Procedures Procedures are listed in clear steps. Each step is numbered and is a complete sentence.

Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.

Procedures are listed but are not in a logical order or are difficult to follow.

Procedures do not list the steps of the experiment accurately.

Data Professional looking and accurate representation of the data in tables and graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in written form, but no graphs or tables are presented.

Data are not shown OR are inaccurate.

Conclusion Conclusion includes whether the findings supported the hypothesis, the possible sources of error, and what was learned from the experiment.

Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

9

Lab Report Grading Rubric

School Name

Laboratory ReportThis Lab Report should include the following

sections: Heading, Title, Problem

Statement, Labeled Sketches, Conclusion

This Lab Report Is Completed To The Best Of

My Ability.X________________

(Student Signature)

Name: ________________________ Teacher:

Title of Demonstration: _________________________________Date: ____________

Teacher Criteria Student

0, 1,2 Clear and Appropriate HEADING, TITLE 0, 1, 2

0, 4, 8 Appropriate presentation of observations represented by drawings 0, 4, 8

0, 2, 4 Clear and concise CONCLUSIONS: Conclusion addresses problem and states knowledge gained. 0, 2, 4

0, 1, 2 Overall- NEATNESS, GRAMMAR. 0, 1, 2

_______ <--------Total points earned = Lab grade--------> _______

Teacher Comments: Student Comments:

10

Lab Report Rubric: Refraction Plan a Lab

Student Name: ___________________ Section ______Date ________    Lab Partners __________________________________

CATEGORY 4 3 2 1

Introduction Related research is adequate and is presented clearly.

Related research is adequate but somewhat unclear.

Research is inadequate and somewhat unclear.

No evidence of research is included.

Question/Purpose The purpose of the lab or the question to be answered during the lab is clearly identified and stated.

The purpose of the lab or the question to be answered during the lab is identified but is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is partially identified and is stated in an unclear manner.

The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.

Experimental Hypothesis

Hypothesized relationship between the variables and the predicted results is clear and reasonable based on research discussed in introduction.

Hypothesized relationship between the variables and the predicted results is reasonable based on research discussed in introduction.

Hypothesized relationship between the variables and the predicted results has been stated but not related to research.

No hypothesis has been stated.

Materials All materials and setup used in the experiment are clearly and accurately described.

Almost all materials and the setup used in the experiment are clearly and accurately described.

Most of the materials and the setup used in the experiment are accurately described.

Many materials are described inaccurately OR are not described at all.

Safety Lab is carried out with full attention to relevant safety procedures.

Lab is generally carried out with attention to relevant safety procedures.

Lab is carried out with some attention to relevant safety procedures.

Safety procedures were ignored and/or omitted from write-up.

Experimental Design

Experimental design is a well-constructed test of the stated hypothesis. Procedures are listed in clear steps

Experimental design is adequate to test the hypothesis but leaves some unanswered questions. Procedures are listed in order but are not clearly stated

Experimental design is relevant to the hypothesis but is not a complete test. Procedures are not in logical order or are not clear.

Experimental design is not relevant to the hypothesis. Procedures do not accurately list steps.

Variables All variables are clearly described with all relevant details.

All variables are clearly described with most relevant details.

Most variables are clearly described with most relevant details.

Variables are not described OR the majority lack sufficient detail.

Data Professional looking and accurate representation of the data in table. Table is labeled and titled.

Accurate representation of the data in table. Table is labeled and titled.

Accurate representation of the data in written form, but no table is presented.

Data are not shown OR are inaccurate.

Conclusion Conclusion includes whether the findings supported the hypothesis and offers clear evidence to support conclusion.

Conclusion includes whether the findings supported the hypothesis and offers some evidence to support conclusion.

Conclusion includes vague reference to the hypothesis and little evidence to support conclusion.

No conclusion was included in the report OR shows little effort and reflection.

11

Lab Self-Assessment Grading Rubric

Instructions:Circle the statement in each section that most accurately describes your performance on this lab. Enter the total in the margin to the right and write the total in the grid at the bottom of the page. Your lab will be adjusted to a total of 24 possible points.

Name: _________________________ Lab: _______________________________Partner:_________________________ Date: _______________ Section: _______

A. Purpose0. I did not state the

purpose of this lab.

1. I attempted to state the purpose of the lab, but my statement was incomplete.

2. My statement of the purpose was stated but lacked clarity.

3. My purpose was clearly and correctly stated.

B. Description0. My write-up does not

include diagrams of my circuits or describe the procedure

1. I did not include circuit diagrams.

2. My lab includes circuit diagrams as well as a brief description of the procedure, but my diagrams or description omitted some minor elements.

3. My lab includes clearly labeled circuit diagrams and an adequate description of the procedure used.

1. My circuit diagrams are not labeled.

1. I did not describe the procedure.

1. My diagrams or description contains major errors.

C. Data0. The amount of data I

gathered was not sufficient.1. I collected enough

data, but it is disorganized.

2. The amount of data collected is adequate, and it is presented in an organized manner.0. My data was neither clear

nor organized.

D. Measurement0. I made no attempt to

consider the precision of the measuring devices and quantify the uncertainty of my measurements.

1. I recorded measurements to reflect the precision of the measuring devices but gave no explanation

3. Based on the precision of the measuring devices, I have made reasonable estimates of the uncertainties in my measurements and have indicated my reasons.

12

E. Calculations0. I did not

perform calculations for this lab.

1. My calculations contain significant errors.

1. My calculations omitted units.

1. My calculations are disorganized and confusing.

3. My calculations are done correctly and include units.

0. Most of my calculations are incorrect.

F. Error Calculations and Sources0. I did not

calculate % error or sources of error.

1. I attempted to determine % error but did not do it correctly. I did not discuss sources of error.

2. I calculated % error but did not discuss sources of error.

3. I calculated % error and discussed possible sources of error.

G. Results0. I did not

summarize the results of the lab.

1. The results of my lab are confusing and poorly written.

3. Results are clearly stated, and the results reflect the data and calculations.1. The explanation of my results

does not correspond to my data and/or calculations.

H. Conclusions0. I wrote no

conclusion.1. My conclusion was not clearly

related to the purpose of the experiment.

3. My experiment was clear and justified by the data and calculations.

1. My conclusion was not supported by the data and calculations.

I. Overall0. My lab was not up to

standards expected in this class.

2. My lab meets minimum requirements but does not reflect my best effort.

1. My lab meets all requirements and expectations and reflects my best effort.0. I omitted or

misunderstood crucial components of the lab.

Score:Self Teacher

Total scoredPossibleAdjusted grade __/24

13

Observation of Wave Interactions in a Snakey Spring

Observation of Wave Interactions on a Snakey SpringName ________________________ Date ____________ Section ____________The lab write-up was complete with sketches where appropriate. Check the parts present.Purpose _____ Materials List ______ Procedures _____ Observations for

(a) ____(b)____(c)____(d)____(e) Sketch for (a) ____(b)____(c)____(d)____(e)____(b) Conclusion ____

One point for each element excluding conclusion ___/12 points earned

The conclusions discussed discrepancies between the observations and the literature predictions(a) Completely (4 points) ___ Partially (2 points) ___ Not at all (0 points)____ (b) Completely (4 points) ___ Partially (2 points) ___ Not at all (0 points)____ (c) Completely (4 points) ___ Partially (2 points) ___ Not at all (0 points)____

Points earned ___/12 Total points earned _____/ 24

14

Oral Presentation Rubric

Oral Presentation Rubric

Teacher Name: _________________________________________

Student Name: _________________________________________

CATEGORY 4 3 2 1

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Comprehension Student is able to answer accurately almost all questions posed by classmates about the topic.

Student is able to answer accurately most questions posed by classmates about the topic.

Student is able to answer accurately a few questions posed by classmates about the topic.

Student is unable to answer accurately questions posed by classmates about the topic.

Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Evaluates Peers Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation but scoring appears to be biased.

The above rubric calls for peer evaluation. It is suggested that the teacher give students an opportunity to help generate a rubric for peer evaluation of the oral presentation. One possibility is to pull up one of the rubric-generating sites and work through a rubric students feel is appropriate for peer evaluation of the oral report. As an alternative, generate a rubric solely from student input. Begin by having students identify several criteria they would use in evaluating an oral report. Once those are listed, ask students to divide each criterion into four levels of competency and to assign each level a number of points.

15

Process Guide for Simple Machines

Help Wanted!People with Simple Machines

The remodeling of the 1890’s vintage housing units across the street from the school is almost complete and ready for occupancy. The buildings are beautiful row houses with balconies and double French doors on the second and third floors. There are, however, a number of problems related to occupants moving in. There are a number of windows on the second and third floors that still need to be painted on the outside. There is only one small single person elevator, and the stairs to the second and third floors are too narrow to accommodate large furniture items. There is also a hill with very steep steps leading up from the parking area to the front doors. High school students with work permits are being hired to do the various jobs listed below. Fill out the ads and see if you get the job.

1. Wanted: Workers to move small boxes into the housing units.

Object/Objects Needed Simple Machine/Machines

__________________ _____________________

2. Wanted: Workers to move large furniture items to the first floor.

Object/Objects Needed Simple Machine/Machines

__________________ _____________________

3. Wanted: Workers to move large furniture items to the second and third floors.

Object/Objects Needed Simple Machine/Machines

__________________ _____________________

4. Wanted: Painters to complete painting the windows on the second and third floors.

Object/Objects Needed Simple Machine/Machines

__________________ _____________________

5. Wanted: Workers to hang mailboxes and house numbers on the front walls of the houses.

Object/Objects Needed Simple Machine/Machines

__________________ _____________________

16

Rules of Evidence to Examine Experimental Results

Questions posed under SI-GLE 16:

Use the following rules of evidence to examine experimental results: (a) Can an expert's technique or theory be tested, has it been tested, or is it

simply a subjective, conclusive approach that cannot be reasonably assessed for reliability?

(b) Has the technique or theory been subjected to peer review and publication? (c) What is the known or potential rate of error of the technique or theory when

applied? (d) Were standards and controls applied and maintained? (e) Has the technique or theory been generally accepted in the scientific

community?

Students are to answer as many of these questions as possible and incorporate the answers into their History of Gravitational Theory research.

17

Safety in the Physics Lab

The following activity will acquaint students with safety concerns in the physics laboratory. Go over the list as a class, and then have students write the list in their own words. Finally, ask them to have parents read the rules and sign; this reinforces the importance of safety and informs the parents of the student penalty for non-compliance.

SAFETY IN THE LABORATORY

Name:_______________________________

Section: ________ Date: _______________  In physics class, you will regularly perform laboratory activities. While no human activity is completely risk-free, if you follow laboratory procedures and heed safety rules, you are unlikely to encounter any problems.

The following safety pointers apply to all laboratory activities. For your personal safety and that of your classmates, make following these guidelines second nature in the laboratory. Your teacher will point out any special safety guidelines that apply to each activity.

If you understand the reasons behind them, these safety rules will be easy to remember and to follow.

 SAFETY ASSIGNMENT:

1. Read all of the safety guidelines.2. Sign these safety rules at the bottom. 3. In ink, put your name, date, and period on a sheet of binder paper.4. For each listed safety guideline, write in your own words what each safety rule says.5. Turn in your work at the end of this class period. This must be on file before you begin lab

work.

HOMEWORK: Take home this safety contract and have your parents read and sign.  Rules of Laboratory Conduct for Safety in the Laboratory 1. Never work in the lab unless a teacher is present and aware of what you are doing.2. Prepare for the lab activity or experiment by reading it over first. Ask questions about

anything that is unclear to you. Note any cautions that are stated.3. Dress appropriately for a laboratory. Avoid wearing bulky or loose-fitting clothes or dangling

jewelry. Pin or tie back long hair, and roll up loose sleeves. Wear close-toed shoes.4. Keep the work area free of any books and materials not needed for what you are working on.5. Wear safety goggles when working with chemicals, flames, heated liquids, or glassware.

State law mandates this.6. Never throw anything in the laboratory.7. Food, beverages, and chewing gum are not allowed in the laboratory area. 8. Use the apparatus only as instructed in the manual or by your teacher. If you wish to try an

alternate procedure, obtain your teacher's approval first.

18

9. If a thermometer breaks, inform your teacher immediately. 10. Dispose of broken glass in the container marked “Broken Glass.”11. Do not force glass tubing or a thermometer into a dry rubber stopper. The hole and the glass

should both be lubricated with glycerin (glycerol) or soapy water, and the glass should be gripped through a paper towel to protect the hands.

12. Do not touch anything that may be hot, including burners, hot plates, rings, beakers, electric immersion heaters, and electric bulbs. If you must pick up something that is hot, use an insulated glove, an oven mitt, a pot-holder, tongs for handling a beaker, or some other appropriate holder.

13. When working with electric circuits, be sure that the current is turned off before making adjustments in the circuit.

14. If you are connecting a voltmeter or ammeter to a circuit, have your teacher approve the connections before you turn the current on.

15. Do not connect the terminals of a dry cell or battery to each other with a wire. Such a wire can become dangerously hot.

16. Report any injuries, accidents, or breakages to your teacher immediately. Also report anything that you suspect may be malfunctioning.

17. Work quietly so that you can hear any announcements concerning cautions and safety.18. Know the locations of fire extinguishers, fire blankets, safety shower, eye wash fountain, and

the nearest exit.19. When you have finished your work, check that the water and gas are turned off and that

electric circuits are disconnected. Return all materials and apparatus to the places designated by your teacher. Follow your teacher's directions for disposal of any waste materials. Clean the work area.

20. There can be absolutely no horseplay in the lab. 21. Failure to wear safety goggles and/or involvement in horseplay or any flagrant disregard of

safety rules will result in_______(have a set policy and enforce it consistently).

19

I have read and understand the lab safety rules above. I realize that my cooperation is important to the safety of everyone in the lab. I understand the consequences for breaking safety rules.

I UNDERSTAND THAT THIS DOCUMENT IS PART OF THE SAFETY COMPETENCY I AM REQUIRED TO COMPLETE FOR THIS CLASS. PRINT Your Name: _________________________________________________ Student Signature : _______________________________ Date : _____________

Parent Signature :_________________________________ Date : ____________

20

Science Format and Rubric: Design a Lab

Name ____________________ Partner ____________________________

Lab Report Components Question/Purpose Procedures Data Conclusion

Lab Report Rubric: Design a Lab

Teacher Name: _________________________________________

Student Name (s):     _____________________________________

Lab Report Components Question/Purpose Experimental Hypothesis Materials Safety Experimental Design Variables Procedures Data Conclusion

CATEGORY 4 3 2 1

Question/Purpose The purpose of the lab or the question to be answered during the lab is clearly identified and stated.

The purpose of the lab or the question to be answered during the lab is identified but is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is partially identified and is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.

Experimental Hypothesis

Hypothesized relationship between the variables and the predicted results is clear and reasonable, based on what has been studied.

Hypothesized relationship between the variables and the predicted results is reasonable, based on general knowledge and observations.

Hypothesized relationship between the variables and the predicted results has been stated but appears to be based on flawed logic.

No hypothesis has been stated.

Materials All materials and setup used in the experiment are clearly and accurately described.

Almost all materials and the setup used in the experiment are clearly and accurately described.

Most of the materials and the setup used in the experiment are accurately described.

Many materials are described inaccurately OR are not described at all.

Safety Lab is carried out with full attention to relevant

Lab is generally carried out with attention to

Lab is carried out with some attention to relevant

Safety procedures were ignored and/or some

21

safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual.

relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual, but one safety procedure needs to be reviewed.

safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual, but several safety procedures need to be reviewed.

aspect of the experiment posed a threat to the safety of the student or others.

Experimental Design Experimental design is a well-constructed test of the stated hypothesis.

Experimental design is adequate to test the hypothesis but leaves some unanswered questions.

Experimental design is relevant to the hypothesis but is not a complete test.

Experimental design is not relevant to the hypothesis.

Variables All variables are clearly described with all relevant details.

All variables are clearly described with most relevant details.

Most variables are clearly described with most relevant details.

Variables are not described OR the majority lack sufficient detail.

Procedures Procedures are listed in clear steps. Each step is numbered and is a complete sentence.

Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.

Procedures are listed but are not in a logical order or are difficult to follow.

Procedures do not accurately list the steps of the experiment.

Data Professional looking and accurate representation of the data in tables and graphs. Graphs and tables are labeled and titled.

Accurate representation of the data in tables and graphs. Graphs and tables are labeled and titled.

Accurate representations of the data are in written form, but no graphs or tables are presented.

Data are not shown OR are inaccurate.

Conclusion Conclusion includes whether the findings supported the hypothesis, the possible sources of error, and what was learned from the experiment.

Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

22

Science Rubric: Graphic Organizer

Use this graphic to help you plan the activity.

ANALYSISDetermine what the parts of the question are. Explore possible ways to approach the problem.

TERMINOLOGYUse scientific terms

appropriate to the concepts.

APPLICATIONIf required, connect your work to a real

world situation.

SUPPORTING EVIDENCEInclude charts, graphs, and related observations.

SYNTHESISAssemble ideas and concepts to form a reasonable

answer to the research question.

23

Series and Parallel Circuits Graphic Organizer

Series Circuit

Parallel Circuit

One resistor

Two resistors prediction

Three resistors prediction

Two resistors experimental

Three resistors experimental

V = V = V = V = V = A = A = A = A = A =

V = V = V = V = V =A = A = A = A = A =

24

Vocabulary Self-Awareness Chart

Word + √ ─ Definition Example/Model Equation Unitsspeed Distance traveled per

unit timeA car travels at 35 m/s.

v = d/t v = m/sd = mt = s

velocity Distance traveled per unit time in a given direction

A car travels south at 35 m/s

v = d/t v= m/sd = mt = sdirection = south

Scalar

Vector

25