Long Descriptions for Chapter Four
Long descriptions for complex figures and tables in Chapter Four of the Science Framework for California Public Schools, Kindergarten through Grade Twelve.Figure 4.1
Figure 4.1. Balancing Forces in a Tug-of-War.
Two images from an online simulation: The top diagram shows a balance of forces in a game of tug-of-war. Each side has two figures pulling on the rope, one large and one small. The rope is attached to a cart full of colorful objects. The left force is equal to 200N and the Right Force is equal to 200N, which means that the sum of the forces equals 0. The controls of the simulation are shown in the upper right: Sum of Forces is checked, Values is checked, and Sound is not checked. There in a button to Reset All.
The bottom diagram shows the same game of tug-of-war, but this time there are two figures on the left (one large one small) and only one figure on the right (large). The left force is still 200N but the right force is 150N. The Sum of the Forces is 50N to the left giving the direction of motion to the left. The controls of the simulation are shown in the upper right: Sum of Forces is checked, Values is checked, and Sound is not checked. There in a button to Reset All.
Figure 4.2
Figure 4.2. Diagram of a book on a table.
The force of gravity pulls the book down while the supporting force of the table pushes up.
Figure 4.3
Figure 4.3. Iron Fillings in a Flat, Sealable Plastic Container.
Diagram of iron fillings exposed to a magnet. The fillings appear to radiate out from each end of the magnet. The ends of the rectangular magnet are labeled N on the left and S on the right.
Figure 4.4
Figure 4.4. Computer Simulation of Group Behavior in Ants.
A screenshot of a computer simulation of ants finding food. The top of the screen reads NetLogo – Ants. Under that appear to be three buttons labelled Interface, Info, and Code. In the next row are buttons labelled Edit, Delete, Add with icons. Next is a dropdown that reads abc and Button is shown in the dropdown window. There is a vertical separator, then a slide control labelled normal speed and the slider appears to be set in the middle.
Next is a check box for view updates – the box is checked. Just under that box is a drop down menu that currently shows on ticks. There is another vertical separator and then a button labelled Settings. On the left side of the screen appears some controls. On the top is a slide control to set the population – currently set at 125 (just to the right of the middle of the range). Under that slide are two buttons labelled setup and go. Just under those buttons is another slide control labelled diffusion rate – currently set at 50 (about the middle of the range). Under that is another slide control labelled evaporation rate- currently set at 10 (at the far left of the range). Under those controls is a graph titled Food in each pile. On the y-axis labelled food, the range is from 0 to 120 (no units and no markers). On the x-axis labelled time, the range is from 0 to 161 (no units and no markers). Graphed are three lines. They are darker blue, medium blue, and light blue that indicate the three food sources in the simulation. The lines all start out at just under 120. The darker blue line appears horizontal until the very end when it dips down only slightly. The medium blue line remains horizontal until about one third of the way across when it begins to go down. The light blue line also remains horizontal until about one-third of the way across when it goes down much more sharply than the other two. One the right side of the screen is the actual simulation. There is a black background with a gray border. At the top are navigational arrows and the words ticks: 144. In the center of the screen is a purple pixelated circle with a white oval coming off to the 3 o’clock position. The white is surrounded by green and there is a small light blue area on the far right of the white oval. There is a similar, smaller white area coming off the purple area, extending to the 7 o’clock position with a larger medium blue circle at the end of it. In the upper left is a disconnected white area surrounded on three sides by green extending to the 11 o’clock position ending with a darker blue circle. Throughout the screenshot there are representations of ants. The greatest concentration is in the largest white area on the right; the smallest concentration is on the white area in the upper left. There are a few ants scattered around the entire screen.
Figure 4.5
Figure 4.5. Conceptual Model of Factors that Affect Traits.
Concept map showing factors that affect traits of an organism. There are three rectangles in a triangle formation. Two are stacked on the left and both point to the third on the right. The top left rectangle reads Traits of Parents. The bottom left rectangle reads Environmental factors. Both rectangles have arrows pointing to the third rectangle on the right that reads Traits of an Organism. Along the arrow from Traits of Parents are the words explored in IS2 and affect. Along the arrow from Environmental factors are the words explored in IS3 and affect. Between the two left rectangles are the words The new science of epigenetics. There is a curvy dotted arrow leading from Environmental factors to the affect arrow of Traits of parents with two large question marks in the arrow.
Figure 4.6
Figure 4.6. Snapshots from a Web Database of California Plants.
There are two images. Both are maps of California comparing locations of species of lupine. Each map shows dots indicating where in the state a single species of lupine exists (Lupinus benthamii on the left and Lupinus arizonicus on the right). The dots for the left map are all in low elevations around the margins of California's central valley. The dots for the right map are all isolated in the eastern desert of southern California (near Arizona). Inset into each map is a photo of each lupine species. The one on the left is lush and has several flower stems coming out of the plant. The one on the right is sparse and shows a single lone flower.
Figure 4.7
Figure 4.7. Climate Affects Ecosystems.
Three images showing how climate affects ecosystems on Earth. The first image is a large question mark labelled Cause (Investigated in the middle grades MS-ESS2-6). There is an arrow pointing to the right labeled ESS2.D. The second image is a world map Labeled Patterns in climate. This map uses color to indicate the Average Annual Temperature around the world. The pattern reveals that it is generally hotter near the Equator and colder near both Poles. To the right of the map is another right-facing arrow labelled IS4; LS4.C. This arrow points to another world map. This one is labelled Patterns in ecosystems; Main Biomes in the World. This map is also color-coded showing where the following biomes exist: ice sheet and polar desert; tundra; taiga; temperate broadleaf forest; temperate steppe; subtropical rainforest; Mediterranean vegetation; monsoon forest; arid desert; xeric shrubland; dry steppe; semiarid desert; grass savanna; tree savanna; subtropical dry forest; tropical rainforest; alpine tundra; montane forests. The northern hemisphere is dominated by tundra and taiga; the more temperate zone that includes North America has montane forests over the Rocky Mountains temperate steppe in the Midwest and temperate broadleaf forest in the East. California’s unique climate includes Mediterranean vegetation along its coast. South America, Africa, and Southeast Asia near the equator have tropical rainforests. Most of the desert biomes occur near the equator across all continents.
Figure 4.8
Figure 4.8. Energy Transfer During Collisions in a Newton’s Cradle Versus a Car Crash.
Two images; the image on the left is of a Newton’s Cradle in motion. The image on the left is of a car crash test. The car has crashed head-on into a solid barrier. The hood, grill, and front fenders of the car have crumpled.
Figure 4.9
Figure 4.9. Erosion and Deposition on the Schoolyard and in Nature.
Two images side-by-side. The image on the left is a photo of a grassy patch where it meets the sidewalk. Dirt from the grass has flowed onto the sidewalk. The image on the right is a photo of an alluvial fan. River channels snake out of mountains in the distance. Each channel seems to carry dirt down to the valley floor in the foreground.
Figure 4.10
Figure 4.10. Layers of Rock Record Changes in Landscapes.
An annotated photograph. A person stands next to a small cliff with exposures of different rock layers. The layer on the bottom is white and smooth looking. Above that is a more yellow layer with more texture. The layer on top has big, fist-sized chunks of rock in it. The person in the picture is pointing to a section in the middle layer where a channel has been carved out and is filled with material that looks like the rock in the top layer (big chunks). A box has been drawn around a vertical section of these layers. There are arrows pointing to a pictorial model of the rock layers labeled 'a geologist sees.' That column has simplified drawings of the items described in the photo. Arrows point to a third column labeled 'A geologist thinks.... The top layer says, "Big Pieces = Steep slope with lots of energy for erosion." The middle layer says "medium size pieces = intermediate slopes." The bottom layer says, "tiny pieces = flat landscape with slow moving water."
Figure 4.11
Figure 4.11. Physical Model of Waves with a String.
Four different drawings of a hand shaking a string. The two on the left are labeled "How far up and down your hand moves." The top left is labeled small. It shows a hand shaking a small amount and the rope has a slight curve with one hump up and one hump down (a sine curve with low amplitude). The drawing below that is labeled large, and the curves in the string are taller (higher amplitude). The two on the right are "How quickly your hand vibrates." The top right shows "fast" and has a series of humps (two up and two down). The one below is labeled "slow" and is similar to the two on the left side in that there is just one hump up and one hump down.
Figure 4.12
Figure 4.12. Pictorial Model of Simple Waves and Earthquake Shaking.
Simple Wave versus Typical Earthquake Wave. The Simple Wave on the left has one hump up and one hump down. The distance from the left to right is labeled 'wavelength' and the distance from the middle to the top is labeled 'amplitude.' The Earthquake wave on the right side is much more complicated. First there is a section with four small humps on the left labeled 'smaller amplitude' and then three humps that are about twice as high labeled 'larger amplitude.' There are also labels shorter and longer to indicate places where the frequency of the wave changes. As the amplitude of the wave evens out the frequency gets smaller.
Figure 4.13
Figure 4.13. Initial Survival Model.
A concept-map showing relationships. An arrow points from “Body parts” to “Way of living” to indicate an important structure/function relationship. Two grey arrows point back and forth between “Way of living” and “Habitat.” Arrows point from “Way of living” and “Habitat” to “Survival” to indicate that both these items affect survival.
Figure 4.14
Figure 4.14. Survival Model Highlighting Human Influence.
This diagram builds on Figure 4.13. It is a concept map showing relationships. An arrow points from “Body parts” to “Way of living” to indicate an important structure/function relationship. Two grey arrows point back and forth between “Way of living” and “Habitat,” but they have a red x through them to indicate a disruption. A box labeled “Humans” connects to the “Habitat” box to indicate that humans have altered the environment. Arrows point from “Way of living” and “Habitat” to “Survival” to indicate that both these items affect survival. The word survival has two question marks after it because humans have disrupted the system.
Figure 4.15
Figure 4.15. Animal Eyes.
A series of six photographs of different animal faces. They are arranged in two rows of three. In the upper left is a hummingbird with eyes on the sides of its head. In the top middle is a bighorn sheep with eyes on the sides of its head. On the upper right is a rabbit, also with eyes on the sides of its head. These animals are all considered prey and need a wider field of vision to avoid predators. The bottom left is a photo of an owl, its eyes are large and placed closer together. The bottom middle photo is a cougar – its eyes are large and placed in the front of its face. The bottom right photo is a fox – its eyes are also large and placed close together in the front of its face. The bottom row animals are primarily predators who need stereoscopic vision to catch prey that moves.
Figure 4.16
Figure 4.16. Cameras with One Lens Lack Depth Perception.
This is a photograph with an altered perspective. The Eiffel Tower is shown full scale. Standing some distance away, a man uses his hand to pretend to pick up the tower. The picture only shows his hand and arm.
Figure 4.17
Figure 4.17. Possible Student Models of How Light Enables Animals to See Objects.
Three possible student models of how light enables animals to see objects. The first image shows an eye looking at a person. It is labeled Light comes from the object. There are arrows emanating from the person toward the eye. This model is marked with a red circle with a line through it indicating this model is incorrect. The middle model shows the same eye looking at a person. It is labeled Light comes from the eye. There are arrows coming from the eye to the person and from the person to the eye. This model is marked with a red circle with a line through it indicating this model is incorrect. The third model shows the same eye looking at a person. It is labeled Light comes from a light source. There is a flashlight with arrows indicating light is coming from the flashlight and shining on the person and arrows emanating from the person to the eye. This model has a green check mark indicating it is correct.
Figure 4.18
Figure 4.18 Practice Sample of Recreating Digitized Images.
Two images side-by-side. The image on the left is a smooth oval drawn with a thin line on a grid. The image on the right is a rougher image of the same oval on a grid. Instead of thin lines, each box in the grid where the line crosses is completely filled in.
Figure 4.19
Figure 4.19. Facsimiles of Students’ Initial Models of Air.
Three different drawings of syringes (each with a before the plunger is pushed version and one for after the plunger is pushed). The top set shows four squiggles representing air in the cylinder of the syringe. After the plunger moves, the squiggles get closer together and squeeze. The middle set shows the bottom half of the syringe shaded-in like liquid sitting at the bottom. As the plunger moves, the liquid rises up to fill the entire space, which is smaller. The bottom set shows 8 green dots scattered in the cylinder. When the plunger gets squeezed, the dots get closer together but otherwise don't change.
Figure 4.20
Figure 4.20. Computer simulation of particles of Neon in three states: Gas, Liquid, and Solid.
The three images are side-by-side. The first represents the gas state. There is a cylinder with a window in it. The neon particles are represented by small blue dots that are scattered throughout the window. There is a thermometer in the upper left of the cylinder that reads 55K. This is a drop down control. The mercury in the thermometer is only slightly above the reservoir. Below the cylinder is a vertical slide control. At the top of the control it reads Heat and at the bottom it reads Cool. The slider is currently in the middle of the range. To the left of this control is a pause button and a fast forward button. The image in the middle is the same cylinder with a window. This one represents the liquid state of neon. The blue dots are all at the bottom of the window, fairly close together. The thermometer reads 26K and the mercury is lower than in the gas state. The slide control under the cylinder is still in the middle of the range. The third image is the same cylinder with a window, this time showing neon in the solid state. All of the blue dots have formed a square. The thermometer reads 13K and the mercury is even lower, and almost all is within the reservoir. The slide control is still in the middle of the temperature range.
Figure 4.21
Figure 4.21. Students Compare Different Batter Recipes.
There are two candid photos taken during the investigation. The first shows a student holding a glob of pancake batter on a stick over a cup. The second shows a group of students comparing different batter recipes. There is a text box on top on the photo that reads The Power of Comparison.
Figure 4.22
Figure 4.22. Students Systematically Test Different Recipes.
Six students surround an electric skillet as one places six different blobs of pancake batter on the skillet. Below the photo is a table of results. There are five columns and three rows. The top row has four pictures of pancakes of varying color. In the far right there is one pancake that is almost totally white. Under the picture the information given is two teaspoons of water and zero teaspoons of banana puree. The next column to the right shows two pancakes evenly browned, under the picture the information given is 1.5 teaspoons of water and 0.5 teaspoons of banana puree. The third column shows two pancakes also evenly browned with the information one teaspoon of water and one teaspoon of banana puree. The last column shows two pancakes that look dark and almost burned with the information of zero teaspoons of water and two teaspoons of banana puree.
Figure 4.23
Figure 4.23. Student’s Storyboard Documenting Recipe Refinement.
An example of student work showing the outcomes of their pancake experiment.
First time is a drawing of a pancake that is runny, with the words “too runny - less water.”
Second time is a drawing of a pancake that is flat, with the words “kind of chewy- needs to be fluffier, still white-more baking powder.”
Third time is a drawing of a pancake that is raised and a little bit shaded. Then the words “Fluffy! But still white - add banana. (Sahasi got hers to brown with banana.)”
Fourth time is a drawing of a pancake that is shaded but runny. With the words “Brown, but runny again. Less/no water.”
Fifth time is a drawing of a raised and shaded pancake, with the words “Brown, pretty fluffy.”
Figure 4.24
Figure 4.24. Lettuce Growing Without Soil.
Four heads of lettuce growing in glass jars. There is water but no soil. The four jars have labels that appear to be dates:
3-10. Vigorously growing with tall leaves.
3-15. Also growing, but leaves smaller.
3-14. Similar to above.
3-25. No growth visible.
Figure 4.25
Figure 4.25. Van Helmont’s Experiment.
A green pot with soil and a seed going into it, the pot equals 5kg; arrow to right, indicating 1 year has passed and plant grew with leaves in green pot, base is still 5kg and plant equals 1kg.
Figure 4.26
Figure 4.26. A Sealed Glass Pod Contains an Entire Ecosystem
Photograph of a sealed glass ecosphere with coral, algae, and ghost shrimp.
Figure 4.27
Figure 4.27. Distribution of Earth’s Water.
This is a diagram of water on the earth. There are three tiered circles of water. The top circle is “All Water” with Oceans 97% and fresh water 3%. The next lower level is all of the “Fresh Water,” with 69% in ice caps and glaciers, 30% is ground water, and the last is 1% of accessible surface fresh water. The bottom circle of water is Accessible Surface Freshwater, with Lakes 52%, water within living organisms 1%, Rivers 1%, Water vapor 8%, and soil moisture 38%.