Motion and Design Grade 5 Summative Assessment Assessed Understandings

Transcription

1 Motion and Design Grade 5 Summative Assessment Assessed Understandings Students will understand: 1. Force is any push or pull exerted by one object on another. 2. The speeds of two or more objects can be compared (i.e., faster/ slower) by measuring the distance in a given time or the time needed to move a given distance. 3. Energy of a moving object depends on its speed. 4. Energy can be stored in an elastic material when it is stretched. The more it is stretched, the greater the stored energy. 5. Fair test design supports the validity of the investigation. 6. A force must be applied to change the speed of a moving object or change its direction of motion. 7. Pushing and pulling forces can be used to transfer energy from one object to another. 8. Tools are used to collect data.

2 Introduction Teacher Notes for the Motion and Design Assessment These items are designed to provide an assessment of what students know and understand at the completion of the Science & Technology for Children (STC) Motion and Design module. This document includes teacher directions, response sheets for the individual students, and analytic scoring rubrics for each question. A close look at the rubrics prior to the administration of the assessment will be helpful to the teacher. Time and Preparation for the Assessment This assessment should take about one, 45-minute class period to administer. You are free to read aloud any or all portions of the assessment to your students. Without giving away a more appropriate response, please help students understand the intent of the question or task. This is not a test of reading, writing, or artistic ability. Students may be encouraged to use any and all resources available, including material from classroom charts and individual journals. Please use the terminology from the investigations within the kit. Directions for Administration There is no additional preparation for this assessment. Question 1: This question reflects students knowledge of tools/instruments that can be used to determine the average speed of a standard vehicle. 1. Which two tools could be used to collect the data needd to calculate the average speed? Describe how each tool is used. Question 2: The teacher will emphasize that the track information is used to answer the question. The question identifies students understanding that the more energy stored in a wound rubber band, the farther the vehicle will travel. 2. Which letter best represents the distance the racecar traveled when the rubber band was wound two times? Explain your choice. Question 3: This question refers to Question 2, but the student is asked to use prior knowledge to formulate an explanation of stored energy. 3. About how many turns of the rubber band would it take for the racecar to travel across the finish line and stop at letter D? Explain your answer. Question 4: The Qualifying Trial Data indicates the variables and results of the distance traveled and the load. The students are asked to observe and comprehend the data chart and determine what force causes the motion of the vehicle. 4. Look at the data chart above. What force causes the vehicle to move? This work is in the process of being published. Copyright, 2000 by The Delaware Science Coalition. 2

3 Question 5: The student refers back to the Qualifying Trial Data to analyze the data and draw conclusions when variables change. 5. Analyze the evidence from the data chart. a. Describe one change. Explain why this changed the race results. b. Describe another change. Explain why this changed the race results. c. How are the rubber band energy and the distance the car travels related to each other? Question 6: The teacher explains that the information from the Falling Weight System 1 needs to be used to answer Question 6. This question is looking for an understanding that the greater the force pulling on the vehicle, the faster the vehicle will travel. 6. Which racecar would cross the finish line first? Explain your answer. Question 7: The Falling Weight System 2 will be used by the student to identify and explain that the greater the load on a vehicle, the slower the vehicle will travel. 7. Which truck will cross the finish line first? Explain why. This work is in the process of being published. Copyright, 2000 by The Delaware Science Coalition. 3

4 Scoring Rubrics Motion and Design Summative Assessment Question 1: Which two tools could be used to collect the data needed to calculate the average speed? Describe how each tool is used. This question measures the student s ability to select and describe the appropriate tool to obtain the average speed of a standard vehicle. 1. Identifies the timer and tape measure as the appropriate tools. 2. Describes how the timer and tape measure are used. 20 Meets criteria above. 10 Identifies two tools and describes how one of them is used. 11 Identifies one tool and describes how that tool is used. 12 Tells how both tools are used but fails to name the tools. 70 Identifies two incorrect tools. 71 Identifies one tool. 72 Identifies two tools, but one is the incorrect tool. This work is in the process of being published. Copyright, 2000 by The Delaware Science Coalition. 4

5 Question 2: Which letter best represents the distance the racecar traveled when the rubber band was wound two times? Explain your choice. This item measures the student s understanding that the more energy stored in a wound rubber band, the farther the vehicle will travel. 1. States letter A is the correct distance. 2. Includes the relationship between the number of turns of the rubber band and the distance the vehicle travels. 20 Meets the above criteria. 10 Includes a correct explanation but omits letter A as the correct distance. 19 Any other partially correct response. 70 Includes letter A as the correct distance with an incorrect or omitted explanation. 71 Identifies letter B or C as the correct distance with an incorrect or omitted explanation. 90 Crossed out/erased, illegible, or impossible to interpret. This work is in the process of being published. Copyright, 2000 by The Delaware Science Coalition. 5

6 Question 3: About how many turns of the rubber band would it take for the racecar to travel across the finish line and stop at letter D? Explain your answer. This item measures the student s understanding that the more energy stored in a wound rubber band, the farther the vehicle will travel and to use data to make a prediction. 1. States turns of the rubber band to cross the finish line. 2. Includes the relationship between the number of turns of the rubber band and the distance the vehicle travels. 3. Uses the data (chart from question 2) of the number of rubber band turns and the distance the vehicle travels to justify response. 20 Meets the above criteria (must include specific data in the explanation). 10 The response identifies the number of turns within the range but includes an incomplete explanation (i.e., missing data in explanation). 11 The response identifies the number of turns outside of a reasonable range (i.e., 25 times) but includes a reasonable explanation. 19 Any other partially correct response. 70 The response identifies any number of turns with an incorrect or omitted explanation. 76 The response repeats the substance or stem of the question. This work is in the process of being published. Copyright, 2000 by The Delaware Science Coalition. 6

7 Question 4: Look at the data chart above. What force causes the vehicle to move? This item measures the student s ability to identify the force that causes a vehicle to move. Criterion for a complete response: 1. Identifies the number of turns (twists) of the rubber band as the source of the force. 10 Meets criterion above. 19 Any other scientifically correct response. 70 Identifies gravity as the force causing movement. 71 Identifies load or weight as causing movement. This work is in the process of being published. Copyright, 2000 by The Delaware Science Coalition. 7

8 This rubric covers both 5a and 5b Question 5a and 5b: Analyze the data from the Plans in the chart above. Describe one difference between Plans. Explain why this difference changed the race results. Describe another difference between Plans. Explain why this difference changed the race results. This item measures the student s ability to analyze data, describe two changes that were made to the vehicle, and explain why these changes were made. 1. Identifies two changes that were made to the vehicle (more turns of the rubber band and addition of blocks). 2. Describes how each change affected the data in the plan. (Example: More turns on the rubber band, the farther the vehicle traveled; more load, less distance traveled.) 20 Meets the criteria. 10 Identifies two changes and includes a partial, incorrect, or missing explanation, but the explanation is flawed. 11 Identifies one change and includes a corresponding explanation. 19 Any other partially correct response. 70 Does not identify changes made to the vehicles. 71 No explanation given. Non Response This work is in the process of being published. Copyright, 2000 by The Delaware Science Coalition. 8

9 Question 5c: How are the rubber band energy and the distance the car travels related to each other? This item measures the student s understanding that, when more energy is stored in the rubber band, the car will travel further as the energy is released. Criterion for a complete response: 1. States that the more the rubbber band is wound (stretched) the greater the car will travel (or vice versa). 10 Meets the criterion. 19 Any other scientifically correct response. 70 Does not make a comparison. This work is in the process of being published. Copyright, 2000 by The Delaware Science Coalition. 9

10 Question 6: Which racecar would cross the finish line first? Explain your answer. This item measures the student s ability to understand that the greater the force pulling on the vehicle, the faster the vehicle will travel. 1. Identifies Car B as the first car to cross the finish line. 2. Provides an explanation that Car B has the greatest amount of force (weight/gravity) pulling it, so it will travel more quickly than the other two cars. 20 Meets the above criteria. 10 Identifies Car B as the correct choice but mentions weight in the explanation. 11 Includes a correct explanation but omits naming Car B. 70 Car B is identified as the correct choice with an incorrect explanation. This work is in the process of being published. Copyright, 2000 by The Delaware Science Coalition. 10

11 Question 7: Which truck will cross the finish line first? Explain why. This item measures the student s ability to identify and explain that the greater the load on a vehicle, the slower the vehicle will travel. 1. Identifies Truck B as first. 2. Explains the effect of mass/load on the speed of a vehicle. 20 Meets the above criteria. 10 Identifies Truck B with no explanation. 11 Correct explanation but does not identify Truck B. 19 Any other partially correct response. 70 Identifies trucks A or C with no explanation or flawed explanation. This work is in the process of being published. Copyright, 2000 by The Delaware Science Coalition. 11