weebly · web viewintroduction these tasks are designed to help prepare you for the cmts (clap,...
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Introduction
These tasks are designed to help prepare you for the CMTs (clap, clap!) that we will be taking very soon! There are 8 tasks total. It is important to do only 1-2 tasks at a time, so that you do not become overwhelmed. DO NOT wait until Sunday night to start this work. You are welcome to use your notes to help you. Each task is aligned to specific Connecticut State Standards that will be assessed on the CMTs.
Below is a rubric from the makers of the CMT (clap, clap) that the scorers will be using to grade your open-ended responses during the real test (clap, clap).
Open-ended questions, also called “constructed response” items, have a question stem that requires a brief written response; generally, two to four sentences. Constructed response items are designed to probe students’ understanding of complex ideas. As such, these questions include at least two components and there is no single correct answer, rather, they can be answered fully and correctly in a variety of ways.
Responses to constructed response items are holistically scored. A score of 2 is awarded for a response that fully and accurately answers the question, a score of 1 is awarded for a response that partially answers the question, and a score of 0 is awarded for a response that does not answer the question or is fundamentally inaccurate.
Generic Scoring Rubric for CMT Science Open-Ended Items
Score Point 2
The response is correct, complete and appropriate. The student has demonstrated a strong understanding of scientific concepts and inquiry skills. The response may contain minor errors that will not necessarily lower the score.
Score Point 1
The response is partially correct and appropriate although minor inaccuracies or misconceptions may occur. The student has demonstrated limited evidence of an understanding of scientific concepts and inquiry skills.
Score Point 0
The response is an unsatisfactory answer to the question. The student has failed to address the question or does so in a very limited way. The student shows no evidence for understanding the scientific concepts and inquiry skills. Serious misconceptions may exist.
CMT Prep Task 1Standards: CINQ3 & C14Assume that your Illuminator has asked you to conduct a scientific investigation. The purpose of the investigation is to answer the following question:
How does the length of an inclined plane affect the force needed to raise a 10-kilogram block to a height of 30 centimeters?
Your Illuminator has provided you with the tools and other materials shown here.
Describe the procedure you would use to investigate the research question.
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Predict which inclined plane would require the smallest amount of force to raise the 10-kilogram block to a height of 30 centimeters.
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Assume that the longest board is 120 centimeters long and the shortest board is 60 centimeters long. Calculate the mechanical advantage of inclined planes made with each of these boards and the three bricks. How much greater is the mechanical advantage of the inclined plan made with the longest board than with the shortest board.
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CMT Prep Task 2
Standards: C14 & C17
The drawing below shows the bones of the arm and the bicep muscle. Compare the arm with a lever. Identify the part of the arm that is analogous to the fulcrum and explain how force is applied to the lever.
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What is the mechanical advantage of the arm as a lever?
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CMT Prep Task 3Standards: C22 & CINQ6 & CINQ7
The following table shows the distance traveled down a mountain side by a skier. The skier’s distance from the top of the mountain was measured every 30 seconds.
Time (min) Distance (km)
0.5 0.4
1.0 1.0
1.5 1.2
2.0 1.8
2.5 2.0
3.0 2.4
Draw a line graph to represent the data in the table, using the axes above.
Describe the relationship between the two variables in the graph_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Calculate the skier’s average speed in kilometers per minute. What was the average speed in kilometers per hour? Show all your work.
If the skier continued to ski down the mountain at this speed, what would the skier’s total distance be after 4.0 minutes?
CMT Prep Task 4
Standards: C25
In the lines below, compare and contrast mitosis and meiosis. Be sure to identify the types of cells that undergo each type of cell division. Fully explain the steps in your comparison.
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CMT Prep Task 5
Standards: C26
Assume flower color in a particular plant species is controlled by a gene with two different forms, represented by the alleles F and f:
F = yellow flowers (dominant); f = pink flowers (recessive).
Fill in the two Punnett squares below to show the two possible crosses between plants with yellow flowers and plants with pink flowers in this species. Complete both Punnett square to show all the possible combinations of genes in the offspring of each cross.
(Use this to help you fill out the punnett squares):
What are the two possible genotypes of a plant with yellow flowers? _________ _________
What is the ONLY possible genotype of a plant with pink flowers? __________
Based on the completed Punnett squares, describe possible offspring when plants with yellow flowers
are crossed with pink-flowered plants in this species.
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Parents Parents
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CMT Prep Task 6
Standard: C28 & C29
This diagram shows the sun, Earth, and the moon lined up in the same plane.
Identify the even that is occurring in the diagram, and explain why it is happening. How does the moon
look from Earth at this time?
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CMT Prep Task 7
Standards: CINQ7 & C22
Students measured the movement of a person with a motion detector. Their data is shown on the graph below.
Describe the movement indicated by the motion detector from 0 seconds to 8 seconds. In your description, be sure to include:
• the distance traveled and the time elapsed for each labeled section• a comparison of the velocity in each section
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CMT Prep Task 8
Standards: C1 & C2
PROPERTIES OF HYDROGEN, OXYGEN, CARBON, AND OIL
Element in Oil State of Matter at Room Temperature Color Reaction with Oxygen
Hydrogen Gas No color Produces energy and water
Oxygen Gas No color No reaction
Carbon Solid Black, gray, or clear (depending on form)
Produces carbon dioxide and/or carbon
monoxide
Compound State of Matter at Room Temperature Color Reaction with Oxygen
Oil Liquid Slightly yellow to blackProduces energy, water, carbon dioxide, and/or
carbon monoxide
Compare the properties of oil to the properties of the elements in oil.In your comparison, be sure to include
• the properties of oil• the properties of the elements in oil• the motion of the molecules in oil, carbon, and hydrogen
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Suppose you stir a small amount of baking soda into a glass of water until the water looks clear again. Identify how you could prove to someone that the clear material is a mixture.
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