ASSESSMENT OF SCIENCE AND TECHNOLOGY ACHIEVEMENT PROJECT (ASAP) Science and Technology Exemplars Grade 6: Energy and Control Electricity Exemplar Task (6ECPT01/Dec 2000) ELECTRIFYING York University, Dec 2000
Preface This task is one of a series developed by the Assessment of Science and Technology Achievement Project (ASAP) which is being used for the ASAP Science and Technology Exemplars Project. This task is organised in three parts: A. Task Overview B. Student task sheet designed to be photocopied for the students C. Teacher Information providing essential information relating specifically to this task For further information, contact the ASAP office at 416-736-5269 or email: asap@edu.yorku.ca
Task Overview Description of the Task In this task students are asked to demonstrate their understanding that electrical energy can be transformed into other forms of energy. Students are asked to design and build a variety of electrical circuits and investigate the conductivity of different materials Suggested Timeline Part 1: Testing conductivity investigation: 3 x 30 minutes write up: 1 x 60 minutes Part 2: Circuit building (2 x 30 minutes) Suggested Grouping Part 1 investigation (pairs of two) write up (individual) Part 2 investigation and write up (individual) This task assesses the following specific expectations: Understanding Basic Concepts investigate ways in which electrical energy can be transformed into other forms of energy compare the conductivity of a variety of solids and liquids identify through experimentation ways in which chemical energy can be transformed into electrical energy Developing Skills of Inquiry, Design and Communication plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions
use appropriate vocabulary, including correct science and technology terminology to communicate ideas, procedures and results compile data gathered through investigation in order to record and present results, using tally charts, tables, labelled graphs, and scatter plots produced by hand or by computer communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, charts, graphs, drawings and oral presentation design and build electrical circuits and describe the function of their component parts build and test an electrical circuit that performs a useful function, and draw a diagram of it using appropriate electrical symbols Relating Science and Technology to the World Outside the School describe the electrical conversions in everyday devices or systems
Materials & Equipment Needed Per student: 1 x 1.5 volt bulb 1 bulb holder 2 batteries C or D Wire cutters/strippers 6 insulated wires Bell or buzzer Switch For the class: Paper clips Pencils Erasers Pieces of tin foil Brass paper fasteners Rubber bands Salt water Distilled water Copper & zinc strips Small pieces of wood Foam pieces The class will require a selection of materials as above to investigate the conductivity of different materials. Mini icicle lights can be cut up as an alternative to bulbs and bulb holders. Switches can be made using cardboard, paper clips, brass paper fasteners Prior knowledge and skills Students should have been taught the background knowledge required for this task (see Appendix 1). Students should also be familiar with: designing and constructing electrical circuits drawing and using symbols for circuit diagrams energy flow charts Introductory activities Display the materials and equipment for the students. Brainstorm with the whole class to allow them to review possible designs of electric circuits. Allow the students to respond with ideas. Review the background knowledge required for this task. Read the scenario to the whole class, this may have to be repeated with individual students. Discuss the assessment criteria with the students. Assign the student work sheets. Clarify how each student will be presenting his/her work (see Collecting the Evidence).
Safety First Students should be familiar with using the equipment required for the task. Students should be reminded of safety procedures when building and testing electrical circuits. Collecting the Evidence Teachers will need to collect evidence to submit for the exemplars project. In this task students should produce the following: completed responses written on student sheet oral responses scribed by teacher onto student sheet if appropriate a photograph (digital preferred) of the completed circuits We will also require a teacher observation checklist (Appendix 2) completed with brief comments and circled levels. Please number student work to correspond with the checklist.
DRAFT RUBRIC FOR GRADE 6: ELECTRIFYING Knowledge/ Skills Level 1 The student: Understanding identifies few changes in basic concepts energy in the circuits they build with much assistance compares the conductivity of different materials with much assistance identifies the change from chemical to electrical energy in the circuit Inquiry skills makes a prediction that is unclear and may be inaccurate develops and follows a limited plan with much assistance builds and tests an appropriate circuit and draws a diagram using appropriate symbols records data with many errors results and conclusion are unclear and not supported by the data Design skills Communication of required knowledge Relating Science and Technology to the world outside the school communicates with limited clarity and precision rarely uses science and technology terminology describes with many errors the energy conversions in the everyday devices Level 2 The student: identifies some changes in energy in the circuits they build with some assistance compares the conductivity of different materials with some assistance identifies the change from chemical to electrical energy in the circuit makes a prediction that is somewhat clear and may be accurate develops and follows an adequate plan which may be unclear with some assistance builds and tests an appropriate circuit and draws a diagram using appropriate symbols records data with some errors results and conclusion are somewhat clear by may not be supported by the data communicates with some clarity and precision sometimes uses science and technology terminology describes with some errors the energy conversions in the everyday devices Level 3 The student: identifies most of the changes in energy in the circuits with little assistance compares the conductivity of different materials with little assistance identifies the change from chemical to electrical energy in the circuit makes a prediction that is clear and accurate develops and follows an appropriate and clear plan with little assistance builds and tests an appropriate circuit and draws a diagram using appropriate symbols records data with few errors results and conclusion are clear and are supported by the data communicates clearly and precisely through most of the task often uses science and technology terminology describes with few errors the energy conversions in the everyday devices Level 4 The student: identifies all the energy changes in the circuits with no assistance compares the conductivity of different materials with no assistance identifies the change from chemical to electrical energy makes a prediction that is clear, accurate and detailed develops and follows a detailed, appropriate and clear plan with no assistance builds and tests an appropriate circuit and draws a diagram using appropriate symbols records data with no errors results and conclusion are clear, well supported by the data and fully explained communicates clearly and precisely through all of the task always uses science and technology terminology describes with no errors the energy conversions in the everyday devices
Appendix 1 Background knowledge Electrifying Students should be taught that electrical energy can be transformed into other forms of energy. Examples of this are: stove - electrical energy into heat energy hairdryer electrical energy into heat and sound energy bulb electrical energy into light and heat energy Students should be aware of the electrical conductivity (ability to pass current electricity through) of different materials. Students should have designed and built a variety of electrical circuits and should be aware of the correct symbols for the components of the circuits. Students should be aware that chemical energy (e.g., from a battery) can be transformed into electrical energy. Students should be aware of the changes of energy that occur in electrical devices. Students should be able to construct a key to show correct symbols for devices used in their circuits. Glossary Conductivity The ability of a substance to transmit electricity or heat Conductor - A substance that can transmit electricity or heat
Appendix 2 Teacher Observation Checklist Electrifying Please ensure that student work is numbered to correspond to this checklist Student # Carries out their plan Builds and tests an appropriate circuit
Student # Carries out their plan Builds and tests an appropriate circuit
ASSESSMENT OF SCIENCE AND TECHNOLOGY ACHIEVEMENT PROJECT (ASAP) Science and Technology Exemplars Project Grade 6: Energy and Control Electricity Electrifying Student Task Sheets York University, Dec 2000
Electrifying! You have been asked to investigate electrical circuits. Use the materials you have been given to carry out these tasks. PART ONE - Testing conductivity You are going to investigate the electrical conductivity of these materials: Paper clips Pencils Erasers Pieces of tin foil Brass paper fasteners Rubber bands Small pieces of wood Foam pieces Copper wire Salt water Distilled water 1. My prediction: Complete this table: Material Will it conduct electricity? Explanation
2. My Plan: Draw the circuit diagram you will use to test the materials. Include a key to identify the symbols you have used for the devices in your circuit. Explain how you will keep your test fair.
3. Use words and/or pictures to explain how you will test your materials. 4. My Results: Record your observations in a chart.
My Conclusion: 5. Use words and/or pictures to explain your results. 6. Complete this flow chart to show the energy changes at different points in your circuit. energy in the battery energy in the wires and energy in the bulb
PART TWO Circuit Building 1. Build a circuit that contains a buzzer and a switch. Use the switch to turn the buzzer on and off. Draw a diagram for this circuit.
2. Complete this flow chart to show the energy changes at different points in your circuit. energy in the battery energy in the wires energy in the buzzer 3. We use electricity in many different ways to make our lives more comfortable. Complete these energy change flow charts for the following everyday devices. Toaster energy energy Electric Mixer energy energy Hairdryer energy and energy
Now draw an energy change flow chart for a device of your own.