Unit 1, Introductory Activity, Safety in the Physics Laboratory. Physics

Transcription

1 Unit 1, Introductory Activity, Safety in the Physics Laboratory Physics Blackline Masters, Physics Page 1

2 Unit 1, Introductory Activity, Safety in the Physics Laboratory The following activity will acquaint students with safety concerns in the physics laboratory. Go over the list as a class, and then have students write the list in their own words. Finally, ask them to have parents read the rules and sign; this reinforces the importance of safety and informs the parents of the student penalty for non-compliance. SAFETY IN THE LABORATORY Name: Section: Date: In physics class, you will regularly perform laboratory activities. While no human activity is completely risk-free, if you follow laboratory procedures and heed safety rules, you are unlikely to encounter any problems. The following safety pointers apply to all laboratory activities. For your personal safety and that of your classmates, make following these guidelines second nature in the laboratory. Your teacher will point out any special safety guidelines that apply to each activity. If you understand the reasons behind them, these safety rules will be easy to remember and to follow. SAFETY ASSIGNMENT: 1. Read all of the safety guidelines. 2. Sign these safety rules at the bottom. 3. In ink, put your name, date, and period on a sheet of binder paper. 4. For each listed safety guideline, write in your own words what each safety rule says. 5. Turn in your work at the end of this class period. This must be on file before you begin lab work. HOMEWORK: Take home this safety contract and have your parents read and sign. Rules of Laboratory Conduct for Safety in the Laboratory 1. Never work in the lab unless a teacher is present and aware of what you are doing. 2. Prepare for the lab activity or experiment by reading it over first. Ask questions about anything that is unclear to you. Note any cautions that are stated. 3. Dress appropriately for a laboratory. Avoid wearing bulky or loose-fitting clothes or dangling jewelry. Pin or tie back long hair, and roll up loose sleeves. Wear close-toed shoes. Blackline Masters, Physics Page 1

3 Unit 1, Introductory Activity, Safety in the Physics Laboratory 4. Keep the work area free of any books and materials not needed for what you are working on. 5. Wear safety goggles when working with chemicals, flames, heated liquids, or glassware. State law mandates this. 6. Never throw anything in the laboratory. 7. Food, beverages, and chewing gum are not allowed in the laboratory area. 8. Use the apparatus only as instructed in the manual or by your teacher. If you wish to try an alternate procedure, obtain your teacher's approval first. 9. If a thermometer breaks, inform your teacher immediately. 10. Dispose of broken glass in the container marked Broken Glass. 11. Do not force glass tubing or a thermometer into a dry rubber stopper. The hole and the glass should both be lubricated with glycerin (glycerol) or soapy water, and the glass should be gripped through a paper towel to protect the hands. 12. Do not touch anything that may be hot, including burners, hot plates, rings, beakers, electric immersion heaters, and electric bulbs. If you must pick up something that is hot, use an insulated glove, an oven mitt, a pot-holder, tongs for handling a beaker, or some other appropriate holder. 13. When working with electric circuits, be sure that the current is turned off before making adjustments in the circuit. 14. If you are connecting a voltmeter or ammeter to a circuit, have your teacher approve the connections before you turn the current on. 15. Do not connect the terminals of a dry cell or battery to each other with a wire. Such a wire can become dangerously hot. 16. Report any injuries, accidents, or breakages to your teacher immediately. Also report anything that you suspect may be malfunctioning. 17. Work quietly so that you can hear any announcements concerning cautions and safety. 18. Know the locations of fire extinguishers, fire blankets, safety shower, eye wash fountain, and the nearest exit. Blackline Masters, Physics Page 2

4 Unit 1, Introductory Activity, Safety in the Physics Laboratory 19. When you have finished your work, check that the water and gas are turned off and that electric circuits are disconnected. Return all materials and apparatus to the places designated by your teacher. Follow your teacher's directions for disposal of any waste materials. Clean the work area. 20. There can be absolutely no horseplay in the lab. 21. Failure to wear safety goggles and/or involvement in horseplay or any flagrant disregard of safety rules will result in (have a set policy and enforce it consistently). I have read and understand the lab safety rules above. I realize that my cooperation is important to the safety of everyone in the lab. I understand the consequences for breaking safety rules. I UNDERSTAND THAT THIS DOCUMENT IS PART OF THE SAFETY COMPETENCY I AM REQUIRED TO COMPLETE FOR THIS CLASS. PRINT Your Name: Student Signature : Date : Parent Signature : Date : Blackline Masters, Physics Page 3

5 Unit 1, Activity 1, Vocabulary Self-Awareness Chart Vocabulary Self-Awareness Chart Word + Definition Example/Model Equation Units speed Distance traveled per unit time A car travels at 35 m/s. v = d/t v = m/s d = m velocity Scalar Distance traveled per unit time in a given direction A car travels south at 35 m/s v = d/t t = s v= m/s d = m t = s direction = south Vector Blackline Masters, Physics Page 4

6 Unit 1, Activity 3, Lab Report Format and Rubric: Density and Volume Name Partner Lab Report -- Components Title Question/Purpose Procedures Data Calculations Error Analysis Conclusion(s) These should be linked to the purpose. Lab Report Rubric: Density and Volume Teacher Name: Student Name: CATEGORY Question/Purpose Procedures Data Calculations The purpose of the lab or the question to be answered during the lab is clearly identified and stated. Procedures are listed in logical order. Each step is numbered and is a complete sentence. Professional looking and accurate representation of the data in tables. Tables are labeled and titled. All calculations are shown and the The purpose of the lab or the question to be answered during the lab is identified but is stated in a somewhat unclear manner. Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences. Accurate representation of the data in tables. Tables are labeled and titled. Some calculations are shown and the The purpose of the lab or the question to be answered during the lab is partially identified and is stated in a somewhat unclear manner. Procedures are listed but are not in a logical order or are difficult to follow. Accurate representation of the data in written form, but no tables are presented. Some calculations are shown and the The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant. Procedures do not accurately list the steps of the experiment. Data are not shown OR are inaccurate. No calculations are shown OR results Blackline Masters, Physics Page 5

7 Unit 1, Activity 3, Lab Report Format and Rubric: Density and Volume Error Analysis Conclusion results are correct and labeled appropriately. Experimental errors, their possible effects, and ways to reduce errors are discussed. Conclusion includes whether the findings supported the hypothesis, the possible sources of error, and what was learned from the experiment. results are correct and labeled appropriately. Experimental errors and their possible effects are discussed. Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment. results labeled appropriately. Experimental errors are mentioned. Conclusion includes what was learned from the experiment. are inaccurate or mislabeled. There is no discussion of errors. No conclusion was included in the report OR shows little effort and reflection. Blackline Masters, Physics Page 6

8 Unit 1, Activity 4, Lab Report Format and Rubric: Using Ticker-Timer to Graph Free-Fall Name Partner Lab Report Components Question/Purpose Procedures Data Conclusion Lab Report Rubric: Using Ticker-timer to Graph Free-Fall Teacher Name: Student Name: CATEGORY Question/Purpose The purpose of the lab or the question to be answered during the lab is clearly identified and stated. Procedures Data Conclusion Procedures are listed in clear steps. Each step is numbered and is a complete sentence. Professional looking and accurate representation of the data in tables and graphs. Graphs and tables are labeled and titled. Conclusion includes whether the findings supported the hypothesis, the possible sources of error, and what was learned from the experiment. The purpose of the lab or the question to be answered during the lab is identified but is stated in a somewhat unclear manner. Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences. Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled. Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment. The purpose of the lab or the question to be answered during the lab is partially identified and is stated in a somewhat unclear manner. Procedures are listed but are not in a logical order or are difficult to follow. Accurate representation of the data in written form, but no graphs or tables are presented. Conclusion includes what was learned from the experiment. The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant. Procedures do not list the steps of the experiment accurately. Data are not shown OR are inaccurate. No conclusion was included in the report OR shows little effort and reflection. Blackline Masters, Physics Page 7

9 Unit 1, Activity 5, Science Rubric: Graphic Organizer Use this graphic to help you plan the activity. ANALYSIS Determine what the parts of the question are. Explore possible ways to approach the problem. TERMINOLOGY Use scientific terms appropriate to the concepts. APPLICATION If required, connect your work to a real world situation. SUPPORTING EVIDENCE Include charts, graphs, and related observations. SYNTHESIS Assemble ideas and concepts to form a reasonable answer to the research question. Blackline Masters, Physics Page 8

10 Unit 1, Activity 5, Science Format and Rubric: Design a Lab Name Partner Lab Report Components Question/Purpose Procedures Data Conclusion Lab Report Rubric: Design a Lab Teacher Name: Student Name (s): Lab Report Components Question/Purpose Experimental Hypothesis Materials Safety Experimental Design Variables Procedures Data Conclusion CATEGORY Question/Purpose Experimental Hypothesis Materials The purpose of the lab or the question to be answered during the lab is clearly identified and stated. Hypothesized relationship between the variables and the predicted results is clear and reasonable, based on what has been studied. All materials and setup used in the experiment are clearly and accurately described. The purpose of the lab or the question to be answered during the lab is identified but is stated in a somewhat unclear manner. Hypothesized relationship between the variables and the predicted results is reasonable, based on general knowledge and observations. Almost all materials and the setup used in the experiment are clearly and accurately described. The purpose of the lab or the question to be answered during the lab is partially identified and is stated in a somewhat unclear manner. Hypothesized relationship between the variables and the predicted results has been stated but appears to be based on flawed logic. Most of the materials and the setup used in the experiment are accurately described. The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant. No hypothesis has been stated. Many materials are described inaccurately OR are not described at all. Safety Lab is carried out with Lab is generally carried Lab is carried out with Safety procedures were Blackline Masters, Physics Page 9

11 Unit 1, Activity 5, Science Format and Rubric: Design a Lab Experimental Design Variables Procedures Data Conclusion full attention to relevant safety procedures. The set-up, experiment, and teardown posed no safety threat to any individual. Experimental design is a well-constructed test of the stated hypothesis. All variables are clearly described with all relevant details. Procedures are listed in clear steps. Each step is numbered and is a complete sentence. Professional looking and accurate representation of the data in tables and graphs. Graphs and tables are labeled and titled. Conclusion includes whether the findings supported the hypothesis, the possible sources of error, and what was learned from the experiment. out with attention to relevant safety procedures. The set-up, experiment, and teardown posed no safety threat to any individual, but one safety procedure needs to be reviewed. Experimental design is adequate to test the hypothesis but leaves some unanswered questions. All variables are clearly described with most relevant details. Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences. Accurate representation of the data in tables and graphs. Graphs and tables are labeled and titled. Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment. some attention to relevant safety procedures. The set-up, experiment, and teardown posed no safety threat to any individual, but several safety procedures need to be reviewed. Experimental design is relevant to the hypothesis but is not a complete test. Most variables are clearly described with most relevant details. Procedures are listed but are not in a logical order or are difficult to follow. Accurate representations of the data are in written form, but no graphs or tables are presented. Conclusion includes what was learned from the experiment. ignored and/or some aspect of the experiment posed a threat to the safety of the student or others. Experimental design is not relevant to the hypothesis. Variables are not described OR the majority lack sufficient detail. Procedures do not accurately list the steps of the experiment. Data are not shown OR are inaccurate. No conclusion was included in the report OR shows little effort and reflection. Blackline Masters, Physics Page 10

12 Unit 2, Activity 6, Rules of Evidence to Examine Experimental Results Questions posed under SI-GLE 16: Use the following rules of evidence to examine experimental results: (a) Can an expert's technique or theory be tested, has it been tested, or is it simply a subjective, conclusive approach that cannot be reasonably assessed for reliability? (b) Has the technique or theory been subjected to peer review and publication? (c) What is the known or potential rate of error of the technique or theory when applied? (d) Were standards and controls applied and maintained? (e) Has the technique or theory been generally accepted in the scientific community? Students are to answer as many of these questions as possible and incorporate the answers into their History of Gravitational Theory research. Blackline Masters, Physics Page 11

13 Unit 2, Activity 6, Oral Presentation Rubric Oral Presentation Rubric: The History of Gravitational Theory Teacher Name: Student Name: CATEGORY Preparedness Student is completely prepared and has obviously rehearsed. Listens to Other Presentations Comprehension Vocabulary Evaluates Peers Listens intently. Does not make distracting noises or movements. Student is able to answer accurately almost all questions posed by classmates about the topic. Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Student seems pretty prepared but might have needed a couple more rehearsals. Listens intently but has one distracting noise or movement. Student is able to answer accurately most questions posed by classmates about the topic. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience but does not define them. Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). The student is somewhat prepared, but it is clear that rehearsal was lacking. Sometimes does not appear to be listening but is not distracting. Student is able to answer accurately a few questions posed by classmates about the topic. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Student does not seem at all prepared to present. Sometimes does not appear to be listening and has distracting noises or movements. Student is unable to answer accurately questions posed by classmates about the topic. Uses several (5 or more) words or phrases that are not understood by the audience. Fills out most of the peer evaluation but scoring appears to be biased. The above rubric calls for peer evaluation. It is suggested that the teacher give students an opportunity to help generate a rubric for peer evaluation of the oral presentation. One possibility is to pull up one of the rubric-generating sites and work through a rubric students feel is appropriate for peer evaluation of the oral report. As an alternative, generate a rubric solely from student input. Begin by having students identify several criteria they would use in evaluating an oral report. Once those are listed, ask students to divide each criterion into four levels of competency and to assign each level a number of points. Blackline Masters, Physics Page 12

14 Unit 2, Activity 6, The History of Gravitational Theory Rubric Your School The History of Gravitational Theory Name: Teacher: Date: Identify the scientists involved in the development of gravitational theory Discuss whether or not the scientists' theory was tested or was it subjective and not testable? Discuss where and when the theory was published and subjected to peer review and the outcome of peer review Identify changes that occurred in the theory over time. Which parts of the theories did the scientific community accept at the time of presentation and which are accepted today? Teacher Comments: Title of Work: Criteria Identified one scientist Yes or no answer only Information on publication only Discussion of one change One part of theory acceptance discussed Identified two scientists Yes or no with simple but unclear explanation Information on publication and simple discussion of peer review Discussion of two changes Acceptance of theory for at least two time periods discussed simply Identified three scientists Yes or no with a simple but clear explanation Information on publication and an adequate discussion of peer review Discussion that includes how Einstein's theory is different from Newton's Acceptance of changes in theory discussed over historical time Identified four or more scientists Yes or no with a detailed explanation Information on publication and an insightful discussion on the outcome of publication Discussion that includes changes leading to our modern day theory Acceptance of theory changes discussed through present time Total----> Points Blackline Masters, Physics Page 13

15 Unit 3, Activity 6, Lab Report: River Crossing Lab Report: River Crossing Date: Section: Lab Partner: Student Name: CATEGORY Drawings/Diagrams Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately. Diagrams are included and are labeled neatly and accurately. Diagrams are included and are labeled. Needed diagrams are missing OR are missing important labels. Data Calculations Error Analysis Conclusion Real World Applications Professional looking and accurate representation of the data in tables. Tables are labeled and titled. All calculations are shown and the results are correct and labeled appropriately. Experimental errors, their possible effects, and ways to reduce errors are discussed. Conclusion includes whether or not the finding answered the research question, the possible sources of error, and what was learned from the experiment. Several real world applications are discussed clearly. Accurate representation of the data in tables. Tables are labeled and titled. Some calculations are shown and the results are correct and labeled appropriately. Experimental errors and their possible effects are discussed. Conclusion includes whether the findings answered the research question and what was learned from the experiment. Real world applications are listed but discussion is limited. Accurate representation of the data in written form, but no tables are presented. Some calculations are shown and the results labeled appropriately. Experimental errors are mentioned. Conclusion includes what was learned from the experiment. Real world applications are listed without discussion. Data are not shown OR are inaccurate. No calculations are shown OR results are inaccurate or mislabeled. There is no discussion of errors. No conclusion was included in the report OR shows little effort and reflection. Real world applications are missing. Blackline Masters, Physics Page 14

16 Unit 3, Activity 7, Lab Report Evaluation Form Lab Report Evaluation Form This lab report, except for the generation of data, is my own work. X (Student Signature) Name: Teacher: Title of Experiment: Date Submitted: Lab Partner(s):, Teacher Criteria Student 0, 2, 4 Clear and Appropriate TITLE, PROBLEM STATEMENT, SAFETY 0, 2, 4 0, 2, 4 All MATERIALS listed and a summary of PROCEDURE 0, , 4, 8 0, 2, 4 Appropriate presentation of DATA and observations, including labeled drawings of each trial, torque calculations, and error analysis Clear and concise CONCLUSIONS: Conclusion addresses problem and relates results to the concept of torque. 0, 4, 8 0, 2, 4 0, 1, 2 Overall- NEATNESS, GRAMMAR, SPELLING 0, 1, 2 < Total points earned = Lab grade > Teacher Comments: Student Comments: Blackline Masters, Physics Page 15

17 Unit 4, Activity 1, Process Guide for Simple Machines Help Wanted! People with Simple Machines The remodeling of the 1890 s vintage housing units across the street from the school is almost complete and ready for occupancy. The buildings are beautiful row houses with balconies and double French doors on the second and third floors. There are, however, a number of problems related to occupants moving in. There are a number of windows on the second and third floors that still need to be painted on the outside. There is only one small single person elevator, and the stairs to the second and third floors are too narrow to accommodate large furniture items. There is also a hill with very steep steps leading up from the parking area to the front doors. High school students with work permits are being hired to do the various jobs listed below. Fill out the ads and see if you get the job. 1. Wanted: Workers to move small boxes into the housing units. Object/Objects Needed Simple Machine/Machines 2. Wanted: Workers to move large furniture items to the first floor. Object/Objects Needed Simple Machine/Machines 3. Wanted: Workers to move large furniture items to the second and third floors. Object/Objects Needed Simple Machine/Machines 4. Wanted: Painters to complete painting the windows on the second and third floors. Object/Objects Needed Simple Machine/Machines 5. Wanted: Workers to hang mailboxes and house numbers on the front walls of the houses. Object/Objects Needed Simple Machine/Machines Blackline Masters, Physics Page 16

18 Unit 4, Activity 3, Lab Report Format and Rubric: Experimental Determination of Horsepower Name Lab Report components: Partner Date 1. Title 6. Procedures 2. Introduction 7. Data 3. Question/Purpose 8. Calculations 4. Question/Purpose 9. Calculations 5. Safety 10. Error analysis 11. Conclusions (These should be related to the purpose.) Lab Report Rubric: Experimental Determination of Student Horsepower The introduction demonstrated research of the topic and was presented clearly. Two persons discussed inadequately or one person discussed adequately Three persons discussed inadequately or two discussed adequately Four persons discussed inadequately or three discussed adequately Five persons discussed inadequately All persons discussed adequately Frequent and proper use of scientific terminology appropriate for the lab. 1 not at all Data collected were reasonable and consistent. 1 strongly disagree occasionally 3 somewhat agree frequently 5 strongly agree Conclusion is appropriate for the data collected and shows a strong grasp of the scientific concepts. 1 strongly disagree 2 3 somewhat agree Writing style shows neatness, grammatical correctness, and correct spelling. 1 numerous errors 2 3 three errors or less strongly agree 5 no errors The lab write up was complete with data charts where appropriate. Check the parts present. Purpose Safety Procedures Data and Observations Calculations Error Analysis Conclusion One point for each element of 7 points possible. The conclusions were related to the purpose and linked to the introduction. 1 strongly disagree 2 3 somewhat disagree 4 5 strongly agree Blackline Masters, Physics Page 17

19 Unit 5, Activity 1, Observation of Wave Interactions in a Snakey Spring Observation of Wave Interactions on a Snakey Spring Name Date Section The lab write-up was complete with sketches where appropriate. Check the parts present. Purpose Materials List Procedures Observations for (a) (b) (c) (d) (e) Sketch for (a) (b) (c) (d) (e) (b) Conclusion One point for each element excluding conclusion /12 points earned The conclusions discussed discrepancies between the observations and the literature predictions (a) Completely (4 points) Partially (2 points) Not at all (0 points) (b) Completely (4 points) Partially (2 points) Not at all (0 points) (c) Completely (4 points) Partially (2 points) Not at all (0 points) Points earned /12 Total points earned / 24 Blackline Masters, Physics Page 18

20 Unit 5, Activity 5, Lab Report Rubric: Refraction Plan a Lab Student Name: Section Date Lab Partners CATEGORY Introduction Related research is adequate and is presented clearly. Question/Purpose The purpose of the lab or the question to be answered during the lab is clearly identified and stated. Experimental Hypothesis Materials Safety Experimental Design Variables Data Conclusion Hypothesized relationship between the variables and the predicted results is clear and reasonable based on research discussed in introduction. All materials and setup used in the experiment are clearly and accurately described. Lab is carried out with full attention to relevant safety procedures. Experimental design is a well-constructed test of the stated hypothesis. Procedures are listed in clear steps All variables are clearly described with all relevant details. Professional looking and accurate representation of the data in table. Table is labeled and titled. Conclusion includes whether the findings supported the hypothesis and offers clear evidence to support conclusion. Related research is adequate but somewhat unclear. The purpose of the lab or the question to be answered during the lab is identified but is stated in a somewhat unclear manner. Hypothesized relationship between the variables and the predicted results is reasonable based on research discussed in introduction. Almost all materials and the setup used in the experiment are clearly and accurately described. Lab is generally carried out with attention to relevant safety procedures. Experimental design is adequate to test the hypothesis but leaves some unanswered questions. Procedures are listed in order but are not clearly stated All variables are clearly described with most relevant details. Accurate representation of the data in table. Table is labeled and titled. Conclusion includes whether the findings supported the hypothesis and offers some evidence to support conclusion. Research is inadequate and somewhat unclear. The purpose of the lab or the question to be answered during the lab is partially identified and is stated in an unclear manner. Hypothesized relationship between the variables and the predicted results has been stated but not related to research. Most of the materials and the setup used in the experiment are accurately described. Lab is carried out with some attention to relevant safety procedures. Experimental design is relevant to the hypothesis but is not a complete test. Procedures are not in logical order or are not clear. Most variables are clearly described with most relevant details. Accurate representation of the data in written form, but no table is presented. Conclusion includes vague reference to the hypothesis and little evidence to support conclusion. No evidence of research is included. The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant. No hypothesis has been stated. Many materials are described inaccurately OR are not described at all. Safety procedures were ignored and/or omitted from write-up. Experimental design is not relevant to the hypothesis. Procedures do not accurately list steps. Variables are not described OR the majority lack sufficient detail. Data are not shown OR are inaccurate. No conclusion was included in the report OR shows little effort and reflection. Blackline Masters, Physics Page 19

21 Unit 6, Activity 2, Laboratory Report Grading Rubric This Lab Report should include the following sections: Heading, Title, Problem Statement, Labeled Sketches, Conclusion School Name Laboratory Report This Lab Report Is Completed To The Best Of My Ability. X (Student Signature) Name: Teacher: Title of Demonstration: Date: Teacher Criteria Student 0, 1,2 Clear and Appropriate HEADING, TITLE 0, 1, 2 0, 4, 8 0, 2, 4 Appropriate presentation of observations represented by drawings Clear and concise CONCLUSIONS: Conclusion addresses problem and states knowledge gained. 0, 4, 8 0, 2, 4 0, 1, 2 Overall- NEATNESS, GRAMMAR. 0, 1, 2 < Total points earned = Lab grade > Teacher Comments: Student Comments: Blackline Masters, Physics Page 20

22 Unit 6, Activity 3, Electrostatics Report Grading Rubric Part One: This is a narrative report so it requires a writing rubric. CATEGORY Amount of Information Quality of Information Sources for Electrostatics Applications At least four different electrostatics applications are described clearly. Information clearly relates to the prior discussion of the tape demonstration. All sources (information and graphics) are accurately documented in the desired format. Internet Use Successfully uses suggested Internet links to find information and navigates within these sites easily without assistance. Diagrams & Illustrations Research Paragraph Construction Conclusion Mechanics Diagrams and illustrations are neat, accurate, and add to the understanding of the experiment/ electrostatics applications Research discussion paragraphs include introductory sentence, explanations or details, and concluding sentence. Conclusion thoroughly summarizes the concept of electrostatics and what was learned. No grammatical, spelling, or punctuation errors. Four applications are attempted, but explanations are not entirely clear. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. All sources (information and graphics) are accurately documented, but a few are not in the desired format. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Diagrams and illustrations are accurate and add to the understanding of the topic. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Conclusion summarizes the concept of electrostatics as understood by the student. Almost no grammatical, spelling, or punctuation errors Three applications are attempted and explained somewhat clearly. Information clearly relates to the main topic. No details and/or examples are given. All sources (information and graphics) are accurately documented, but many are not in the desired format. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Diagrams and illustrations are neat and accurate and sometimes add to the understanding of the topic. Paragraphs included related information but were typically not constructed well. Conclusion attempts to summarize student concept of electrostatics but indicated confusion. A few grammatical, spelling, or punctuation errors. Two or fewer applications are attempted, or explanations are unclear or missing. Information has little or nothing to do with the main topic. Some sources are not accurately documented. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Diagrams and illustrations are not accurate OR do not add to the understanding of the topic. Paragraphing structure was not clear and sentences were not typically related within the paragraphs. Conclusion indicates lack of understanding of concept. Many grammatical, spelling, or punctuation errors. Blackline Masters, Physics Page 21

23 Unit 6, Activity 4 Laboratory Self-Assessment Grading Rubric Instructions: Circle the statement in each section that most accurately describes your performance on this lab. Enter the total in the margin to the right and write the total in the grid at the bottom of the page. Your lab will be adjusted to a total of 24 possible points. Name: Lab: Partner: Date: Section: A. Purpose 0. I did not state the purpose of this lab. 1. I attempted to state the purpose of the lab, but my statement was incomplete. 2. My statement of the purpose was stated but lacked clarity. 3. My purpose was clearly and correctly stated. B. Description 0. My write-up does not include diagrams of my circuits or describe the procedure 1. I did not include circuit diagrams. 1. My circuit diagrams are not labeled. 1. I did not describe the procedure. 1. My diagrams or description contains major errors. 2. My lab includes circuit diagrams as well as a brief description of the procedure, but my diagrams or description omitted some minor elements. 3. My lab includes clearly labeled circuit diagrams and an adequate description of the procedure used. C. Data 0. The amount of data I gathered was not sufficient. 0. My data was neither clear nor organized. D. Measurement 0. I made no attempt to consider the precision of the measuring devices and quantify the uncertainty of my measurements. 1. I collected enough data, but it is disorganized. 1. I recorded measurements to reflect the precision of the measuring devices but gave no explanation 2. The amount of data collected is adequate, and it is presented in an organized manner. 3. Based on the precision of the measuring devices, I have made reasonable estimates of the uncertainties in my measurements and have indicated my reasons. Blackline Masters, Physics Page 22

24 Unit 6, Activity 4, Laboratory Self-Assessment E. Calculations 0. I did not perform calculations for this lab. 0. Most of my calculations are incorrect. 1. My calculations contain significant errors. 1. My calculations omitted units. 1. My calculations are disorganized and confusing. 3. My calculations are done correctly and include units. F. Error Calculations and Sources 0. I did not 1. I attempted to calculate % determine % error but error or sources did not do it correctly. of error. I did not discuss sources of error. 2. I calculated % error but did not discuss sources of error. 3. I calculated % error and discussed possible sources of error. G. Results 0. I did not summarize the results of the lab. 1. The results of my lab are confusing and poorly written. 1. The explanation of my results does not correspond to my data and/or calculations. 3. Results are clearly stated, and the results reflect the data and calculations. H. Conclusions 0. I wrote no conclusion. 1. My conclusion was not clearly related to the purpose of the experiment. 1. My conclusion was not supported by the data and calculations. 3. My experiment was clear and justified by the data and calculations. I. Overall 0. My lab was not up to standards expected in this class. 0. I omitted or misunderstood crucial components of the lab. 2. My lab meets minimum requirements but does not reflect my best effort. 1. My lab meets all requirements and expectations and my best effort. reflects Score: Total scored Possible Adjusted grade /24 Self Teacher Blackline Masters, Physics Page 23

25 Unit 6, Activity 4, Series and Parallel Circuits Graphic Organizer Series Circuit One resistor Two resistors prediction Three resistors prediction Two resistors experimental V = V = V = V = V = A = A = A = A = A = Three resistors experimental Parallel Circuit V = V = V = V = V = A = A = A = A = A = Blackline Masters, Physics Page 24