In the space below, write which insulating material keeps ice the coldest. Explain your answer using data from the Stay Cool table.

In the space below, explain the purpose of the control in the Stay Cool table.

Assume the control block of ice melted completely. How many milliliters of water are still left in the ice block packed in sawdust after 4 hours?

A. 100 mL
B. 58 mL
C. 42 mL
D. 16 mL

Imagine that you traveled back in time to a period when there were no refrigerators. Write a short story in the space below that tells how your life would be different.

Sawdust keeps ice the coldest. You can tell because it had the least amount of melted water after 4 hours. When ice melts, it changes from a solid called ice to a liquid called water. Less water means more ice.

2-Point Response

1. Student correctly interprets data on table, indicating that sawdust keeps ice the coldest.
2. Student demonstrates an understanding that water and ice are different states of the same substance.

1-Point Response

1. Student correctly interprets data on the table, indicating that sawdust keeps ice the coldest.
2. Student provides no explanation for his or her answer or provides an incorrect explanation.

OR

1. Student incorrectly interprets data on the table.
2. Student demonstrates an understanding that water and ice are different states of the same substance.

Benchmarks: Grades 3-5 — MA.B.1.2.1, MA.B.1.2.2, MA.B.2.2.1, MA.D.1.2.1, MA.D.2.2.2, MA.E.2.3.1, MA.E.3.2.2, SC.A.1.2.2, SC.B.1.2.6, SC.H.1.2.1, SC.H.1.2.2, SC.H.1.2.4, SC.H.3.2.2; Grades 6-8 — MA.B.2.3.1, MA.D.1.3.1, MA.D.1.3.2, SC.A.1.3.4, SC.B.1.3.5

Difficulty Level: Grades 3-5 — Medium; Grades 6-8 — Easy

The purpose of the control is to see what happens when no insulation is used. It’s a way to make sure that the straw, cotton cloth, sand, and sawdust are really insulating the ice and helping to keep it cold. If the control ice didn’t melt, you wouldn’t know if the insulating materials were doing their job or if something else was keeping the ice from melting.

2-Point Response

1. Student demonstrates an understanding that the control is a standard for comparing, checking, or verifying results.
2. Student supports explanation with examples.

1-Point Response

1. Student demonstrates an understanding that the control is a standard for comparing, checking, or verifying results.
2. Student provides no support for explanation.

OR

1. Student demonstrates a partial understanding that the control is a standard for comparing, checking, or verifying results.

Benchmarks: Grades 3-5 — SC.H.1.2.1, SC.H.1.2.2, SC.H.1.2.4, SC.H.3.2.2; Grades 6-8 — SC.H.1.3.4, SC.H.1.3.7

Difficulty Level: Grades 3-5 — Hard; Grades 6-8 — Medium

A. 100 mL — Student confuses the total amount of water in each ice cube with that still remaining in the sawdust-packed ice block after 4 hours.
B. 58 mL — 100 mL - 42 mL
C. 42 mL — Student mistakes the water that melted from the sawdust-packed ice block with that still frozen.
D. 16 mL — Student finds the correct response and then mistakenly continues calculations — (100 - 42) - 42.

Benchmarks: Grades 3-5 — MA.A.3.2.1, MA.A.3.2.2, MA.A.3.2.3, MA.B.1.2.2; Grades 6-8 — MA.A.3.3.1, MA.A.3.3.2, MA.A.3.3.3

Difficulty Level: Grades 3-5 — Medium; Grades 6-8 — Easy

I traveled to a time in the 1800s when they had iceboxes instead of refrigerators. When I got there, it was a hot summer day and I really wanted a frozen fruit bar. Unfortunately, no one had a freezer, so there were no frozen fruit bars. Nobody even knew what I was talking about. I decided ice cream would do instead, but then I discovered it had to be made by hand and eaten right away because there was no way to keep it frozen.

After making and eating ice cream, I played with some of my new friends. We were having a good time playing baseball when this guy in an ice wagon came by. All the kids went running up to him, and he gave them all chunks of ice to suck on. It sort of reminded me of when the ice cream truck comes down my street. I tried to explain to them about ice cream trucks, but they all laughed. They didn’t understand about trucks or freezers.

That evening I had dinner with one of my new friends. His mom had worked hard all day at a factory and was really tired. I suggested she just pop some TV dinners in the oven instead of cooking dinner. She said, “What’s a TV dinner?” I remembered that they didn’t have television or frozen TV dinners and just said, “Oh, never mind.”

When I woke up the next morning, I was back in my own bed. Boy, was I glad to be home. I raced to the kitchen and fixed myself a big bowl of cereal with ice cold milk right out of the refrigerator.

Scoring: Use the FCAT Writing Rubric

Benchmarks: Grades 3-5 — LA.B.1.2.3, LA.B.1.2.4, LA.B.1.2.5, LA.B.1.2.6, LA.B.1.2.7, LA.B.1.2.8, LA.B.1.2.9, LA.B.1.2.10, LA.B.1.2.11, LA.B.1.2.12, LA.B.2.2.3, LA.B.2.2.5, LA.B.2.2.6; Grades 6-8 — LA.B.1.3.2, LA.B.1.3.3, LA.B.2.3.3

Difficulty Level: Grades 3-5 — Medium; Grades 6-8 — Easy