Oakland Schools

SCoPE Science Assessment Packet

6th Grade

Unit 4 – Energy in Action

Assessment Packet

Grade 6, Unit 4: Energy in Action

Overview

This packet contains a set of assessment resources to be used with the Matter and Energy Unit, part of the 6th grade Scope Science Curriculum. A test blue print is included for the summative unit test. The blueprint describes the content to be assessed using selected response and constructed response formats. In addition, the packet includes a summative performance assessment task and scoring guide. The Assessment Plan also includes suggestions and examples for formative and self assessment.

Components

  1. Assessment Plan Description

This is a one page summary of the various assessment components for this unit, including summative, formative and self-assessment recommendations.

  1. Test Blueprint

The Test Blueprint lays out the assessment design for the summative unit test. It shows how item types are distributed across the core concepts of the unit and categorizes them into the four levels of the Depth of Knowledge (DOK) (see narrative). Item format for this test is either multiple choice (selected response) or essay (constructed response.)

  1. End of Unit Test

This written test is part of the summative assessment for the unit. The test includes multiple choice and constructed response items. If items on this sample assessment are not included on the test administered to students, then comparable items addressing the same key concept and level of thinking (see Blueprint) should be substituted.

  1. Performance Assessment Task

This is part of the end of unit summative assessment. Assessment includes the following:

  • Student directions for task
  • Teacher information for task implementation

V.Assessment Checkbric

This section communicates the criteria and standards of quality for the performance assessment. It can be used for scoring or grading this part of the summative assessment system.

Assessment Plan for Grade 6: Energy in Action

Performance Task(s):

Task:To design and/or improve a toy that changes potential energy into mechanical energy.
Role A member of a toy manufacturing company design team
Challenge:To build and test a model/sample of a moving toy that is fun and safe for elementary age children.
Audience:You will demonstrate your toy and explain how it works to other design teams.
Criteria:Your project will be evaluated on how well you:
  1. Plan and conduct your toy development and demonstration
  2. Test your toy and analyze the data collected
  3. Explain your toy’s design and science principles to others
  4. Connect your toy to related past toy and/or science inventions/developments

Other Evidence:

Multiple Choice Test
Embedded Formative Assessments:
  • Journal entries
  • Ticket-out-the door
  • Warm up review questions
Questioning Prompts:
  • What type of energy is this photo show, potential or kinetic (photos of everyday situation that involve energy.)
  • Give an example of potential energy changing to kinetic energy. Give an example of kinetic energy changing to potential energy.
  • What happens to the total amount of energy when ______(example of potential energy situation) changes to ______(example of kinetic energy situation?)
  • Draw/describe/model the motion/arrangement of the particles of a ______(solid, liquid or gas example) compared to a (solid, liquid or gas example.)
  • Describe what happens to the temperature of ______(a solid material) when it melts?
  • How are atoms similar/different than molecules?
  • What happens to the atoms/molecules of a ______(example of a liquid) when it evaporates?
  • How is radiation similar/different than conduction/convection?
  • How is conduction similar/different that convection?
  • How does ______(example of insulating material) keep you home warm?
  • How can you increase heat transfer in a ______(solid/liquid/air/space?)

Self Assessment and Reflection:

Science Journal and Learning Log
Goal setting for learning expectations

Oakland Schools SCoPE, Unit 4, Grade 6

Test Blueprint for Grade 6 Energy in Action Unit Summative Test
Domain (Concept) / DOK1 (Recall)
Knowledge / DOK2 (Skill/Concepts)
Comprehension / DOK 3 (Strategic Thinking)
Application/Above / Total Items/ Points / Percent
Pof Test
Percent of Test
Potential/Kinetic Energy
P.EN.06.11; 12 / 1 multiple choice / 5 multiple choice / 6 items/ 6 points / 24%
Energy Transfer
P.EN.06.41;42 / 2 multiple choice / 3 multiple choice
1 essay (2 pts) / 6 items/ 7 points / 28%
Changes in State
P.CM.06.11.12 / 2 multiple choice / 3 multiple choic
3 multiple choice
1 essay (1 point) / 6 items 6 points / 24%
Investigation Matter and Energy
S.IP.06.11; S.IA.06.11 / 1 multiple choice / 2 multiple choice / 1 multiple choice
1 essay (2 points) / 5 items/ 6 points / 24%
Total / 6 points
24% / 16 points
64% / 3 points
12% / 23 items
25 points / 100%

Note: The purpose of a Test Blueprint is to guide the design and development of the assessment tool. The goal is to build an assessment that targets all of the key concepts and not just a small segment of the assessable content. In addition, the purpose here is to assure that the thinking required to respond to items on the test is balanced and goes beyond simple factual recall.

Grade 6 Energy in Action

Multiple Choice

Identify the choice that best completes the statement or answers the question.

The graph below represents the temperature change of a beaker of ice as more heat energy is added.

____1.Which section of the graph above represents water’s temperature when it is changing from a liquid to a gas?

a. / 1
b. / 2
c. / 3
d. / 4

____2.Which of the following is an example of using kinetic energy to produce electricity?

a. / Batteries
b. / Windmills
c. / Burning coal
d. / Nuclear energy

____3.Which of the following examples of energy transfer cannot happen?

a. / A toy car rolling down a hill increases speed and then rolls to a stop.
b. / A ball dropped from the top of a building goes up higher with each bounce.
c. / A child playing on a swing moves fastest at the bottom of the swing’s path.
d. / A rock dropped from the top of a bridge increases in speed until it hits the water.

____4.A team of students is asked to use their bodies to demonstrate of how a liquid changes to a gas. Each student in the group represents one atom. Which of the following should the students include in their model of this process?

a. / Participants hold hands for the entire demonstration.
b. / Participants take turns during parts of the demonstration.
c. / Participants never touch one another during the demonstration.
d. / Participants do not change in number or identity during the entire demonstration.

____5.Which of these would be the best model for how the sun’s energy heats the Earth?

a. / An oven baking bread
b. / A pot of water boiling
c. / A heat lamp keeping food hot
d. / A spoon getting hot when stirring soup

The diagram below represents three states of matter.

____6.Which arrow above represents condensation?

a. / 1
b. / 2
c. / 3
d. / 4

____7.Which type of energy transfer takes place through the circulation of fluid materials like air and water?

a. / Radiation
b. / Conduction
c. / Convection
d. / Transformation

____8.When does a rubber band, which has been shot at a wall, have the most potential energy?

a. / When it hits the wall
b. / When it is lying on the floor
c. / When it is flying across the room
d. / When it is stretched ready to shoot at the wall

____9.A student noticed that a puddle that was on the sidewalk one day was gone the next. What scientific question could he investigate experimentally to learn more about what he observed?

a. / Is evaporation caused by kinetic or potential energy?
b. / Does water evaporate more quickly in the sun or shade?
c. / How much did the water in the puddle weigh before it evaporated?
d. / What phase of the water cycle is represented by the puddle’s disappearance?

The diagram below represents different points in a pendulum’s swing. The arrow indicates direction of motion. Assume that the system is frictionless.

____10.At which position in the pendulum’s swing, is kinetic energy decreasing and potential energy increasing?

a. / 1
b. / 2
c. / 3
d. / 4

In the diagram below the sealed jar on the left contains 40 grams of ice. After sitting on the counter for a period of time, the ice in the sealed jar turns to liquid.

____11.How much liquid water is in the jar on the right?

a. / 10 grams
b. / 20 grams
c. / 40 grams
d. / 80 grams

Use the information below to answer the following question(s).

Mary had some ink on her hand. Her mother told her to put some alcohol on a cotton ball and rub the ink off. Mary did this and noticed that the alcohol disappeared quickly from her hand.

____12.How did the molecules of alcohol disappear from Mary’s skin?

a. / They flowed into the pores of her skin.
b. / They evaporated away and no longer exist.
c. / They combined with other matter and disintegrated.
d. / They increased their motion and escaped into the air.

____13.When you stir a cooking pot of soup with a metal spoon the handle gets too hot to hold. What type of heat transfer is responsible?

a. / Radiation
b. / Conduction
c. / Convection
d. / Transformation

The diagram below shows a series of positions for a cart on a roller coaster. The arrows show the direction the cart is moving.

____14.Which of the following best describes what has happened at position #2?

a. / Kinetic energy has increased.
b. / Kinetic energy has been destroyed.
c. / Kinetic and potential energy has become zero.
d. / Kinetic energy has changed into potential energy.

____15.Which of the following is an example of kinetic energy being changed to potential energy?

a. / An car racing down the road
b. / A train moving along a level track
c. / A sled pulled up to the top of a hill
d. / A plate sitting on the edge of a table

____16.Which of the following is an example of kinetic energy?

a. / A football ready for kickoff
b. / A baseball flying through the air
c. / A golf ball sitting at the edge of a hole
d. / A basketball ready to drop through the hoop

The diagram below represents a container with particles of water. The arrows indicate the motion of those particles

____17. What process is taking place in the container of water above?

a. / Melting
b. / Freezing
c. / Evaporation
d. / Condensation

____18.An uncovered bowl of water was placed on a window sill. Each day the amount of water left in the bowl was recorded. Which graph probably shows the results?

a. / / c. /
b. / / d. /

____19.Which experiment would test whether heat influences the rate of evaporation?

a. / Pouring two identical containers of water on a desk
b. / Placing the same amount of water into a wide bowl and a narrow cup
c. / Placing a container of water on a desk and an identical one under a light bulb
d. / Boiling identical containers of plain water and water containing red food coloring

The diagram above represents different points in a pendulum’s swing. The arrow indicates direction of motion. Assume that this system is frictionless.

____20.At which position in the pendulum’s swing is the kinetic energy equal to the potential energy at Position X?

a. / Position 1 / c. / Position 3
b. / Position 2 / d. / Position 4

Essay

21.A student learned that some types of materials can store energy when they change shape as they strike a surface. Then they release the energy. She has 3 different types of balls and she wants to find out which one will store the most energy when it strikes the floor. How can she find out?

22.Metal is a better conductor of heat than plastic or wood. Explain why this is true. Describe what is happening to the atoms or molecules of each in your explanation.

23.Draw before and after pictures of what happens to the atoms in a solid piece of copper when it melts in a closed system. Include at least 10 copper atoms in your diagrams.

Oakland Schools SCoPE, Unit 4, Grade 6

Grade 6 Energy in Action

Answer Section

MULTIPLE CHOICE

1.ANS:CPTS:1DIF:3REF:6

STA:S.IP.06.16LOC:InquiryTOP:Matter and Energy

KEY:PatternsNOT:RR

2.ANS:BPTS:1DIF:2REF:6

STA:P.EN.06.11LOC:Potential and Kinetic EnergyTOP:Matter and Energy

KEY:FuelNOT:RR

3.ANS:BPTS:1DIF:2REF:6

STA:P.EN.06.42LOC:Energy TransferTOP:Matter and Energy

KEY:ConservationNOT:Georgia

4.ANS:DPTS:1DIF:2REF:6

STA:P.CM.06.11LOC:Change of StateTOP:Matter and Energy

KEY:Molecules

5.ANS:CPTS:1DIF:2REF:6

STA:P.EN.06.41LOC:Energy TransferTOP:Matter and Energy

KEY:RadiationNOT:TAKS

6.ANS:CPTS:1DIF:1REF:6

STA:P.CM.06.11LOC:Change of StateTOP:Matter and Energy

KEY:Condensation

7.ANS:CPTS:1DIF:1REF:6

STA:P.EN.06.41LOC:Energy TransferTOP:Matter and Energy

KEY:ConvectionNOT:RR

8.ANS:DPTS:1DIF:2REF:6

STA:P.EN.06.11LOC:Potential/KineticTOP:Matter and Energy

KEY:Elastic energy

9.ANS:BPTS:1DIF:2REF:6

STA:I.IP.06.11LOC:InquiryTOP:Matter and Energy

KEY:Question

10.ANS:CPTS:1DIF:2REF:6

STA:P.EN.06.12LOC:Potential/KineticTOP:Matter and Energy

KEY:Pendulum

11.ANS:CPTS:1DIF:1REF:6

STA:P.CM.06.12LOC:Change of StateTOP:Matter and Energy

KEY:Conservation of Mass

12.ANS:DPTS:1DIF:2REF:6

STA:P.CM.06.12LOC:Change of StateTOP:Evaporation

13.ANS:BPTS:1DIF:1REF:6

STA:P.EN.06.41LOC:Energy TransferTOP:Matter and Energy

KEY:ConvectionNOT:Georgia

14.ANS:DPTS:1DIF:2REF:6

STA:P.EN.06.12LOC:Potential/Kinetic TOP:Matter and Energy

KEY:Transform

15.ANS:CPTS:1DIF:1REF:6

STA:P.EN.06.12LOC:Potential and Kinetic EnergyTOP:Matter and Energy

KEY:SwingNOT:California

16.ANS:BPTS:1DIF:2REF:6

STA:P.EN.06.11LOC:Potential and Kinetic EnergyTOP:Matter and Energy

KEY:Kinetic EnergyNOT:RR

17.ANS:CPTS:1DIF:2REF:6

STA:P.CM.06.11LOC:Changes in StateTOP:Matter and Energy

KEY:EvaporationNOT:NAEP

18.ANS:APTS:1DIF:1REF:6

STA:S.IP.06.15LOC:InquiryTOP:Matter and Energy

KEY:GraphingNOT:RR

19.ANS:CPTS:1DIF:2REF:6

STA:S.IP.06.12LOC:InquiryTOP:Matter and Energy

KEY:Investigation

20.ANS:BPTS:1DIF:2REF:6

STA:P.EN.06.42LOC:Potential/KineticTOP:Matter and Energy

KEY:Pendulum

ESSAY

21.ANS:

Sample answer: She can bounce each ball from the same height and then see which one bounces the highest. The one that bounces the highest stored the most energy.

2 points: Includes drop all from same height, measure bounce height and the highest stores the most energy

1 point: The highest bouncing stores the most energy, but does not include how to measure

PTS:2DIF:3REF:6STA:S.IP.06.12

LOC:InquiryTOP:Matter and EnergyKEY:Investigation

NOT:RR

22.ANS:

2 points: Explanation includes idea that atoms/molecules in metal materials are closer to one another and so better able to bump into each other when heat causes them to vibrate more quickly.

1 point: Explanation includes either the idea that the materials with closer spaced molecules are better conductor or the idea that when metal atoms are heated they bump into each other more that the other materials

PTS:2DIF:2REF:6STA:P.EN.06.41

LOC:Energy TransferTOP:Matter and Energy

KEY:ConductionNOT:RR

23.ANS:

Two diagrams have the same number of atoms included in the diagram before and after inside a closed container

PTS:1DIF:2REF:6STA:P.CM.06.12

LOC:Changes in MatterTOP:Matter and Energy

KEY:ConservationNOT:RR

Performance Assessment for Grade 6: Energy in Action

Student Directions:

You are a member of a toy company design team that has been challenged to design a new motion toy that will excite elementary age children. Your toy company has a limited budget and you have to use the materials supplied by your company for your toy. Your toy will be expected to change potential energy into kinetic energy. You can take an existing model and improve it or design your own new invention.

You will need to:

1.You and your team will build a toy that changes potential energy into kinetic energy. It can be your own design or a design that you have adapted.

2.As a team, you will change and test at least on design variable for your toy. You will collect and record data on how that variable affects the toys motion (materials used, size of parts, shape, etc.)

3.As a team, you will demonstrate and defend your toy design and analysis to the other design teams in your company. Your presentation will include:

  • A demonstration of how your toy works
  • A description of your toy’s source of potential energy and how it is changed to make your toy move
  • The materials you used to make your toy and why you selected them from the available supplies
  • How you tested your design and a summary of your test results
  • The conclusions you drew from your test results and how you used these results to improve your design

4.Individually, you will research an existing motion toy that changes potential energy into kinetic energy and write a one page summary that includes the following:

  • A detailed description of the toy
  • An explanation of how the toy changes energy from one form to another
  • Background information about the inventor and how the toy was invented (optional.)

Teacher Directions:

State Expectations Targeted:

  • P.EN.06.11Identify kinetic or potential energy in everyday situations (for example: stretched rubber band, objects in motion, ball on a hill, food energy).
  • P.EN.06.12Demonstrate the transformation between potential and kinetic energy in simple mechanical systems (for example: roller coasters, pendulums).
  • S.IP.06.12 Design and conduct scientific investigations to understand energy and changes in matter.
  • S.IP.06.13Use tools and equipment (models, thermometers) appropriate to scientific investigations of energy and changes in matter.
  • S.IP.06.14Use metric measurement devices in an investigation of energy and changes in matter.
  • S.IP.06.15Construct charts and graphs from data and observations dealing with energy and changes in matter.
  • S.IP.06.16Identify patterns in data dealing with energy and changes in matter.
  • S.IA.06.11Analyze information from data tables and graphs to answer scientific questions on energy and changes in matter.
  • S.IA.06.12Evaluate data, claims, and personal knowledge through collaborative science discourse about energy and changes in matter.
  • S.IA.06.13Communicate and defend findings of observations and investigations about energy and changes in matter using evidence.
  • S.IA.06.14Draw conclusions from sets of data from multiple trials about energy and changes in matter using scientific investigation.
  • S.RS.06.15Demonstrate scientific concepts concerning energy and changes in matter through various illustrations, performances, models, exhibits, and activities.
  • S.RS.06.16Design solutions to problems on energy and changes in matter using technology.
  • S.RS.06.19Describe how science and technology of energy and changes in motion have advanced because of the contributions of many people throughout history and across cultures.

Depth of Knowledge: (DOK) 4