PhD Science Texas - Level 3 - Benchmark 2

Name:

Date:

Freezing an Ice Pop

The photographs show an ice pop before freezing and after freezing.

Before freezing

After freezing

1. Describe the state of matter of the ice pop. Write solid, liquid, or gas on the blank to complete each sentence.

Before freezing, the ice pop is a .

After freezing, the ice pop is a .

The data table shows the temperature of an ice pop over time.

2. Circle one statement that best describes the temperature of the ice pop over time.

▪ The temperature decreases.

▪ The temperature increases.

▪ The temperature stays the same.

▪ The temperature increases and then decreases.

3. Observe the table. Part A: Write increases or decreases on the blank to complete the claim.

The thermal energy of the ice pop over time.

Part B: Use evidence from the table to support the claim you chose in Part A.

4. The thermometer shows the temperature of the ice pop in the freezer at one point in time.

Part A: Measure and record the temperature of the ice pop.

The temperature of the ice pop is degrees Celsius.

Part B: Observe the thermometer and the data table.

How long was the ice pop in Part A in the freezer? Circle the most likely amount of time.

0 hours

Less than 2 hours 3 hours

More than 4 hours

Fireworks

The image shows fireworks. During fireworks, people observe loud noises, bright lights, and motion in the sky.

5. Identify the type of energy in each observation. Write light, mechanical, or sound in each row to complete the table.

Observation

Loud noises

Bright lights

Motion

Type of Energy

Magnetic Objects

6. Some carnivals have fishing games. People use fishing poles with magnets to pick up objects in water. Obser ve the diagram.

Part A: Circle one claim the diagram supports.

The ball is magnetic.

The toy fish is magnetic.

Part B: Use evidence from the diagram to support the claim you chose in Part A.

Magnets can lift heavy objects.

Observe the table.

7. Circle two claims that evidence in the data table supports.

▪ Wooden objects are magnetic.

▪ Iron objects are magnetic.

▪ Large objects are magnetic.

▪ Steel objects are magnetic.

▪ Heavy objects are magnetic.

Forces and Motion

Apples grow on trees. Sometimes apples are found on the ground under apple trees.

8. Read the investigation question.

Question: How can the pull of gravity change the location of an apple?

Circle three steps that would help answer the investigation question.

▪ Record the color of the apple.

Hold the apple up in the air.

Hold the apple on the ground. Release the apple. Record the distance the apple travels.

The model shows the forces acting on a wagon when it starts to move from rest.

Forces in the Wagon System

9. Describe the forces that cause the wagon to move. Use the words in the word bank to complete the sentences.

The force from the hand acts as a on the wagon.

The wagon starts moving because the forces are .

The diagrams show a swing before a push and after a push.

Before a push

10. Read the investigation question.

After a push

Question: How does the height of the seat change after a push?

Use the numbers 1 through 4 to put the investigation steps in order. Write one number on each blank.

Push the person on the swing.

Subtract the measurements of the seat to find the change in height.

Measure and record the height of the seat at the highest point.

Measure and record the height of the seat at rest.

The model shows a baseball player hitting a baseball with a bat.

Motion of a Baseball

1 2

11. Circle one diagram that shows the forces that act on the baseball when the player hits it.

The diagram shows the motion of a bowling ball after a push. The bowling ball is on a flat surface. The data table shows the speed of the bowling ball at each location on the diagram.

Motion of a Bowling Ball

12. Identify the change in the energy of the bowling ball. Write increases or decreases on the blank to complete the sentence.

The mechanical energy as the bowling ball rolls across the surface.

A skateboard is released from different heights on a ramp. Observe the diagram and the table.

13. Circle the trial in which the skateboard has the most mechanical energy. Trial A Trial B Trial C Trial D

Solar System

Observe the diagram of the Solar System.

14. Circle one choice that shows the planets in order. Start with the planet closest to the Sun.

▪ Uranus, Earth, Jupiter

▪ Jupiter, Uranus, Earth

▪ Earth, Jupiter, Uranus

▪ Uranus, Jupiter, Earth

Observe the model.

Sun, Earth, and Moon System

15. Circle two statements that best describe the movement of Earth and the Moon.

Earth orbits all the planets.

Earth orbits the Moon.

The Moon orbits Earth.

The Moon orbits the Sun.

Earth orbits the Sun.

The diagram shows the temperature on Earth at night and during the day.

16. Circle two claims about the energy Earth gets from the Sun.

▪ Earth gets light energy from the Sun.

▪ Earth gets sound energy from the Sun.

▪ Earth gets thermal energy from the Sun.

▪ Earth gets magnetic energy from the Sun.

▪ Earth gets mechanical energy from the Sun.

Level 3 Benchmark 2 Rubric

2

1

Choice 1 is correct. Choice 2 is incorrect. The ice pop’s temperature decreases over time. Choice 3 is incorrect. The ice pop’s temperature does not stay the same over time. It decreases. Choice 4 is incorrect. The ice pop’s temperature decreases over time. The temperature never increases.

decreases

2 4A 3.1E 3.5C 3.6A 16 1 Level 3 ▸ Benchmark 2 1 © 2024 Great Minds PBC

4B 3.3A 3.5A 3.6A

Choice 1 is incorrect. The data table shows that the temperature of the ice pop was 20°C at 0 hours. The thermometer reads 16°C; therefore, the ice pop was in the freezer for more than 0 hours.

Choice 2 is correct.

Choice 3 is incorrect. The pattern in the data shows that an ice pop in the freezer for 3 hours would have a temperature that is less than 10°C. The thermometer reads 16°C; therefore, the ice pop was in the freezer for less than 3 hours.

Choice 4 is incorrect. The data table shows that the temperature of the ice pop was 0°C at 4 hours. The thermometer reads 16°C; therefore, the ice pop was in the freezer for less than 4 hours.

5 3.1E 3.8A Row 1: sound Row 2: light Row 3: mechanical

Choice 1 is incorrect. The ball is not magnetic. The diagram shows that the ball is not attracted to the magnet. Choice 2 is correct.

2 points: The student identifies that (1) the magnet attracted the toy fish, and (2) magnets attract objects that are made of magnetic material.

1 point: The student identifies one of the two criteria required for 2 points.

Choice 1 is incorrect. The wooden log is not magnetic because it cannot be lifted by a magnet. Choice 2 is correct.

Choice 3 is incorrect. The size of an object is unrelated to its magnetic properties. All three objects in the table are large, but only those made of magnetic material are lifted by the magnet. Choice 4 is correct.

Choice 5 is incorrect. The weight of an object is unrelated to its magnetic properties. All the objects are heavy, but the log is not magnetic and cannot be lifted by a magnet.

11

Choice 1 is incorrect. Recording the apple’s color will not provide data about how gravity changes the apple’s location.

Choice 2 is correct.

Choice 3 is incorrect. The apple must be released from the air, not from the ground, to investigate how gravity changes an apple’s location.

Choice 4 is correct.

Choice 5 is correct.

12

Choice 1 is incorrect. There is no horizontal force pushing the ball to the left when the player hits it with the bat. This choice is missing the downward force of gravity on the ball.

Choice 2 is incorrect. There is no upward force acting on the ball when the player hits it with the bat. This choice is missing the horizontal force from the bat pushing the ball to the right.

Choice 3 is incorrect. There is no upward force acting on the baseball when the player hits it with the bat. This choice is missing the downward force of gravity on the ball.

Choice 4 is correct.

decreases

13

Choice 1 is correct.

Choice 2 is incorrect. In Trial B, the skateboard had less speed and therefore less mechanical energy than in Trial A.

Choice 3 is incorrect. In Trial C, the skateboard had less speed and therefore less mechanical energy than in Trial A.

Choice 4 is incorrect. In Trial D, the skateboard had less speed and therefore less mechanical energy than in Trial A.

14 3.1E 3.9B

Choice 1 is incorrect. Of the three planets, Uranus is farthest from the Sun. Choice 2 is incorrect. Of the three planets, Earth is closest to the Sun.

Choice 3 is correct.

Choice 4 is incorrect. Of the three planets, Uranus is farthest from the Sun.

15

3.3A

3.5D

3.9A

Choice 1 is incorrect. Earth does not orbit all the planets. Earth orbits the Sun. Choice 2 is incorrect. Earth does not orbit the Moon. The Moon orbits Earth. Choice 3 is correct.

Choice 4 is incorrect. The Moon orbits Earth, and Earth orbits the Sun. Choice 5 is correct.

16 3.1E

3.5E

3.8A

Choice 1 is correct.

Choice 2 is incorrect. The Sun produces sound energy, but sound cannot travel to Earth through the vacuum of space. The diagram does not provide evidence related to sound waves. Choice 3 is correct.

Choice 4 is incorrect. The diagram does not provide evidence related to magnetic forces of the Sun or Earth.

Choice 5 is incorrect. The Sun does not provide mechanical energy to Earth.

Total Points 29

Benchmark 2 Alignment Map

For teacher reference, this alignment map lists the Texas Essential Knowledge and Skills assessed by each item in the Benchmark.

Item Integration of Standards

1 The student uses observations (3.1E) to record that the ice pop changed from a liquid to a solid (3.6C) after it was in the freezer (3.5B).

Content Standards

▪ 3.6C Predict, observe, and record changes in the state of matter caused by heating or cooling in a variety of substances such as ice becoming liquid water, condensation forming on the outside of a glass, or liquid water being heated to the point of becoming water vapor (gas).

Scientific and Engineering Practices

▪ 3.1E Collect observations and measurements as evidence.

Recurring Themes and Concepts

▪ 3.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

2 The student analyzes data (3.2B) to identify the pattern (3.5A) that the temperature of the ice pop decreases over time (3.6A).

3A The student uses temperature data to select the claim (3.3A) that the thermal energy (3.8A) of the ice pop decreases over time (3.5G).

3B The student uses data to explain (3.3A) that the decreasing temperature of the ice pop indicates that thermal energy (3.8A) decreased while the ice pop was in the freezer (3.5G).

▪ 3.6A Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water.

▪ 3.8A Identify everyday examples of energy, including light, sound, thermal, and mechanical.

▪ 3.2B Analyze data by identifying any significant features, patterns, or sources of error.

▪ 3.5A Identify and use patterns to explain scientific phenomena or to design solutions.

▪ 3.8A Identify everyday examples of energy, including light, sound, thermal, and mechanical.

▪ 3.3A Develop explanations and propose solutions supported by data and models.

▪ 3.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.

▪ 3.3A Develop explanations and propose solutions supported by data and models.

▪ 3.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.

ItemIntegration of Standards Content Standards

4A The student measures (3.1E) and records the temperature (3.6A) of the ice pop as 16degrees Celsius (3.5C).

4B The student uses the pattern in the temperature data (3.5A) to identify (3.3A) that the ice pop was in the freezer less than two hours (3.6A).

5 The student uses observations (3.1E) of fireworks to identify evidence of light, sound, and mechanical energy (3.8A).

6A The student observes the parts in the fishing game system (3.5D) and selects the claim (3.3A) that the toy fish is magnetic (3.6A).

6B The student uses observations from the diagram (3.5D) to explain (3.3A) that the magnet attracts the magnetic toy fish (3.6A).

7 The student uses data to make the claim (3.3A) that iron and steel objects are magnetic (3.6A).

▪ 3.6A Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water.

▪ 3.6A Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water.

▪ 3.8A Identify everyday examples of energy, including light, sound, thermal, and mechanical.

▪ 3.6A Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water.

▪ 3.6A Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water.

▪ 3.6A Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water.

Scientific and Engineering Practices Recurring Themes and Concepts

▪ 3.1E Collect observations and measurements as evidence.

▪ 3.5C Use scale, proportion, and quantity to describe, compare, or model different systems.

▪ 3.3A Develop explanations and propose solutions supported by data and models.

▪ 3.5A Identify and use patterns to explain scientific phenomena or to design solutions.

▪ 3.1E Collect observations and measurements as evidence.

N/A

▪ 3.3A Develop explanations and propose solutions supported by data and models.

▪ 3.5D Examine and model the parts of a system and their interdependence in the function of the system.

▪ 3.3A Develop explanations and propose solutions supported by data and models.

▪ 3.5D Examine and model the parts of a system and their interdependence in the function of the system.

▪ 3.3A Develop explanations and propose solutions supported by data and models.

N/A

ItemIntegration of Standards Content Standards

8 The student selects steps of a procedure (3.1B) to investigate how a pull from gravity (3.7A) causes (3.5B) a change in the location of the apple (3.7B).

▪ 3.7A Demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls.

▪ 3.7B Plan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons.

9 The student uses a model to explain (3.3A) that the hand acts as a pull (3.7A) on the wagon, causing it to start moving because the forces are unbalanced (3.5B).

10 The student orders the steps in a procedure to investigate (3.1B) how a push causes (3.5B) the height of the swing’s seat to change (3.7B).

▪ 3.7A Demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls.

Scientific and Engineering Practices Recurring Themes and Concepts

▪ 3.1B Use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems.

▪ 3.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 3.3A Develop explanations and propose solutions supported by data and models.

▪ 3.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 3.7B Plan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons.

11 The student selects the model (3.1G) that shows the forces affecting (3.5B) the baseball when the player hits it, including the force of gravity and the force from the bat hitting the ball (3.7A).

▪ 3.1B Use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems.

▪ 3.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 3.7A Demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls.

▪ 3.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

▪ 3.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

ItemIntegration of Standards Content Standards

12 The student uses data to select the claim (3.3A) that the bowling ball’s mechanical energy (3.8A) decreases because its speed decreases (3.5B).

13 The student analyzes data (3.2B) about the speeds of the skateboard (3.5C) to identify that in Trial A the skateboard had the most mechanical energy because it had the fastest speed (3.8B).

14 The student uses observations of the diagram (3.1E) to select the order of the planets based on their distance from the Sun (3.9B).

15 The student examines the Sun–Earth–Moon system model (3.5D) and explains (3.3A) the orbits of the Moon and Earth (3.9A).

16 The student uses observations of the diagram (3.1E) to determine that Earth gets thermal and light energy (3.8A) from the Sun (3.5E).

▪ 3.8A Identify everyday examples of energy, including light, sound, thermal, and mechanical.

Scientific and Engineering Practices Recurring Themes and Concepts

▪ 3.3A Develop explanations and propose solutions supported by data and models.

▪ 3.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 3.8B Plan and conduct investigations that demonstrate how the speed of an object is related to its mechanical energy.

▪ 3.2B Analyze data by identifying any significant features, patterns, or sources of error.

▪ 3.5C Use scale, proportion, and quantity to describe, compare, or model different systems.

▪ 3.9B Identify the order of the planets in Earth’s solar system in relation to the Sun.

▪ 3.1E Collect observations and measurements as evidence.

N/A

▪ 3.9A Construct models and explain the orbits of the Sun, Earth, and Moon in relation to each other.

▪ 3.3A Develop explanations and propose solutions supported by data and models.

▪ 3.5D Examine and model the parts of a system and their interdependence in the function of the system.

▪ 3.8A Identify everyday examples of energy, including light, sound, thermal, and mechanical.

▪ 3.1E Collect observations and measurements as evidence.

▪ 3.5E Investigate the flow of energy and cycling of matter through systems.

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