Science

Formative Assessment on the Scientific Method

Directions: you are to use the scientific method to investigate how students can improve their grades at school. Complete the following:

1. What is the problem or question to be answered? 2. Formulate a hypothesis 3. Make predictions on your hypothesis 4. Formulate a null hypothesis 5. Define the independent variable 6. Define the dependent variable 7. Define the experimental treatment 8. Define the control group 9. Define the experimental group 10. Design your experiment 11. Explain how you will collect data 12. Explain how you will analyze your data 13. What are possible sources of error? 14. How will you improve / refine your experiment? 15. How will you communicate your results? Rubric:

Complete" score (2) represented a complete and appropriate answer.

"Partial" score (1) indicated that the response had some, but not all, of the components of an appropriate response.

"Inappropriate" score (0) represented an answer that had none of the components of an appropriate response.Data Adv = 12/60 = 20%P = 36/60 = 60%PP = 10/60 = 16%U = 2/60 = 4%Performance behaviors: ppt notes, lab activities-> Inferences: teach sci method within context of science conceptsObstacles: language barriers for a few students-> U in maps and 8th gr csapSmart goal: %age of honors bio myp students scoring proficient or higher in the scientific method as applied in lab contexts will increase from 80 to 85% by the end of Oct '10 as measured by applications of the scientific method in lab based activitiesDoug AInstructional - vocab building, relevancy and I do (modeling)resources - IB curriculum + IB forums (IBO.org) + previous experience teachingprocesses - standardized vocabulary, checks for understanding (informal + formal assessments)If .... then .....If I use a vocab word in context then the student will decode the meaningIf I give a real-life example then the student will provide a different exampleIf I provide a written prompt then the student will complete an 11 sentence paragraph relative to the concept emphasized.Pretest and post-test based on the above was administered during the time frame Sept 30 to Oct 5th. These were extracted from the original assessment in order to minimize the class time involved. Specifically, the pre / post centered on 1. What is the problem or question to be answered? 2. Formulate a hypothesis 3. Make predictions on your hypothesis Results were as follows:Pre A 8/60 = 13% P 32/60 = 53% PP 18/60 = 30% U 2/60 = 3%Post A 12/60 = 20% P 40/60 = 66% PP 8/60 = 13% U 0/60 = 0%The smart goal was realized (85%). I am assuming that this is because of the continued reinforcement of it during lecture and lab.In my opinion, the scientific method is the foundation in which experimental sciences are based. Accordingly, I will continue to incorporate (informally and informally) the scientific method in biology whenever and where ever feasible. Doug++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Chem Pre-assessment Read each question **carefully**, then fill in the correct bubble on your scantron sheet. 1. Which of the following most represents the subatomic particle known as a PROTON? A. A positively charged particle which orbits the nucleus of an atom B. A negatively charged particle which orbits the nucleus of an atom C. A positively charged particle which exists inside the nucleus of an atom D. A positively charged particle which is indicated on the periodic table as the atomic mass E. None of the above 2. Which of the following most represents the subatomic particle known as an electron? a. A positively charged particle which orbits the nucleus of an atom b. A negatively charged particle which orbits the nucleus of an atom c. A positively charged particle which exists inside the nucleus of an atom d. A positively charged particle which is indicated on the periodic table as the atomic mass e. None of the above 3. Which of the following most represents the subatomic particle known as a neutron? a. A positively charged particle which orbits the nucleus of an atom b. A negatively charged particle which orbits the nucleus of an atom c. A neutrally charged particle which exists inside the nucleus of an atom d. A neutrally charged particle which is indicated on the periodic table as the atomic mass e. None of the above 4. The atomic mass is best described as a. The number of subatomic particles in an atom b. The number of subatomic particles in the nucleus of an atom c. The mass of one mole of an element d. B is the only correct answer e. B and C are both possible answers 5. The atomic number is useful in finding; a. The number of protons in a given element b. The approximate mass of the element c. The number of orbital shells for a given element d. Density of an element e. None of the above describe the usefulness of the atomic number


 * || # Students || % of student proficient and above || % of students below proficient ||
 * Bentley || 24 || 44 || 54 ||
 * Hix || 54 || 47 || 53 ||
 * Koshy || 46 || 47 || 53 ||
 * Brown || 26 || 41.2 || 58.8 ||
 * Total || 150 || 47.33% || 52.67% ||
 * Total || 150 || 47.33% || 52.67% ||

Team Chemistry's Smart Goal: The percentage of chemistry students scoring proficient or higher on comprehension of terminolology related to atomic structure will increase from 47% to 75% as measured by the multiple choice pre and post quiz adminstered weekly before October 6th, 2010. STRATEGIES LISTED BELOW 2. Picture/visual association 3. Graphic organizer frayer model 4. Crossword 5. Cloze 6. Paraphrase definition
 * Instructional 1. Word wall

***must support/match the root causes identified in step 2*** || Agreement reached for terms, prioritize strategies, create exams, deliver exams@beg of week, analyze data weekly ||
 * Resources Chem. Textbooks, crossword programs (online ease), time, computers, district curriculum || Processes

** Adams City High School ** ** STEP 5: DETERMINE RESULTS INDICATORS **

If __then__ ___.__

** If = ** explicitly state what the teacher behaviors will look like when implementing the common instructional strategies.

** Then ** = explicitly state the student impact and student behavior that will be observed

***just stating the behaviors**


 * IF ** …teacher behaviors ** || THEN ** …student behaviors ** ||
 * 1. If a teacher refers to a word wall vocabulary term

2. If the teacher states the definition of a vocabulary term

3. Give a Cloze activity to students || 1.then the students will perform a echo or choral response.

2. .. then the students will write down the vocabulary term.

3. … then the students will be able to use the word wall to complete the activity. || __+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++__

__Formative assessment on DNA structure (Doug A) Note: DNA replication will be addressed after DNA structure which is part of the Chemistry of Life unit.__

__What are the two kinds of nucleic acids?__

__Draw a nucleotide and label the three parts__

__There are 5 nitrogenous bases. Name the four found in DNA and the 4 found in RNA.__

__What is meant by complementary base pairing? Which bases pair with which bases?__

__Draw out the DNA double helix structure and label the parts__

__Rubric:__

__Complete" score (2) represented a complete and appropriate answer.__

__"Partial" score (1) indicated that the response had some, but not all, of the components of an appropriate response.__

__"Inappropriate" score (0) represented an answer that had none of the components of an appropriate response.__

Pretest Data A = 4/54 = 7%, P = 6/54 = 11%, PP = 14/54 = 26%, U = 30/54 = 56%Performance behaviors: ppt notes, lab activities-> Inferences: teach sci method within context of science concepts; Obstacles: language barriers for a few students-> U in maps and 8th gr csap Smart goal: %age of honors bio myp students scoring unsatisfactory in DNA structure within 2 weeks will decrease from 56% to less than 25%Instructional - vocab building, relevancy and I do (modeling); resources - IB curriculum + IB forums (IBO.org) + previous experience teachingprocesses - standardized vocabulary, checks for understanding (informal + formal assessments), computer simulations, cornell notes etc..Pretest and post-test based on the above was administered during the time frame of Oct 28th to Nov 8th. See above. Posttest Data A = 14/54 = 25%, P = 15/54 = 27%, PP = 19%, U = 15/54 = 27%The smart goal was not realized (27 -> 25%) but was close. I need to reinforce DNA structure on topics such as replication and transcription.

Followup: **11.10 Having discussed these results with Wes, I will continue this activity and post test at a later date. Accordingly my new smart goal is:****% of honors bio myp students scoring proficient or higher in DNA structure will increase from 52% to 70% or higher by the end of the semester as measured by the DNA structure questions (quiz) listed above when administered in the first week of December 2010.** Edit (12/10) 2nd set of post data: A=16/52 = 31%, P = 20/52 = 38%, PP = 14/52 = 27%, U = 6/52 = 12%

Smart goal realized (69 - 70%) within 1%

**+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++** **initial data for response to 3-part questions (scr style) from 5 teachers outlined below, the percentages are shown, as well the "smart goal". (note, xcl spreadsheets do not transfer well into this format, 33% answered all three aspects, we aim to raise this % to 60%)** **Smart Goal;** **The percentage of chemistry students scoring proficient or higher in answering all of the parts of the multi part question will increase from 33% to 60% by December 8th as measured by a post assessment question on a quiz administered on November 19th.**

**For example; for each of the following compound names, (1)**write **the formula of each, (2)**state **if it’s an ionic bond or covalent, then(3)** distinguish** between the two types of bonds.

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 * Did they attempt all three aspects of the question? || 3 points ||
 * Did they attempt at least 2 aspects of the 3-part question? || 2 points ||
 * Did they attempt at least 1 aspect of the 3-part question? || 1 point ||

Doug’s MYP bio based on data analysis questions. Submitted 1.25.11

Smart goal: The percent of 9th grade MYP bio honors students scoring proficient or advanced will increase from 22% (pre data: 1/25/11) to 40% or higher (post data to be obtained 2/22/11) by the end of February as measured by data analysis questions from the IB Biology test databank and markscheme.

P and Adv answers include a description of the relationship AND a possible explanation based on biological concepts.

data analysis question examples

Classroom strategies:

One- a-day examples of data analysis question given in class. Feedback and identification of PP, P and A students (informal assessment through review of daily examples) Word problem type “tips” for solving data-analysis problem. For graphs to be understood there are some conventions that need to be learned.

- independent vs dependent variables - units of measurements for the variables - shape of the curve (linear, squared, cubed) - trend(ing) over time / independent variable - title of the graph? - line of best fit? anomalies in the data? - what biological concept might explain the data?

Incorporate data analysis in current content topics for relevancy.

Followup (3.2.21):

Note: we had various interruptions in the daily schedule due to weather, my absence, a filed trip etc. The following is based on an average 3/ week opening problem or activity

Positive observations:

-most students in IB MYP bio are in math classes that address how to read / analyze a graph -some students in IB MYP are in advanced math classes for 9th graders and understand the idea of trending -all students actively engaged in the activities and in my opinion "tried their best" -most students can accurately identify the independent and dependent variables.

Negative observations:

-some students in the IB MYP honors bio class are not as skilled in mathematical analysis which suggests that honors science classes should have a math prerequisite or concurrent registration -some students need more practice in evaluating graph related questions when presented with scientific "word" problems

Stated: Smart goal: The percent of 9th grade MYP bio honors students scoring proficient or advanced will increase from 22% (pre data: 1/25/11) to 40% or higher (post data to be obtained by 3/1/11) by the end of February as measured by data analysis questions from the IB Biology test databank and markscheme.

The smart goal was achieved in that the P to Adv scores did improve to about 46%. However, the proportion of PP did not significantly increase. Even though this was not part of the smart goal, it is noteworthy.

Conclusion(s);

-Even though the science CSAP is not given until the 10th grade, it is important to work with 9th graders on data based questions and 10th graders for CSAP and future ACT sessions. - It would be helpful for science and math teachers to identify and implement data based questions of a scientific nature in the math classes - Many data based questions do depend on an understanding of basic scientific principles (ex: light inte nsity vs photosynthesis) but ACT and CSAP type data based questions are more of a reading test than a science content test (IMHO). - data analysis should be embedded in any and all appropriate activities in 9th bio and 10th chem.

DA

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