The purpose of this assessment probe is to elicit students’ ideas about the concept of a plant. The probe is designed to find out how students determine whether a living thing is considered to be a plant.

The purpose of this assessment probe is to elicit students’ ideas about temperature change in a system. The probe is designed to find out whether students recognize that heat moves from the warm water to the cool water until they both reach the same temperature. Additionally, students’ explanations reveal whether they use an addition, subtraction, or averaging strategy to determine the resulting temperature.

The purpose of this assessment probe is to elicit students’ ideas about transfer of energy. The probe is designed to determine whether students recognize that heat flows from warmer objects or areas to cooler ones.

The purpose of this assessment probe is to elicit students’ ideas about chemical bonds. The probe is designed to find out how students interpret molecular models.

The purpose of this assessment probe is to elicit students’ ideas about particles during a phase change. The probe is designed to find out if students recognize that the bubbles formed when water boils are the result of liquid water changing into water vapor.

The purpose of this assessment probe is to elicit students’ ideas about freezing point. The probe is designed to find out if students recognize that the temperature at which water freezes is independent of the volume.

The purpose of this assessment probe is to elicit students’ ideas about the boiling point of a pure substance. The probe is designed to find out whether students recognize that the boiling point of a pure substance stays constant no matter how long it boils.

The purpose of this assessment probe is to elicit students’ ideas about a physical property of matter. The probe is designed to reveal whether students recognize that under the same conditions, boiling point remains the same.

The purpose of this assessment probe is to elicit students’ ideas about the density of a solid object. The probe is designed to find out whether students recognize that in this phenomenon, air is not displaced, such as when there is a hole in a boat.

The purpose of this assessment probe is to elicit students’ ideas about density and buoyancy. The probe is designed to find out how students think an object can be changed to make it float differently.