Activity 1: 3rd and 6th Grade:

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to differentiate and give examples of potential energy and kinetic energy.

Draw a diagram of a roller coaster and identify when the rollercoaster has potential energy and kinetic energy.

Score/Step 4.0

I am able to differentiate potential energy and kinetic energy; Use a bouncy ball to create and explain a demonstration of potential energy and kinetic energy.

Score/Step 3.0 Target

(Learning Goal)

I am able to compare potential energy and kinetic energy; Create a graphic organizer which compares and contrasts potential energy and kinetic energy and illustrate examples of each.

Score/Step 2.0

I am able to recognize that there is a difference between potential energy and kinetic energy

Complete a Venn Diagram which shows the similarities and differences between potential energy and kinetic energy.

Score/Step 1.0

I am able to investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.

NGSSS:SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.SC.6.P.11.2 Investigate and describe the transformation of energy from one form to another. (AA)SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.

6th Grade Essential Lab: The Physics of RollercoastersBackground:Riding a roller coaster can make your heart skip a beat. You speed up and slow down as you travel from hill to hill. The changes in speed occur as gravitational potential energy and kinetic energy are converted into each other.

Problem Statement: How does the energy of a roller coaster car changed as it travels along a roller coaster?

Vocabulary: gravitational potential energy, potential energy, kinetic energy, mechanical energy

Procedures: 1. On your paper, design your roller coaster. Your design should have at least 2 hills, one

loop, and one turn.2. Discuss with your team which design will make the best coaster.3. Choose the best design within your team. Get your teacher’s approval before you start

building your coaster.4. Using the given materials build your team’s selected coaster. 5. Release the small marble from the top of the first hill, and observe how the speed of the

marble changes as it travels along the roller coaster. Record your observations.6. Repeat step 5 using the biggest marble. Record your observations.

Observations/Data:

Research Question: Can I construct a roller coaster that will work?Draw your design and label where the different forms of energy are illustrated.

Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed)

Evidence: (Support your claim by citing data you collected in your lab procedure)

Reasoning: (Describe the science concepts that explain why or how the evidence you presented supports your claim)

Results/Conclusion: 1. Compare the kinetic energy of the marbles at the bottom of the second hill to its kinetic

energy at the bottom of the first hill.2. Compare the potential energy of the marbles at the top of the second hill to its potential

energy at the top of the first hill.3. How did the mechanical energy of the marbles change as it moved along your roller

coaster?

4. Infer why the mechanical energy of the marbles changed.

5. Cite evidence from the rollercoaster that supports the Law of Conservation of Energy.

Activity 2: 4th and 7th Grade:

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to analyze and give examples of the impact humans have had on Earth.

Research negative impacts humans have had on Earth and explain how they can turn the situation around. Use information to create a presentation.

Score/Step 4.0

I am able to identify examples of the impact humans have had on Earth

Investigate the impact human have had on the land through mining rocks for their use.

Score/Step 3.0 Target(Learning

Goal)

I am able to identify the impact humans have had on Earth

Create a graphic organizer which illustrates some impacts humans have had on Earth, to include deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water..

Score/Step 2.0

I am able to identify some impacts humans have had on Earth

Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.

Score/Step 1.0

I am able to recognize that humans need resources on Earth and that these are either renewable or nonrenewable.

CIS: Do Earthquakes Deposit Gold? New Study Shows That Fault

Lines May Be Linked To the Precious Metal (Grade 7 Q2)

The tyrannosaur of the minerals, this gold nugget in quartz weighs more than 70 ounces (2 kilograms).

From Becky Oskin, OurAmazingPlanet Staff Writer:Earthquakes have the Midas touch, a new study claims.

P1 Water in faults vaporizes during an earthquake, depositing gold, according to a model published in the March 17 issue of the journal Nature Geoscience. The model provides a quantitative mechanism for the link between gold and quartz seen in many of the world's gold deposits, said Dion Weatherley, a geophysicist at the University of Queensland in Australia and lead author of the study.

P2 When an earthquake strikes, it moves along a rupture in the ground — a fracture called a fault. Big faults can have many small fractures along their length, connected by jogs that appear as rectangular voids. Water often lubricates faults, filling in fractures and jogs.P3 About 6 miles (10 kilometers) below the surface, under incredible temperatures and pressures, the water carries high concentrations of carbon dioxide, silica and economically attractive elements like gold.

Shake, rattle and goldP4 During an earthquake, the fault jog suddenly opens wider. It's like pulling the lid off a pressure cooker: The water inside the void instantly vaporizes, flashing to steam and forcing silica, which forms the mineral quartz, and gold out of the fluids and onto nearby surfaces, suggest Weatherley and co-author Richard Henley, of the Australian National University in Canberra.

P5 While scientists have long suspected that sudden pressure drops could account for the link between giant gold deposits and ancient faults, the study takes this idea to the extreme, said

Jamie Wilkinson, a geochemist at Imperial College London in the United Kingdom, who was not involved in the study.

P6 "To me, it seems pretty plausible. It's something that people would probably want to model either experimentally or numerically in a bit more detail to see if it would actually work," Wilkinson told OurAmazingPlanet.

P7 Previously, scientists suspected fluids would effervesce, bubbling like an opened soda bottle, during earthquakes or other pressure changes. This would line underground pockets with gold -. Others suggested minerals would simply accumulate slowly over time.P8 Weatherley said the amount of gold left behind after an earthquake is tiny, because underground fluids carry at most only one part per million of the precious element. But an earthquake zone like New Zealand's Alpine Fault, one of the world's fastest, could build a mineable deposit in 100,000 years, he said.P9 Surprisingly, the quartz doesn't even have time to crystallize, the study indicates +. Instead, the mineral comes out of the fluid in the form of nanoparticles, perhaps even making a gel-like substance on the fracture walls. The quartz nanoparticles then crystallize over time.

P10 Even earthquakes smaller than magnitude 4.0, which may rattle nerves but rarely cause damage, can trigger flash vaporization, the study finds.

P11 "Given that small-magnitude earthquakes are exceptionally frequent in fault systems, this process may be the primary driver for the formation of economic gold deposits O," Weatherley told OurAmazingPlanet.

The hills have goldP12 Quartz-linked gold has sourced some famous deposits, such as the placer gold that sparked the 19th-century California and Klondike gold rushes. Both deposits had eroded from quartz veins upstream. Placer gold consists of particles, flakes and nuggets mixed in with sand and gravel in stream and river beds. Prospectors traced the gravels back to their sources, where hard-rock mining continues today.P13 But earthquakes aren't the only cataclysmic source of gold. Volcanoes and their underground plumbing are just as prolific, if not more so, at producing the precious metal. While Weatherley and Henley suggest that a similar process could take place under volcanoes, Wilkinson, who studies volcano-linked gold, said that's not the case.P14 "Beneath volcanoes, most of the gold is not precipitated in faults that are active during earthquakes," Wilkinson said. "It's a very different mechanism."

P15 Understanding how gold forms helps companies prospect for new mines. "This new knowledge on gold-deposit formation mechanisms may assist future gold exploration efforts," Weatherley said.

P16 In their quest for gold, humans have pulled more than 188,000 tons (171,000 metric tons) of the metal from the ground, exhausting easily accessed sources, according to the World Gold Council, an industry group.

CIS: Rock Cycle and Earth ProcessesBenchmarks: Carefully select text that aligns with State Standards/BenchmarksTitle of Text/Article:

Do Earthquakes Deposit Gold? New Study Shows That Fault Lines May Be Linked To the Precious Metal

NGSSS for Science Benchmarks:

Comprehensive Science 2 (200207001)SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)SC.7.P.11.4 Observe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)

Content Integration

Comprehensive Science 2 (200207001)The student will be able to: Identify and describe steps of the rock cycle and relate them to surface and

sub-surface events. Classify the movement of plates by identifying the events/feature that are

caused by them Describe the scientific theory of plate tectonics and how the movement of

Earth’s crustal plates and flow of heat and material cause various geologic events to occur

CCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Teacher Notes: Materials:

o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses, etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question

Generation, etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question

Generation). Preparations:

o Number paragraphs of selected text/article for ease of locating text evidence during discussions.

o Develop and display Final/Complex Text-Based Question at the beginning of the lesson to communicate upfront for students the lesson’s final question and learning outcome.

o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking. Select a small text segment and preplan corresponding coding example(s) to model the text-marking process for students.

o Any audio visuals, specimens, and/or samples to enhance lesson. Guidelines:

o Add additional efferent discussion sessions, as needed.o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts,

more time)o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).

* * * CIS Step 1 * * *Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking.

Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text.

Hook Question: How can earthquakes affect our economy?

Individual responses in your journal

Predictive Written Response to Complex Text-Based Question: What is important to consider about the processes and outcomes of earthquakes?

Vocabulary InstructionAcademic or

Discipline Specific Vocabulary

Word Part or Contex

t

Para-graph #

Academic or Discipline Specific Vocabulary

Word Part or Contex

t1 vaporizes- To convert

into a gascontext

1 quantitative-of, relating to measurement

context

2 Fracture- a crack or a fault in a rock

context

Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root,

suffix) and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:

o record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.

opost word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons.

Reading #1Text-marking + – this section of text shows a fact based on evidence- – this section of text shows an opinion based on someone’s thoughtsP – this section of text shows a process of the earthquakeO – this section of text shows an outcome of the earthquake processes

Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner.

Reading #2Directed Note Taking: Do Earthquakes Deposit Gold? New Study Shows That Fault Lines May Be Linked To the Precious MetalGuiding Question: Using evidence from the text and video clip, what is important to consider about the processes and outcomes of earthquakes?Para-graph #

NOTES Check relevant categories below+ Fact based on evidence

-Opinion based on thoughts

Process

Outcome

1 Water in faults vaporizes during an earthquake, depositing gold.

X X X

3 Water carries high concentrations of carbon dioxide, silica and economically attractive elements, like gold.

X X

4 The steam from the earthquake forces gold out onto the surface.

X x X

Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.

Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

First Draft Written Response to Essential Question: Using evidence from the text, what is important to consider about the processes and outcomes of earthquakes?

Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative

partners, written conversations

* * * CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.

Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Reading #3Question Generation: How do earthquakes impact gold exploration?Para-graph #

Questions Check relevant categories below+ Fact based on evidence

-Opinion based on thoughts

Process

Outcome

11 Can more gold be retrieved from earthquakes with higher magnitudes?

X X

11 How should gold explorers pursue gold more safely?

X X

13 Can gold be found as a result of other geologic processes?

X X

Teacher models re-reading a portion of the text and generates one or two questions.

Students continue to review/scan the text and use their recorded notes to generate questions about information in the text collaboratively or independently.

To conclude question generation, the teacher has students:

share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning.

record/post common and relevant/significant questions to encourage:oextended efferent text discussionostudents to seek/locate answers in text-reading throughout the

remainder of the chapter/unit focusing on unanswered questions in collaborative inquiry.

* * * CIS Step 3 * * *Task: Teacher posts a Complex Text-Based question; students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.Purpose: To provide opportunities for students to interact with the text and with their peers to:

identify text information most significant to the final/essential question. facilitate complex thinking and deep comprehension of text.

Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factor, most likely, is the primary issue when considering the impact of earthquakes on our economy?

Activity 3: 5th and 8th Grade:Learning Goals:

5th GradeSC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.(Also assesses SC.3.L.14.2).(Level 2: Basic Application of Skills & Concepts)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to connect structures to the functions of plant parts, including those involved in sexual reproduction of flowering plants.

Create a presentation (PowerPoint or display board) that explains the process of sexual reproduction of flowering plants, and connect essential structures and functions of plant parts.

Score/Step 4.0

I am able to relate structures to the functions of plant parts, including those involved in sexual reproduction in flowering plants.

Create a cartoon or comic strip that illustrates the process of how flowering plants produce their own food and reproduce.

Score/Step 3.0 Target

(Learning Goal)

I am able to identify the structures and functions of plant parts, including those involved in sexual reproduction.

Make an illustrated book with two parts.Part one should include each major part and functions of a plant.Part two should include the parts of the sexual reproduction in flowering plants (stamen, pistil, ovary, petal, sperm, & egg) and their functions.

Score/Step 2.0I am able to identify some structures or functions of plant parts.

Draw and label the six major parts and structures of a plant and their functions.

8th Grade

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0 I am able to breakdown the process of photosynthesis.

Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms describing the process of photosynthesis.

Investigate and manipulate the process of photosynthesis using real plants or algae

Score/Step 4.0 I am able to breakdown the process of photosynthesis.

Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water, and chlorophyll; production of food; and release of oxygen by writing a word equation for the process of photosynthesis and how, with light, green plants convert water and carbon dioxide, into sugar and oxygen

Score/Step 3.0 Target(Learning Goal)

I am able to recall the steps in the process of photosynthesis.

Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water, and chlorophyll; production of food; and release of oxygen.

Score/Step 2.0 I am able to explain the purpose of photosynthesis.Recognize the process of photosynthesis, such as the roles of light, carbon dioxide, water, and chlorophyll; production of food; and release of oxygen.

Score/Step 1.0 I can tell the difference between the ways plants and animals obtain their energy.

Readings on following pages:5th Grade Reading:

8th Grade Reading: Transcripts from NBC Learn:“Power Plants: Engineers Mimic Photosynthesis to Harvest Light Energy

Theoretical models suggest ways for optimizing artificial photosynthesis to turn light into

energy the way plants do” By Alison Snyder December 13, 2010

Plants take advantage of quantum mechanics to harvest sunlight with near-perfect

efficiency—though only roughly 2 percent of that capture sunlight ultimately gets stored as

chemical energy. Now scientists are studying how this light-harvesting step of

photosynthesis is optimized by nature to learn how to mimic it in engineered systems for

use in solar cells or artificial leaves that produce fuels directly from the sun.

Plants rely on chromophores—molecules that absorb certain wavelengths of visible light

while reflecting others—to harvest energy from the sun. When sunlight hits a plant,

electrons in the topmost chromophores absorb energy from incoming photons and then

transfer it from the newly energized molecule to another molecule at a lower energy state.

That transfer repeats itself via a chain of molecules, a cascade of rapid energy pass-offs that

ultimately separates an electron from the last chromophore in the chain, which provides

energy that is stored by the plant as a carbohydrate.

In this way chromophores perform three functions: they absorb energy from sunlight

(acting as "acceptors"); they donate the energy they absorbed (as "donors"); and they

transfer energy to another molecule (as "bridges"). Using measurements from other

researchers of the intensity of photons absorbed and emitted by chromophores, chemist

Jianshu Cao and his colleagues at the Massachusetts Institute of Technology developed a

computer model to arrive at the ratio of acceptors, donors and bridges that optimizes the

efficiency of the light-harvesting step of photosynthesis.

The findings: there is an optimal ratio of 10 donors for each acceptor in order to efficiently

transfer energy in a natural photosynthetic system with just those two chromophore

functions. Adding bridges to an arrangement of donors and acceptors then further

increases the efficiency of energy transfer, Cao says. Chromophores are arranged in

bundles in plant cells, and these structures and configurations influence light-harvesting

efficiency as well. University of California, Berkeley, chemist Matt Francis created artificial

light-harvesting systems by attaching chromophores to tobacco mosaic virus molecules.

Modeling these genetically engineered systems, Cao found that one structure—stacks of

chromophore disks—could be tuned to improve the overall efficiency by combining

multiple disks of similar size but different combinations of bridges, acceptors and donors.

One particular configuration of two disks comprising bridges and acceptors stacked

between disks made entirely of donors is a good candidate for designing artificial light-

harvesting devices, according to the study published October 21 in The Journal of Physical

Chemistry B.

Earlier research found that photosynthesis takes advantage of an effect known as quantum

coherence. In one study researchers found that the energy absorbed by a chromophore

travels through multiple networks at the same time in order to take the quickest path.

Other research observed that "noise," or random fluctuations, at the quantum level helps

move energy from chromophores to the reaction centers of photosynthesis. Building on

this work, Cao and M.I.T. chemist Robert Silbey modeled a light-harvesting system in green

sulfur bacteria and found that photosynthesis is most efficient when there is an

intermediate amount of noise in the system. "In experimental conditions one always tries

to reduce noise," Cao says, "but in a quantum mechanical system, it's actually useful to have

some noise."

He offers the analogy of surface friction: If a car is on ice, without any friction it won't move

at all. But if there is too much friction, a car also won't move. In photosynthetic systems an

intermediate amount of random quantum fluctuations (think: friction) helps move the

electrons carrying energy from one reaction center to the next, Silbey and Cao wrote in the

October issue of the New Journal of Physics. By changing the temperature, strength and

length of the random fluctuations in their models, they were able to optimize the energy

transfer.

Engineering artificial systems like those involved in the light harvesting step of

photosynthesis calls for a different design approach, says Seth Lloyd of M.I.T. and the Santa

Fe Institute, who also works on quantum coherence in photosynthesis. "Natural selection is

adding quantum design features and tuning them to the point where it is just complex

enough to get the job done without compromising robustness." Engineers are often advised

to keep it simple, but Lloyd says not too simple: "You want to have as many knobs that you

can turn as functions you want to accomplish."

Photosynthesis STEM Lesson With an Open-Inquiry Engineering Activity

5th Grade NGSSS:SC.5.L.14.2: Compare and contrast the functions of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support – some internal skeletons others with exoskeletons – while some plants have stems for support.SC.4.L.17.3 (AA for 5th grade): Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.MAFS…8th Grade NGSSS:SC.8.L.18.1: Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water, and chlorophyll; production of food; release of oxygen.SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.MAFS.8.F.2.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Photosynthesis Open-Inquiry Lab:A. Engage: (5 minutes) Ask the students: “What are the benefits and constraints of

replicating photosynthesis as a model to generate energy?” B. Explore: (15 minutes) Gathering Data from Informational Text Reading and

Multimedia Resources: “Three Level Text”- 5th Grade: read the informational text from Discovery Education: “Leaves on Your Dinner Plate”

- 8th Grade: read the Informational text from NBC Learn: “Power Plants: Engineers Mimic Photosynthesis to Harvest Light Energy”1. Read passage2. Groups of four; Choose one as timekeeper3. Level 1-Have one person take up to 3 minutes to summarize passage4. Level 2- Person discusses implications of using these types of articles in class for

content5. Level 3- Person discusses the issues or benefits with the reading level of the

passage.6. (2 min) Group responds to Person 17. Repeat with another question.

-Watch video: “Chemistry of Changing Leaves”

Maximizing Photosynthesis LabAn Open-Inquiry Engineering Activity:

Introduction: Plants use their leaves to collect sunlight and undergo photosynthesis. In this activity, you will design your own setup for plant’s leaf structure and layout. The goal is to absorb as much light as possible in order to undergo as much photosynthesis as possible.

Problem Statement: As a group, create a problem statement around how the structure and layout of plant’s leaves affect the plant’s ability to absorb light and undergo photosynthesis.

Engineering Constraints:Materials:

6 Straws/Skewers 3 Plastic Bags 1 Pair of Scissors 1 Ruler 1 Meter of Masking Tape 1 Sheet of Graph Paper 1 smartphone/tablet with the Thermal Cam app Stand (2 liter soda bottle with skewer)

Setup: Must be between 25 cm and 30 cm above the paper Light will be placed above the center of the graph paper Leaf setup will be placed over any part of the graph paper the group chooses

Design and Build: Each group will design a setup using the materials listed above and that adheres to the setup constraints. The group will then build their design.

Test and Collect Data: The group will test their design by placing their setup between the lamp and the graph paper. The Thermal Cam app will be used to determine how much light is making through the design and onto the paper.

*Teachers will create a way to code their data. For example:Color Coded Data:Red = ???Orange = ???Yellow = ???

Green = ???Blue = ???

Calculate Score:5th Grade – Area and Sum8th Grade - Percentage

Analyze and Redesign: Each group will analyze their data and discuss how improvements can be made. The group will redesign their setup, test the new design, and analyze the new data. Groups will create a graph to compare their data.CER: Each group will create a CER to discuss their findings.

MIDDLE SCHOOL SCIENCESCIENTIFIC WRITING FOR LABORATORY ACTIVITIES

Source: NSTA Science Scope