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1. Read and analyze the scenario and situation.
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information.
2. List your personal understanding, ideas or hunches.
Now that you are familiar with forms of energy you will write everything you know about the different forms of energy. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.
3. List what is known.
With your team use all the information available in the scenario to list everything that you know about forms of energy. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about forms of energy.
4. List what is unknown.
With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
4. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a school board or city meeting about the topic. List possible actions.
5. Develop a problem statement.
You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
6. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic/task and find a solution.
7. Present Findings
The information and instructions on how to present your findings are under the Task heading.
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1: The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices.
1.A: demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and
2: The student uses scientific inquiry methods during laboratory and outdoor investigations.
2.A: plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions;
2.C: construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data;
2.F: communicate valid, oral, and written results supported by data.
4: The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry.
4.A: collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and
5: The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used.
5.B: predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water; and 6: The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems.
6.A: differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal;
6.B: differentiate between conductors and insulators;
6.D: design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.
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