Question

discuss the phenomenon
think about the investigative phenomenon video you watched. what was the science behind the phenomenon you observed? to help you build an understanding of the phenomenon, you will construct and revise a scientific argument.
build your argument with the claim, evidence, and reasoning framework.

1. sep ask questions write a question about the investigative phenomenon that you would like to discuss with your classmates. (your teacher may also provide you with one.)
2. sep construct written arguments use the claim - evidence - reasoning framework to build a scientific argument about the phenomenon. after stating your claim, support it with evidence and scientific reasoning.

make a claim
your claim should be a response to the question stated above
cite evidence
identify data or knowledge that support your claim.
use reasoning
justify how the data and knowledge count as evidence toward supporting the claim.

Explanation:

1. For the question - One could ask something like "What factors affect the rate of the phenomenon observed in the video?". This question can lead to a discussion among classmates.
2. For constructing the written argument:

• Make a Claim: For example, if the phenomenon is the melting of ice, a claim could be "The rate of ice - melting increases with an increase in temperature."
• Cite Evidence: Data such as temperature readings and the time taken for a fixed amount of ice to melt at different temperatures can be cited. Knowledge about heat transfer and phase - change principles also supports this.
• Use Reasoning: The higher the temperature, the more thermal energy is available to break the intermolecular forces holding the ice in a solid state. This is why the data (increase in melting rate with temperature) supports the claim.

Answer:

1. Question: What factors affect the rate of the phenomenon observed in the video?

2.

• Make a Claim: The rate of ice - melting increases with an increase in temperature.
• Cite Evidence: Temperature readings and time - taken for ice to melt at different temperatures; knowledge of heat transfer and phase - change principles.
• Use Reasoning: Higher temperature provides more thermal energy to break intermolecular forces in ice, thus supporting the claim.