CURRICULUM AND ASSESSMENT OutLINE ASSESSMENT ACTIVITY Year 8

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1 Section 1: Summary Background information Brief Description of Assessment Activity Context summary Make a poster that shows the sources of electricity. Explain the differences between renewable and non-renewable r Draw a diagram and write a step-by-step description of how electricity is generated using coal and wind/solar. Construct an energy flow chart that shows the steps for generating electricity from source to receiver. Identify both useful and non-useful energy transfers. Outline the advantages and disadvantages of using each energy resource and how they link to climate change, greenhouse gases and sustainability. This task is suitable for year 8 students of mixed ability and year 8 extension students Purpose Formative Summative Description of purpose Audience Suitability This activity enables the assessment of students ability to research a variety of scientific literature with a focus on the use and influence of science in the production of electricity in a variety of forms (coal and wind/ solar). Students will have the opportunity to demonstrate their knowledge on the various forms of energy, transfer of energy, transformation of energy and the construction energy flow charts (from source to receiver). Through this activity students will develop an understanding of sustainability in renewable r. The advantages and disadvantages of using each energy resource will be explored and how they link to climate change and greenhouse gases. At Year Level Extension Students with disability EAL/D School Curriculum and Standards Authority 2013 page 1 of 6

2 Summary of links to the Australian Curriculum Content Strand Sub-Strand Science Understanding Biological Sciences Chemical Sciences Earth and Space Sciences Physical Sciences Science as Human Endeavour Use and influence of science Nature and development of science Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating General capabilities Crosscurriculum priorities Literacy Numeracy Aboriginal and Torres Strait Islander histories and cultures ICT capability Critical and creative thinking Ethical behaviour Asia and Australia s engagement with Asia Personal and social capability Intercultural understanding Sustainability School Curriculum and Standards Authority 2013 page 2 of 6

3 Section 2: Links to the Australian Curriculum Science Year 8 Content descriptions Science Understanding Physical Science Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155) Science Inquiry Skills Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS148) Relevant Aspects of the Achievement Standard By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the time scales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types. Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v40 < School Curriculum and Standards Authority 2013 page 3 of 6

4 Section 3: Student activity Before students attempt this task, they must have experienced: renewable and non-renewable energy r basic steps in electricity generation a simple energy transfer model, identifying useful and non-useful energy transfers. Background information: We use electricity for many things. Electricity can be generated in power stations from coal or from wind turbines/ solar panels in windy or sunny places. Task: make a poster that shows the sources of electricity Reporting explain the policyr differences between renewable and non-renewable r draw a diagram and write a step-by-step description of how electricity is generated using coal and wind/solar construct an energy flow chart that shows the steps for generating electricity from source to receiver identify both useful and non-useful energy transfers. Extension: Outline the advantages and disadvantages of using each energy resource and how each link to climate change, greenhouse gases and sustainability. Referencing: Develop a detailed bibliography including accurate website addresses with date and time. School Curriculum and Standards Authority 2013 page 4 of 6

5 Student Learning Students have been exposed to the following concepts and skills through this assessment task: that a transfer of energy means that energy is moved from one place to another a transformation of energy means that energy undergoes a change in its form an energy chain or energy flow chart to identify and describe the energy transformations within a system that each energy chain or energy flow chart starts with an energy source and ends with an energy receiver that an energy source is something (an object or systems of objects) that possesses energy, which can be released in a useable energy form findings and solutions to problems using scientific language and representations Other Opportunities Differentiation Refer to extension section of task Other Suggestions Ethical behaviour could be introduced in a debate about the pros and cons of nuclear power Human Endeavour: Use and influence of science could be incorporated by exploring more examples of alternative energy sources School Curriculum and Standards Authority 2013 page 5 of 6

6 Section 5: Reflection To what extent did the task provide an opportunity for the students to demonstrate their skills and understandings from the curriculum content? What range of achievement was able to be demonstrated by students? Was any additional support required for some students to enable them to access the task? The assignment covered in detail forms of energy, transfer of energy and construction of energy flow charts. Students also had the opportunity to demonstrate knowledge of sustainability (cross curricular priority). Students were able to demonstrate a range of achievement Some students needed revision on energy chains. What misconceptions were revealed from students responses to the task? How did the activity link to other learning areas? Some students did not fully understand the energy source and receiver in an energy transfer. The task linked to sustainability which is a cross curricular priority. School Curriculum and Standards Authority 2013 page 6 of 6

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