Explaining the Effect

6.B Develop and use a particle model of matter for solids, liquids, and gases to show how structural differences in a cup system allow water molecules to leave the system at some points in the system but not at others.paste LLPE

6.B Develop and use a particle model of matter for solids, liquids, and gases to show how structural differences in a cup system allow water molecules to leave the system at some points in the system but not at others.paste LLPE

Questions 3 and 4 on this assessment are designed to assess student progress in developing and using particulate models to account for how structural differences in different cup systems would cause different amounts of matter loss through evaporation. Assess the joint responses to Questions 3 and 4 and look for the elements identified in Rubric for Model in Lesson 6 Assessment.

Question 5 helps problematize that mass loss is correlated with more rapid temperature change in the liquid and therefore may be the cause (or part of the cause) of this increased rate of temperature change. But it is not recommended that you formally assess that question. Instead, this question can be used as a formative assessment for future learning.

Question 6 targets one part of one element of the practice of analyzing and interpreting data that students have worked with in Lessons 3 and 4. If students haven’t had additional practice calculating a mean and explaining how to determine a mean in their math classes by this point in the year, you may want to remove this question from the assessment.

See Lesson 6 Assessment Scoring Guide for further guidance.

If students struggle with question 3, ask students to reflect on our past representation of particulate models. Point out different representations, such as the length of different motion lines, or the distance between particles, and ask students to explain what they might represent in each cup system. Have students look back at their models and adjust any representations as appropriate based upon the conventions used in prior class models. If students struggle with question 4, ask students what they showed differently between the models of each cup in question 3, and how that difference may contribute to the liquid loss over time. If students struggle with question 6, have them go back and identify each of the variables they kept constant in Lessons 3 and 4, how many measurements they took in those investigations to calculate a difference, and how many trials they measured to determine a mean.Use Rubric for Model in Lesson 6 Assessment to evaluate students’ use of different elements of DCIs, CCCs, and practices in their responses.