Moderated evidence—improving student learning

Energy on the move

Assessment event 1

Concept map

Assessment event 1

Concept Map Rubric

Guide for interpreting evidence

Name: ______

Topic: ______

Task / Rubric criteria and ratings / Score
First Draft / Submits a first attempt on disk. (4)
Submits a first attempt but not on disk. (2)
Does not submit a first attempt. (0)
Final Draft / Submits a final concept map on disk and on time. This attempt must be modified and expanded upon from the first attempt. The use of linking words and text boxes must be evident. (8)
Submits a final concept map on disk and on time. This attempt must be modified and expanded upon from the first attempt. The use of linking words must be evident. (6)
Submits a final concept map on disk but not on time OR on time but not on disk. This map must show evidence of an improved understanding of the topic via link words OR the use of text boxes. (4)
Submits a final concept map on disk but not on time OR on time but not on disk. The map shows no real improved understanding of the topic as no change from second attempt is evident. (2)
Does not submit a final concept map. (0)

Assessment event 2

Energy investigation

Task: Using KNEX and other simple materials which will be provided, how can you construct a device that will transport a hard boiled egg a distance of at least one metre without damaging the egg?

Preamble: In previous lessons you have discovered that energy can be transferred and transformed, however you cannot create energy nor destroy energy. This is the ‘law of conservation of energy’. You will be using this law in your investigation.

Note: your device must be completed and tested within two lessons (<100min).

To be completed next lesson

Procedural report to be completed in your book.

AIM: Describe your aim.

MATERIALS: List the materials you have used.

METHOD: Include a diagram of your device. This should be the focus of your method.

RESULTS: Table of results covering distance travelled for 4 test runs.

Calculate the average distance travelled.

DISCUSSION: Use the understandings you have gained from previous lessons regarding transferring and transforming energy to help you to draw an energy chain for your device. Suggest at least 2 improvements that could be made to increase the distance traveled.

CONCLUSION: Statement in reference to your aim.

Guide for interpreting evidence

Assessment event 2

Energy investigation

Construction rubric
Topic: ______Name: ______
Rubric Score / Criteria for assessment (negotiated between students and teacher)
0 / q  Does not complete the construction of a workable device
q  Does not provide an energy chain
q  No recommendations provided
1 / q  Does not fulfil the requirements to cover at least 1 metre in distance
q  Egg arrives but it may or may not sustain some damage
q  Completes task in more than 100 minute lesson
q  Uses a mixture of provided and own materials
q  Does not provide an energy chain
q  No recommendations provided
2 / q  Does not fulfil the requirements to cover at least 1 metre in distance
q  Egg arrives but it may or may not sustain some damage
q  Completes task in 100 minute lesson
q  Uses only the available materials
q  Does not provide an energy chain
q  No recommendations provided
3 / q  Fulfils the requirements to cover at least 1 metre in distance
q  Egg arrives but sustains some damage
q  Uses only the available materials
q  Completes task in 100-minute lesson
q  Provides an energy chain, but it may not necessarily be viable
q  Provides 1 or more recommendations for improvement that are not necessarily workable
4 / q  Fulfils the requirements to cover at least 1 metre in distance
q  Egg arrives undamaged
q  Uses only the available materials
q  Completes task in 100-minute lesson
q  Produces a viable energy chain
q  Provides at least 2 recommendations for improvement that are not necessarily workable
5 / q  Fulfils the requirements to cover at least 1 metre in distance
q  Egg arrives undamaged
q  Uses only the available materials
q  Completes task in 100-minute lesson
q  Produces a viable energy chain
q  Provides at least 2 workable recommendations for improvements

Guide for interpreting evidence

Assessment event 2

Energy investigation

Scientific report rubric

Authors' names: ______

Beginning
1 / Developing
2 / Accomplished
3 / Exemplary
4 / Score
Aim / Does not provide a valid aim. / Gives an aim that is simplistic. / Gives too much information. / Presents a clear aim.
Equipment list / None provided / A partial list is provided. / An adequate list is provided. / A comprehensive list is provided.
Method / Not sequential, most steps and diagram are missing or are confusing. / Some of the steps and the diagram are understandable; most are confusing and lack detail (ie no labels). / Most of the steps and the diagram
are understandable; some lack detail or are confusing. / Presents easy-to-follow steps, which are logical and adequately detailed, and a fully labelled diagram.
Data & results / Data table missing information and is inaccurate. / Minor inaccuracies in data presentation and calculation. / No calculation provided or inaccurate. / Data table neatly completed and totally accurate. Calculation is accurate.
Conclusion / Presents an illogical explanation for findings and does not provide any recommendations to improve their device. / Presents an illogical explanation for findings and identifies some improvements without detail which may be invalid. / Presents a logical explanation for findings and identifies and explains valid improvements. / Presents a logical explanation for findings and identifies and fully explains valid improvements.
Timeliness / Report handed in one week late. / Up to two days late. / Up to one day late. / Report handed in on time.
Maximum marks available = 24 /

Total

Assessment event 3

Electrical appliance survey

Task: 1. Design and conduct a survey on the running cost of an electrical appliance in your home.

2. Investigate the use of electricity in a standard home.

Preamble: In conducting this survey you will appreciate how electricity is used in your home.

Considerations: What appliance are you testing?

What is the energy rating of your appliance?

How do you determine the period of time the appliance is used over a 24hr period?

Assessment: The assessment of this task will be based on the following criteria.

1)  Survey Design – Have you identified what appliance you will survey? Have you planned how you will survey it? Have you collected all relevant data?

2)  Sharing Data – Have you provided your data for others to use? Have you collected data from others of at least three different appliances?

3)  Representing Data - Have you produced a spreadsheet and graph of the data you have gathered? Design your own spreadsheet or use the one provided.

4)  Further Investigation – Using the computer time provided, explore Hieronymus— found on the network under Science.

5)  Summary – Have you written a summary on energy use in the home, its cost and way its use can be reduced? You might consider copying your reports into Word to save printing costs and energy.

Guide for interpreting evidence

Assessment event 3

Electrical appliance survey

Criteria for assessment: /

Marks

Possible marks /

This student

Survey design
·  Identifies appliance
·  Evidence of planning
·  Data collected / 1
3
1
Sharing data
·  Swaps data with others
·  Evidence of at least 4 sets of data / 1
2
Representing Data
·  a completed Spreadsheet
­  all data
­  copied to Word / 4
1
·  graph
­  appropriate choice
­  at least one graph
­  labels included
­  copied to Word / 1
1
2
1
Summary
·  Includes information on usage, cost
and ways to reduce use (at least 2) / 4
Obtains printout of spreadsheet and graph / 1
Total: / 23

Rubric Score

Score / Allocated Marks Range
6 / 21-23
5 / 17-20
4 / 13-16
3 / 9-12
2 / 5-8
1 / 0-4

Assessment event 4

Energy use and efficiency investigation

Task: You are required to investigate the energy efficiency of a bouncing ball and

either a microwave (heating device)

or an electric motor.

Preamble: Efficiency is a measure of how useful the energy input into an operation is. Something is said to be efficient if most of the energy input is used in its operation. A petrol engine for a sports car loses a great deal of heat as it functions. Thus the engine is very inefficient.

Efficiency can be measured by comparing the output energy with the input energy. For example, a petrol engine in a car may produce only 25 kJ of useful mechanical energy for every 100kJ of chemical input energy. The efficiency of a petrol engine is, therefore

25 kJ = 0.25 (expressed as a percentage, the

100 kJ efficiency of the motor is 25%)

1.  Energy efficiency of bouncing balls

The input energy is gravitational potential energy. The rebound height is a measure of output energy. The output energy is what is left of the original gravitational energy.

1.  Using the TI-83 press ON, press PRGM, press ENTER, press ENTER, press ENTER

2.  Now you are in the ranger program, select 3:APPLICATIONS, select units 1:METERS, select application 3:BALL BOUNCE

3.  Follow the instructions on the calculator using a tennis ball.

4.  Use the bee to locate starting height (top of first peak); this is a measure of gravitational potential energy. Record this height in the data table below.

5.  Use the bee to locate the rebound height for the first bounce (top of the second peak). Record this height in data table 1A.

6.  Sketch the graph in your books.

7.  Calculate the energy efficiency for the tennis ball’s first bounce.

8.  Discuss the energy efficiency (Hint: remember energy transformations)

9.  Repeat using another ball type of your choice and enter the data into data table 1B.

Data Table 1A Experimental results for determining energy efficiency of bouncing ball #1

Type of ball =

starting height = metres

rebound height = metres

Data Table 1B Experimental results for determining energy efficiency of bouncing ball #2

Type of ball =

starting height = metres

rebound height = metres

2.  Energy efficiency of a heater

In this experiment you will determine the energy efficiency of a microwave oven.

  1. Select a microwave oven of known power. Record in data table 2 the wattage of the microwave or hotplate.
  2. Pour 200ml (200g) of water into a glass beaker. Determine the mass of the water (using 1ml = 1gram). Record in the data table the mass of water.
  3. Measure the temperature of the water. Record in the data table the initial temperature of the water.
  4. Turn the heating device on for 2 min. At the end of this time measure the temperature of the water. Record in the data table the final temperature of the water.
  5. If the water boils, cut back the heating time and re-measure.
  6. Calculate the energy efficiency for the heating device.
  7. Discuss the energy efficiency (Hint: remember energy transformations, energy transfers, insulators and conductors)

Data Table 2 Experimental results for determining energy efficiency of a heater

Power rating of heating device = watts

Temperature of water at start = °C

Temperature of water after heating = °C

Temperature change of water = °C

Time for heating = seconds

Mass of water heated = grams

Energy input = power rating x time = joules

Energy output = mass of water x 4.2 x temperature change = joules

Note: 4.2 J/g/°C is the specific heat of water, this means 1 gram of water needs 4.2 joules of energy to raise its temperature by 1°C

3.  Energy efficiency of an electric motor

  1. Construct using KNEX or Lego a wheel and axle (like a water well) that can raise a load of 200 grams a height of the bench.
  2. Record the power rating of the motor you are using in data table 3.
  3. Record the mass of the load being raised in the data table.
  4. Record the time taken to raise the load in the data table.
  5. Record the height in the data table.
  6. Calculate the energy efficiency for the electric motor.
  7. Discuss the energy efficiency (Hint: remember energy transformations)

Data Table 3 Experimental results for determining energy efficiency of an electric motor

Power rating of motor = watts

Mass of load = kilograms

Time taken to raise load = seconds

Height of the load raised = metres

Energy input = power rating x time = joules

Energy output = mass x 9.8 x height = joules

Note: 9.8m/s/s is the acceleration due to the earth’s gravitational field

Guide for interpreting evidence

Assessment event 4

Energy use and efficiency investigation

Assessment criteria: /
Marks
Possible marks / This student
  1. Photograph and/or diagram of your apparatus for both investigations.
/ 4 x 2 = 8
  1. Results section, include both data tables and all calculations.
/ 10 x 2 = 20
  1. Discussion section, include discussions for both investigations on their energy efficiency in paragraph format. Any energy chains should be included to aid your discussion. Provide an improvement to one of the above investigations or outline an investigation of your own.
/ 5 x 2 =10
  1. Adherence to due date
/ 2
TOTAL / 40

Assessment event 5

Taking action—writing to inform

Task: You are to write a formal letter that addresses one of the two following topics. You can use the planning sheets provided.

Topic 1. What is the effect of power generation efficiency on the environment? This is to be addressed to the Minister of Energy SA Mr. Wayne Matthew. Below are some web sites that could be used as a source.

http://www.eren.doe.gov/electricity_restructuring/pdfs/abbott.pdf

http://www.eren.doe.gov/EE/power.html

www.aie.org.au/melb/material/resource/pwr-eff.htm http://www.energy.sa.gov.au/home/index.htm