m+e wa assessment folio - north thurston public schools ... · end-of-module assessment 62...

MAGNETISM AND ELECTRICITYFULL OPTION SCIENCE SYSTEM 1MAGNETISM AND ELECTRICITY

ASSESSMENTMAGNETISM AND ELECTRICITY

This folio contains a variety of resources that help teachers assess student progress in reaching Grade Level Expectations (GLEs) as outlined in the Essential Academic Learning Requirements (EALRs) for science. These materials have been designed for Washington State teachers using the 2000 edition of FOSS. Look in the Assessment Overview, available at www.smerc.org, for more on how to use these classroom-based assessments.

Scoring guides for each of the assessments begin on page 4, using a +//– rubric. + going beyond expectations meeting expectations – below expectations

The summative assessment scores more complex items with a 0–4 rubric. 4 going beyond expectations 3 meeting expectations 2 close to expectations 1 below expectations 0 off task, or no response

WASHINGTON EDITION

NOTE: This edition is the result of collaboration among FOSS staff at Lawrence Hall of Science, the Science and Math Education Resource Center (SMERC) at ESD 112, and many dedicated teachers in Washington State.

The Washington Edition was made possible by the generous support of the following organizations: Delta Education; Educational Service District 112; Eisenhower Funding; Hewle�- Packard; Intel; Lawrence Hall of Science at the University of California, Berkeley; Washington State School Districts; and Washington State University, Vancouver.

ASSESSMENT CONTENTSInvestigations 1–5 4End-of-Module Assessment 62Assessment Blueprint 68

INVESTIGATION DUPLICATION MASTER CHANGESSee page 2

2

INVESTIGATION DUPLICATION MASTER CHANGES:

New student sheets

• no. 2a Magnetic Observations• no. 4a The Force• no. 7a Lighting Bulbs• no. 14a Advanced Connections Part 1• Inquiry Project Sheets

Modified student sheets

• no. 3 Magnetic Observations (continued) (replacing Magnetic Observations)

• no. 4 Response Sheet—Investigation 1 (replacing Magnets)• no. 5 The Force Conclusion (replacing The Force)• no. 6 Detecting Magnets• no. 7 The Flow of Electricity• no. 9 Response Sheet—Investigation 2 (replacing Bulbs)• no. 10 Conductors and Insulators• no. 11 Mystery Boards (replacing Mystery Circuits)• no. 15 Advanced Connections Part 2 (replacing Advanced

Connections)• no. 16 Response Sheet—Investigation 3 (replacing Circuit Design)• no. 18 Winding Electromagnets• no. 19 Response Sheet—Investigation 4 (replacing Reverse Switch)

MAGNETISM AND ELECTRICITY 3MAGNETISM AND ELECTRICITY

WASHINGTON EDITION

Blank Page

4 FULL OPTION SCIENCE SYSTEM

INQUIRY INVESTIGATION SUMMARY

PART 1

Students observe that iron or steel objects in contact with a magnet become temporarily magnetic themselves. This induced magnetism disappears when the iron or steel object separates from the magnet. Students find out that the magnetic force acts right through materials, with the exception of iron.

INVESTIGATION 1: THE FORCE

Students find that objects that contain iron stick to permanent magnets; other objects do not. They discover that two magnets will either a�ract or repel one another, depending on their orientation. The agent responsible for this behavior is the magnetic force.

INVESTIGATING MAGNETS AND MATERIALS

• What kind of materials do magnets stick to?

• What happens when you bring two or more magnets together?

Time: 30–45 minutes

INVESTIGATING MORE MAGNETIC PROPERTIES

• How do magnets interact with other objects?

• Does an iron object have to touch a magnet to become a temporary magnet?

• Does magnetic force go through all materials?


BREAKING THE FORCE

• How can we measure the force of a�raction between two magnets?

Time: 50 minutes, in 1 or 2 sessions

Students use a balance and large washers to measure the force of a�raction between two magnets. They systematically investigate what happens to the force of a�raction as the distance between the two magnets increases. Students graph their results.

Students explore ways to detect the magnetic force. They find several ways to detect the force and to make it visable, using such things as compasses and iron filings.

PART 3

PART 4

DETECTING THE FORCE OF MAGNETISM

• Can you figure out where two magnets are taped in a box without looking?


PART 2

5MAGNETISM AND ELECTRICITY

CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES

WASHINGTON EDITION—AT A GLANCE

Examples of questions students might generate for inquiry projects

• What would happen in The Force investigation if I used washers instead of plastic chips for spacers?

• What would happen if I put two magnets in the cup?

New and Modified Student Sheets

Magnetic Observations and Magnetic Observations (continued)

Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1)

Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1)

Modified Student Sheet

Response Sheet—Investigation 1


New and Modified Student Sheets

The Force and The Force, Conclusion

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)



Detecting Magnets

Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)

• Only iron sticks to a magnet.

• Two magnets a�ract or repel when they interact.

• The magnetic force causes magnetic interactions.

• Magnetism can be induced only in iron or steel (and a few other metals).

• The magnetic force acts through space and most materials.

• The magnetic force of a�raction between two magnets decreases with distance.

• The greater the distance between two magnets, the less the magnetic force.

• Magnetic fields act right through many materials.

• Compasses, iron filings, and iron objects can detect a magnetic field.

6

FORMATIVE ASSESSMENT

No. 2a—New Student Sheet

INVESTIGATION 1: THE FORCEPART 1: INVESTIGATING MAGNETS AND MATERIALS

Use new student sheet no. 2a called Magnetic Observations.

Student Sheet—Magnetic Observations, Part 1


Score If the student... + correctly sorts materials that stick to magnets; states

that magnets only stick to materials made of iron, nickel or cobalt.

correctly sorts materials that stick to magnets; connects this property to materials made of iron.

– cannot sort materials based on magnetic properties.

GOING FURTHER

Plan to gather additional materials for students to sort if they need some extra practice.


WASHINGTON EDITION

No. 3—Modified Student Sheet

Use modified student sheet no. 3 called Magnetic Observations (continued).

Student Sheet—Magnetic Observations, Part 3


Score If the student... + draws accurate diagrams and labels them to show

what is happening; describes the direction of the forces for both when the magnets repel and when they a�ract, depending on the orientation of the magnet.

draws accurate diagrams and labels them to show what is happening; describes the direction of the force when the magnets repel or a�ract.

– a�empts a diagram and some description, but neither is clear or complete.

GOING FURTHER

Most students understand the difference between magnets that repel and a�ract. If their descriptions are incomplete, you might show a few examples of good descriptions to help students develop their communication skills.

Investigation 1: The ForceNo. 2a—New Student Sheet

WA Edition

FOSS Magnetism and Electricity Module© The Regents of the University of CaliforniaCan be duplicated for workshop or classroom use.

Name ________________________________ Date ___________________________________

MAGNETIC OBSERVATIONS

Part 1: How does your magnet interact with the test objects?

Things that stick Things that don’t stick

Magnets stick only to

TEST-OBJECTS INVENTORY

Aluminum nails Iron nails Soda straws Sponges Black rocks River pebbles Pieces of screen Paper fasteners Paper clips Pieces of copper Screws Pieces of yarn Pieces of cardboard Rubber bands Brass rings Cra� sticks Washers Plastic chips Pieces of aluminum foil

Investigation 1: The ForceNo. 3—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

MAGNETIC OBSERVATIONS (continued)

Part 2: Where did you detect iron or steel in the classroom?

Things made of iron or steel Things that are not made of iron or steel

Part 3: Use words and drawings to describe the direction of force when two magnets are brought close together.

FULL OPTION SCIENCE SYSTEM10



INVESTIGATION 1: THE FORCEPART 2: INVESTIGATING MORE MAGNETIC PROPERTIES

Use modified student sheet no. 4 called Response Sheet—Investigation 1.



Score If the student... + says the paper clip and nail must be iron or steel;

explains that magnetism has been induced in the nail and paper clip from the permanent paper clip; offers as evidence the fact that the nail would not stick to the paper clip before it was touching the magnet.

states that the nail has become a temporary magnet (or uses other words to describe), gives no evidence to support conclusions.

– gives some information about magnets but does not relate it to the assigned task, or includes misconceptions.

GOING FURTHER

If you are not satisfied with a response, try writing back and asking another question to help the student clarify his or her thinking and writing.

It generally takes some time and practice before students produce answers to response sheets that consistently rate a 3 or 4. Share samples of good responses with the class, providing models that students can use to improve their writing.

THE FLOW OF ELECTRICITYName ________________________________ Date ___________________________________

Investigation 2: Making ConnectionsNo. 7—Modifi ed Student Sheet

WA Edition


If you had a bulb and ba� ery, draw below how you would put them together with a wire to light a bulb.

D-CELL

Use arrows to show how the electricity fl ows. Describe below how electricity fl ows in your drawing above.

RESPONSE SHEET—INVESTIGATION 1


WA Edition


Name ________________________________ Date ___________________________________

Students in a fourth-grade class were investigating which objects stick to magnets. One of them drew a picture in his journal like the one you see above, and then wrote,

I was surprised! I had a nail stuck to a magnet, and when I accidentally touched the nail to a paper clip, the paper clip stuck to the nail. I wonder why this happens.

Write a note to this student. See if you can help him understand more about what is happening.




INVESTIGATION 1: THE FORCEPART 3: BREAKING THE FORCE

Use new student sheet no. 4a called The Force and modified student sheet no. 5 called The Force, Conclusion.

Student Sheet—The Force

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2 )

Score If the student... + labels the x-axis of the graph “spacers” and

numbers each line by ones; labels the y-axis “washers” and labels each line by ones; places zero at the lower le� corner for each axis; plots data points accurately.

needs a hint here and there to complete the graph. – does not understand how to make the graph.


WASHINGTON EDITION


Student Sheet—The Force, Conclusion


Score If the student... + accurately describes the relationship (i.e., as the

number of spaces increases, the number of washers needed to break the force decreases) and is able to use the data to explain the change in force of a�raction (such as: that as the distance between the two magnets increases, less force is required to pull them apart; or the less distance between the magnets; the stronger the a�raction).

accurately describes the relationship (i.e., as the number of spaces increases, the number of washers needed to break the force decreases) but is not able to explain the change in force of a�raction.

– is not able to describe the relationship or explain the change in force of a�raction.

GOING FURTHER

Many students in third and fourth grades are familiar only with bar graphs. You may want to spend some time in math class exploring different kinds of graphs.

THE FORCENumber of spacers Number of washers

Investigation 1: The ForceNo. 4a—New Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

Mea

sure

d (r

espo

ndin

g) v

aria

ble:

Changed (manipulated) variable:

Look at the pa�ern you see on your graph. Write about what the graph tells you about the relationship between the number of spacers and the distance between the two magnets.

Based on the data, what conclusion can you make about how the distance between two magnets affects the force required to pull them apart?

Name ________________________________ Date ___________________________________

THE FORCE, CONCLUSION


WA Edition


FULL OPTION SCIENCE SYSTEMFULL OPTION SCIENCE SYSTEM16

MAGNETISM AND ELECTRICITY

INVESTIGATION 1: THE FORCEPART 4: DETECTING THE FORCE OF MAGNETISM

Use the last two questions from Step 2 of modified student sheet no. 6 called Detecting Magnets.

Student Sheet—Detecting Magnets


Score If the student... + explains that iron filings and a compass needle are

made of iron and are a�racted to a magnet, the filings line up with the magnetic field of the magnet hidden in the box, the compass needle points to the magnet because the compass needle is also a magnet.

explains that iron filings, and a compass needle are made of iron and that all iron materials stick to a magnet but gives no further details.

– cannot explain why the iron filings or the compass can help detect magnets.

GOING FURTHER

Most students know by this time that iron is the material that sticks to magnets. That is the important idea here. If there are any doubts about this, you will need to work with individual students to help them understand this relationship. You might work with the test objects one more time, having students sort them before testing them and discussing what happens.


FULL OPTION SCIENCE SYSTEM

DETECTING MAGNETS

Test Objects Prediction Actual TestHelpful Not Helpful Helpful Not Helpful

ScreenPaper FastenerCra� sticksAluminum foilRubber bandsScrew

Step 2: Detecting hidden magnets using iron filings and a compass.

ObservationsIron filings

Compass

1. How did the iron filings help you find the magnets?

2. How did the compass help you find the magnets?

Step 1: Which Test Objects would be helpful in detecting magnets? Make a prediction before carrying out the test.

Name ________________________________ Date ___________________________________


WA Edition




PART 1

INVESTIGATION 2: MAKING CONNECTIONS

PART 2

PART 3

LIGHTING A BULB

• How can you get electricity from a source to a receiver?

• Where do connections need to be made?

• How does electricity flow through a circuit?

Time: 40 minutes

MAKING A MOTOR RUN

• How can you get electricity from a source to a receiver?

• How is the motor circuit like the lightbulb circuit? How is it different?

• What does a switch do in a circuit?


FINDING INSULATORS AND CONDUCTORS

• Can any of the test objects complete a circuit?

• How much of the classroom environment is made of conductors?


INVESTIGATING MYSTERY CIRCUITS


PART 4

Students explore simple electric circuits. They use trial and error to build a circuit that lights a bulb. They begin developing concepts about how connections must be made and how electricity flows through a circuit.

Students use a circuit base to build a circuit with a D-cell and a motor. They add a switch to the circuit to control the flow of electricity. Students learn the conventions for drawing schematic diagrams of circuits.

Students build a circuit to test whether objects are conductors or insulators. They search the classroom for insulators and conductors.

Students work with mystery boards to reinforce the concept of conductor and check their understanding of how electricity flows through a circuit.




• A D-cell is a source of electric energy.

• A bulb is an energy receiver that produces light.

• A circuit is a pathway through which electric current flows.

• A motor is an energy receiver that produces motion.

• A switch is a device that opens and closes a circuit.

• A schematic diagram is a representation of a circuit that is used for recording and communicating with others.

• Materials that allow the flow of electricity are conductors.

• Materials that do not allow the flow of electricity are insulators.

• Content from each part above is assessed.

Pre-assessment


The Flow of Electricity

New Student Sheet

Lighting Bulbs

Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2)



Forms of Energy. Understand that energy comes in many forms. (GLE 1.1.4) Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2)

Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1)


Conductors and Insulators



Teacher Observation and Modified Student Sheet

Mystery Boards


Post-assessment


The Flow of Electricity





A

B

C

INVESTIGATION 2: MAKING CONNECTIONSPRE-ASSESSMENT QUICK WRITEUse modified student sheet no. 7 called The Flow of Electricity as a pre-assessment. Illustrations of models A-C appear in the side bar. Save the students’ papers so they can reflect upon their original for the post assessment at the end of Investigation 2.

Pre-assessment Modified Student Sheet—The Flow of Electricity


Score If the student... 3 draws model C, explains that the electricity travels

through the circuit in one direction from the negative terminal to the positive terminal.

2 draws model B, shows a complete circuit, but arrows and/or description demonstrates an incorrect understanding of the flow of electricity.

1 draws model A, shows a incomplete circuit.

0 does not complete the task, or gives information that has nothing to do with what was asked.


Investigation 2: Making ConnectionsNo. 7—Modifi ed Student Sheet

WA Edition


If you had a bulb and ba� ery, draw below how you would put them together with a wire to light a bulb.

D-CELL

Use arrows to show how the electricity fl ows. Describe below how electricity fl ows in your drawing above.


WASHINGTON EDITION

INVESTIGATION 2: MAKING CONNECTIONSPART 1: LIGHTING A BULBUse new student sheet no. 7a called Lighting Bulbs a�er completing the lesson.

Correct Answers: 1. No 2. No 3. No 4. Yes 5. Yes 6. No

New Student Sheet—Lighting Bulbs


Score If the student... + correctly predicts for all six cases

predicts all right except for 3 and/or 4.

– predicts incorrectly for more than circuits 3 and 4.

GOING FURTHER

If students had difficulty identifying the complete circuits, you may want to have students debate and discuss as a class and then test the circuits. Don’t let them erase original answers, use another color pen so they can have a record of their change in thinking.



Investigation 2: Making ConnectionsNo. 7—Modified Student Sheet

WA Edition


If you had a bulb and ba�ery, draw below how you would put them together with a wire to light a bulb.

FOSS Magnetism and Electricity Module© The Regents of the University of Califor niaCan be duplicated for classr oom or workshop use.

Name ____________________________________

Date _____________________________________

CONNECT THE D-CELL TO THE BULB ABOVE.

Use arr ows to show how the electricity flows. Use lar ge and small arr ows if you needto show dif ferent amounts of electricity . Describe below how electricity flows in yourdrawing above.

THE FLOW OF ELECTRICITY

Investigation 2: Making ConnectionsNo. 7—Student Sheet

D-CELL

Use arrows to show how the electricity flows. Describe below how electricity flows in your drawing above.

Directions: Make a prediction for each circuit. Write “yes” in the small box next to each circuit if you think the bulb will light. Write “no” if you think the bulb will not light.

LIGHTING BULBSName ________________________________ Date ___________________________________

Investigation 2: Making ConnectionsNo. 7a—New Student Sheet

WA Edition


1. 2.

3. 4.

5. 6.




GOING FURTHER Many students think circuit A will work. To help them focus on the detail of the connections, draw two systems on the board as shown below. Then invite a lively class debate about which will work.

INVESTIGATION 2: MAKING CONNECTIONSPART 2: MAKING A MOTOR RUN

Use modified student sheet no. 9 called Response Sheet―Investigation 2.

Response Sheet—Investigation 2, Items 1b, 1c and 2b

Forms of Energy. Understand that energy comes in many forms. (GLE 1.1.4) Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2)

Score If the student...

+ correctly identifies the source and transformations (1b–the ba�ery, 1c–energy of motion or kinetic energy, 2b–light energy)

correctly identifies the source and transformations giving a description of the energy form but does not use the correct terminology.

– does not correctly identify the source and transformations.

Response Sheet—Bulbs, Items 1a and 2a



+ gives a good explanation for both 1a and 2a and correctly identifies B as the circuit that will light the bulb. 1a includes information about electricity flowing in one direction and shows it flowing from the negative terminal through the wire to the positive terminal. 2a states that A will not work because the electricity is not going through the bulb (short circuit).

gives a good explanation for either 1a or 2a and correctly identifies B as the circuit that will light the bulb.

– identifies the wrong circuit and/or gives no explanations.

A

B


1a. Ahmed drew a picture of a motor circuit he built. Draw arrows on the picture to show how electricity flows through the circuit. Explain below why you drew the arrows the way that you did.

A B

2b. In this circuit, electrical energy is tranformed into

+ –

Name ________________________________ Date ___________________________________


WA Edition


1b. What is the energy source for the working cicuit above?

1c. In this circuit, electrical energy is transformed into:

2a. Look at the two bulb-and-ba�ery circuits pictured below. Only one will light the bulb. Which one do you think will work and why?




INVESTIGATION 2: MAKING CONNECTIONSPART 3: FINDING INSULATORS AND CONDUCTORS

Use modified student sheet no. 10 called Conductors and Insulators.

Student Sheet—Conductors and Insulators Items 1 and 2


Score If the student... correctly sorts all materials.

– is unable to sort all the materials.

Student Sheet—Conductors and Insulators Item 3


Score If the student... + uses evidence from Items 1 and 2 and earlier magnet

activities to explain that all metals are conductors but not all metals stick to magnets, and adds examples of some metals such as aluminum or brass that are conductors but do not stick to magnets.

uses evidence from Items 1 and 2 and earlier magnet activities to explain that all metals are conductors but not all metals stick to magnets.

– does not know how conductors are different from things that stick to magnets.

GOING FURTHER

If students are having difficulty grasping the difference between conductors and things that stick to magnets, you might try making a Venn diagram as a class. The Venn diagram would have overlapping circles with iron (and nickel and cobalt) in the overlap, aluminum and brass in just the conductor portion of the circle, and nothing in the section for just sticks to magnet.

CONDUCTORS AND INSULATORS

1. List the test objects that are conductors and insulators.

CONDUCTORS INSULATORS

2. List the classroom objects that are conductors and insulators.

CONDUCTORS INSULATORS

3. What do you notice that is similar about all the conductors? How is this different from things that stick to magnets?

Name ________________________________ Date ___________________________________


WA Edition





INVESTIGATION 2: MAKING CONNECTIONSPART 4: INVESTIGATING MYSTERY CIRCUITS

Use modified student sheet no. 11 called Mystery Boards as a small group activity rather than as an assessment, then use teacher observation to assess that students understand how to use the open circuit to test for the hidden wires in the mystery boards.

Give the following instructions to the students: “Use the circuits built to test for conductors and insulators to find the hidden circuits in the mystery boards.” When observing the students working, ask them what the connection is between testing for a conductor or insulator and finding the hidden circuits. (In both cases, they are making an open circuit, then using either conductors or hidden wires to close the circuit.)

Modified Student Sheet—Mystery Boards


Score If the student... + builds a circuit with an opening that can be used to test

for the hidden wires, uses the circuit to test for conductivity to determine which are connected by wires hidden between the pieces of cardboard, draws a line on the student sheet correctly identifying the hidden wires, and can explain how the circuit tester works to identify the mystery wires.

builds a simple circuit with an opening that can be used to test for the hidden wires, uses the circuit to test for conductivity to determine which are connected by wires hidden between the pieces of cardboard, draws a line on the student sheet correctly identifying the hidden wires.

– builds the circuit but cannot use it to correctly identify the hidden wires.


WASHINGTON EDITION


INVESTIGATION 2: MAKING CONNECTIONSPOST-ASSESSMENT

Use modified student sheet no. 7 called The Flow of Electricity.

Post-Assessment Modified Student Sheet—The Flow of Electricity


Score If the student... 3 draws model C, explains that the electricity travels

through the circuit in one direction from the negative terminal to the positive terminal.

2 draws model B, shows a complete circuit, but arrows and/or description demonstrates an incorrect understanding of the flow of electricity.

1 draws model A, shows a incomplete circuit.

0 does not complete the task, or gives information that has nothing to do with what was asked.

A

B

C

C D

BA1 2

C D

BA

43

C D

BA

C D

BA

6

8

5

7

C D

BA

C D

BA

C D

BA

C

A

D

B

MYSTERY-BOARDS

Directions: Draw lines to show how wires connect the brass fasterners.

Name ________________________________ Date ___________________________________


WA Edition



WASHINGTON EDITIONTHE FLOW OF ELECTRICITYName ________________________________ Date ___________________________________


WA Edition


If you had a bulb and ba�ery, draw below how you would put them together with a wire to light a bulb.

Use arrows to show how the electricity flows. Describe below how electricity flows in your drawing above.



PART 1

INVESTIGATION 3: ADVANCED CONNECTIONS

BUILDING SERIES CIRCUITS

• Can you get two bulbs to light at the same time?

• Can you make two lights bright in a series circuit?


SOLVING THE STRING-OF-LIGHTS PROBLEM

• Which design is be�er for manufacturing long strings of tree lights—series or parallel?

Time: 30–40 minutes in 1 or 2 sessions

BUILDING PARALLEL CIRCUITS

• Can you light two bulbs brightly with just one ba�ery?

• How many different ways can you wire a parallel circuit?


Students simulate the research and development department of a decorative-light manufacturer. They put their knowledge of series and parallel circuits to work and solve customer complaints, making recommendations for manufacturing guidelines.

Students learn another way to operate two components. They construct a parallel circuit and find that many bulbs can operate on a single D-cell. There are six ways students can wire their circuits in parallel using two bulbs.

PART 2

PART 3

Students find ways to operate more than one component in a circuit. They invent a series circuit and find out it takes two D-cells to make the two bulbs shine brightly.





• A circuit with only one pathway for current flow is a series circuit.

• Components in a series circuit “share” the electric energy.

• Cells in series must be oriented in the same direction in order to work.

• A parallel circuit splits into two or more pathways before coming back together at the ba�ery.

• Components in a parallel circuit each have a direct pathway to the energy source.

• Content from each part above is addressed.

New Student Sheet

Advanced Connections

Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)


Advanced Connections Part 2

Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5 )



Energy Transfer and Transformation Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2)

Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1)

Teacher Observation and Student Sheet

Problem solving

Recommendation to the Board

Designing and Testing Solutions. Understand how the scientific design process is used to develop and implement solutions to human problems. (GLE 3.1.2)

Evaluating Potential Solutions. Analyze how well a design or a product solves a problem. (GLE 3.1.3)

• Does the ba�ery last longer in a circuit with two bulbs connected in series or in parallel?

• How many lights can you connect in parallel and still have the bulbs shine brightly?


INVESTIGATION 3: ADVANCED CONNECTIONSPART 1: BUILDING SERIES CIRCUITS

Use new student sheet no. 14a called Advanced Connections-Part 1. Use the entire sheet for Investigation 3, Part 1; a new sheet has been added for Investigation 3, Part 2. (The original was one sheet for Parts 1 and 2).

Student Sheet—Advanced Connections-Part 1


Score If the student... + uses schematics (symbols) in his/her diagram to

accurately represent the circuits and describes observations and results without making inferences.

draws an accurate diagram to represent the circuits and describes observations and results without making inferences.

– diagram does not accurately represent the circuits and/or observations are inaccurate or include inferences. No. 14a—New Student Sheet

ADVANCED CONNECTIONS—PART 1

1. Before testing—Draw a diagram of a circuit that you think will light two bulbs.

2. A�er testing—Draw the diagram that made two bulbs light.

3. What did you observe?

This is a _______________________ circuit.

4. Draw a picture to show what you did.

What will you do next?

Name ________________________________ Date ___________________________________

Investigation 3: Advanced ConnectionsNo. 14a—New Student Sheet

WA Edition





INVESTIGATION 3: ADVANCED CONNECTIONSPART 2: BUILDING PARALLEL CIRCUITS

Use modified student sheet no. 15 called Advanced Connections–Part 2.

Student Sheet—Advanced Connections-Part 2


Score If the student... + uses schematics (symbols) in the diagram to accurately

represent the circuits. draws an accurate diagram to represent the circuits. – draws a diagram that does not accurately represent the

circuit.


WASHINGTON EDITION


Use modified student sheet no. 16 called Response Sheet— Investigation 3.

Response Sheet—Investigation 3, Item 1


Score If the student... + states that the light will light when the switch is open

and goes off when the switch is closed (reverse switch) because there is less resistance going through the switch (more resistance going through the filament of the bulb).

has a reasonable prediction based on their current experience that shows their understanding of the flow of electricity in a parallel circuit (i.e., the bulb will light when the switch is closed because it is a “complete circuit” or thinks it will light whether or not the switch is closed because it is a “parallel circuit” so each component has its own pathway to D-Cell).

– does not demonstrate an understanding of parallel or complete circuit.

Response Sheet—Investigation 3, Item 2

Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1)

Score If the student... honestly and accurately records what happened when

the switch was closed even if it does not match their initial prediction in Part 1 and does not make changes to their initial prediction (it is possible that a student may get a faint light with the switch closed if they have a very strong ba�ery).

– does not record honestly and accurately what happened when the switch was closed or changed their initial prediction.

ADVANCED CONNECTIONS—PART 2Directions: Use the spaces below to draw schematic diagrams of circuits you build that can brightly light two bulbs using only one D-cell.

These circuits are called ____________________________________ circuits.

Name ________________________________ Date ___________________________________

Investigation 3: Advanced ConnectionsNo. 15—Modified Student Sheet

WA Edition



A student drew a plan for a circuit she thought would be interesting to build. She drew a picture to show how she would set it up (see below).

1. Make a prediction: What do you think will happen when the switch is closed? Why do you think that will happen?

2. Build the circuit you see pictured above. Record what happened when you closed the switch. Were you surprised by what you observed? Why or why not?

Name ________________________________ Date ___________________________________

Investigation 3: Advanced ConnectionsNo. 16—Modified Student Sheet

WA Edition




No. 17—Student Sheet

INVESTIGATION 3: ADVANCED CONNECTIONSPART 3: SOLVING THE STRING-OF-LIGHTS PROBLEM

Use teacher observation and student sheet no. 17 called Recommendation to the Board.

Teacher Observation—Problem solving

Designing and Testing Solutions. Understand how the scientific design process is used to develop and implement solutions to human problems. (GLE 3.1.2)

Score If the student... + is able to participate in building series or parallel

circuits with his or her group to test the solution to the string-of-lights problem.

provides some input to the group about how to test the circuits to find a solution to the problem.

– provides li�le input to the group.

Student Sheet—Recommendation to the Board


Score If the student... + recommends a parallel design and explains using two

reasons. (i.e., when one bulb burns out the others stay lit and a parallel only needs one ba�ery to light all 8 bulbs, whereas a series would need 8 ba�eries).

recommends a parallel design and explains using only one reason (i.e., when one bulb burns out the others stay lit or a parallel only needs one ba�ery to light all 8 bulbs, whereas a series would need 8 ba�eries).

– recommends a series design or is not able to give a reasonable explanation for recommending a parallel design.

RECOMMENDATION TO THE BOARD

Date:

To: Board of Directors

From:

Re: Recommendation for new light design

1. This is a schematic diagram of the best design for a string of eight lights.

2. This is a circuit.

3. I recommend you use this design because...

Name ________________________________ Date ___________________________________

Investigation 3: Advanced ConnectionsNo. 17—Student Sheet

WA Edition


MEMO



PART 1

BUILDING AN ELECTROMAGNET

• Can you make a magnet that turns on and off?


CHANGING NUMBER OF WINDS

• How does the number of winds of wire around a core affect the strength of the magnetism?

Time: 50 minutes, in 1 or 2 sessions

INVESTIGATING MORE ELECTROMAGNETS

• How can the strength of an electromagnet be changed?

Time: One 50-minute session or two 30-minute sessions

Students discover that, when current flows through an insulated wire wound around a steel core, the steel core becomes a magnet. They find out where to wind the wire on the core to produce the strongest magnet.

Students experiment to find out how the number of winds of wire affects the strength of magnetism. A�er collecting data for a 20-wind, 30-wind, and 40-wind electromagnet, students graph their results. They predict the strength of magnetism based on the graph.

Students propose other ways to change the strength of the electromagnet. A�er listing a set of variables, students plan and conduct an experiment.

PART 2

PART 3

INVESTIGATION 4: CURRENT ATTRACTIONS





• Part 3 of this investigation is an inquiry project. See investigations suggested in that part.

• A magnet can be made by winding an insulated wire around an iron core and running current through the wire.

• The magnetism produced by an electromagnet can be turned on and off.

• The greater the number of winds of wire around the iron core, the stronger the magnetism produced.

• A graph can be used to make predictions.

• There are many ways to change the strength of an electromagnet, including tighter coils, number of D-cells, and different wire gauge.

• Wire used to make an electromagnet must be insulated.

• All wire coils must be wound in the same direction.

Teacher Observation

Investigating electromagnet design


Modified Student Sheets

Winding Electromagnets and Inquiry Project Sheets





Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2 )

Teacher Observation and Student Sheets

Inquiry Project Sheets




INVESTIGATION 4: CURRENT ATTRACTIONSPART 1: BUILDING AN ELECTROMAGNET

Starting in step 8 of the Investigation, introduce new student sheets for Inquiry Project found on pages 58-61. Help the students to formulate a question to answer the challenge (i.e., does the strength of the electromagnet change if I wrap the wire at the top, middle, or bo�om of the rivet) and develop a plan. Use teacher observation to assess the students’ ability to follow their Investigation Plan.

NOTE: WASL Readiness Tips for Investigation 4These Investigation Planning sheets match the WASL format and are intended to build the students’ skills in inquiry while also familiarizing them with the format and scoring used on the WASL. In Part 1 of this Investigation, model for the students how to use these sheets to plan an investigation, as a class generating the question and the plan. Assess students’ ability to follow their plan. Model the process of using the sheet to plan an Investigation again in Investigation 4 Part 2, and focus your assessment on the students’ ability to use data to form a conclusion. In Investigation 4 Part 3 the students will be expected to independently use the Investigation Planning Forms to generate their own question, modify their plan accordingly, and conduct their own investigation including recording data.



WASHINGTON EDITION

Teacher Observation—Investigating electromagnet design


Score If the student... + is able to independently follow the plan, record their

data, and use the scoring rubric to evaluate their own work.

needs some minor assistance to follow the plan, record their data, and use the scoring rubric to evaluate their own work.

– needs extensive guidance to follow the plan, record their data, and use the scoring rubric to evaluate their own work.




INVESTIGATION 4: CURRENT ATTRACTIONSPART 2: CHANGING NUMBER OF WINDS

As a class use the Inquiry Project Sheets to develop a new investigation, along with modified student sheet no. 18 called Winding Electromagnets, to assess students’ ability to independently write a conclusion. Give the students this question to answer: How does the number of winds of wire affect the strength of the magnetism?

Student Sheet—Winding Electromagnets and Inquiry Project Sheets


Score If the student... + writes a conclusion that explains whether their

prediction was correct, including supporting data from the Winding Electromagnets data sheet, and explains how this data supports their conclusion using highest and lowest point of reference.

writes a conclusion that explains whether their prediction was correct, but uses only one reference point for supporting data from the Winding Electromagnets data sheet or doesn’t explain how this data supports their conclusion.

– writes a conclusion but does not refer to data or explain how the data supports their conclusion.


WASHINGTON EDITION

Use modified student sheet no. 19 called Response Sheet— Investigation 4.

Response Sheet—Investigation 4 Items 1 and 2


Score If the student... + draws a diagram that includes a complete pathway

from one end of the D-cell, around the rivet, and then back to the other end of the D-cell; and can explain two of the three changes that Serena needs to make in order for the electromagnet system to work: 1) the aluminum rivet needs to be iron or steel; 2) the wire needs to be wrapped more than five times; 3) she needs to connect the circuit in a complete pathway.

draws a diagram that includes a complete pathway from one end of the D-cell, around the rivet, and then back to the other end of the D-cell; and can explain one change that Serena needs to make in order for the electromagnet system to work.

– draws a diagram that does not include a complete pathway and/or cannot explain a change that Serena needs to make in order for the electromagnet system to work.

Response Sheet—Investigation 4 Item 3


Score If the student... + explains that when electricity flows through the wire it

creates a magnetic field, turning the rivet into a mag-net.

explains that when electricity flows through the wire it turns the rivet into a magnet.

– is not able to explain that the flow of electricity through the wire turns the rivet into a magnet.

No. 19-Modified Student Sheet

Name ________________________________ Date ___________________________________

Investigation 3: Current AttractionsNo. 18—Modified Student Sheet

WA Edition


Changed Variables:Number of

Winds of Wire

Measured Variables:Number of Washers

Li�edTrial 1 Trial 2 Trial 3

50

40

30

20

10

00 10 20 30 40 50

Changed (manipulated) variables:

Mea

sure

d (r

espo

ndin

g) v

aria

bles

:

WINDING ELECTROMAGNETS


Serena was excited because she had heard if you wrap a wire around a rivet and hooked it into a circuit you could make a magnet. She went home, found some wire, wrapped it around an aluminum rivet 3 times, and a�ached it to a D-cell. When she tried to pick up some small paper clips, nothing happened. Below is the diagram she drew to show what she had done. She’s hoping you can help her make the electromagnet work.

1. Draw a diagram next to Sarena’s to show her how to make an electromagnet that works.

2. Explain to Serena what she needs to change.

3. Explain to Serena how an electromagnet works.

aluminum rivet

3 wraps of wire

Serena’s Diagram Your Diagram

Investigation 3: Current AttractionsNo. 19—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________



INVESTIGATION 4: CURRENT ATTRACTIONSPART 3: INVESTIGATING MORE ELECTROMAGNETS

As a class use new student sheets called Inquiry Project, Inquiry Project (continued), Writing a Conclusion to An Investigation, and Student Inquiry Project Scoring Rubric, which can be found on pages 58 - 61 to assess students’ ability to design and follow an investigation plan then draw a conclusion. This is an opportunity to build the students’ skills in this inquiry process, which they will again use for their own independent investigation at the end of the module, and to familiarize them with the WASL format. As a class come up with possible questions that they can choose from to investigate.This can be used in place of an Inquiry Project for Investigation 5, Part 3.

Student Sheet—Inquiry Project Sheets

Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)



Score If the student... 4 scores between 10 -14 value points of the total 14 value

points possible.3 scores between 8 - 9 value points of the total 14 value

points.2 scores between 6 - 7 value points of the total 14 value

points. 1 scores between 4 - 5 value points of the total 14 value

points.


WA Edition


Name ________________________________ Date ___________________________________

ELECTROMAGNET INVESTIGATION

1. What question about electromagnets did your group work on?

2. Describe what you did to answer your question. 3. What did you find out (answer to the question you wrote for #1)?

Replace with Inquiry Project



PART 1

PART 3

PART 2

REINVENTING THE TELEGRAPH

• Can you use your knowledge of electricity and electromagnetism to reinvent the telegraph?


SENDING MESSAGES LONG-DISTANCE

• Can you connect two telegraph systems to send messages back and forth to another group?


CHOOSING YOUR OWN INVESTIGATION

• Students ask their own questions and plan investigations or research to answer them.

Time: 4–6 sessions

Students apply their knowledge of circuitry and electromagnetism to build a telegraph. They invent a code and use their telegraphs to send messages to each other.

Students hook up two telegraphs so they can send messages from one group to another. In meeting the challenge, students have to solve a number of problems, including circuit design, resistance imposed by the long lines, and long-distance procedural signals.

Students review magnetism and electricity and identify a subject they would like to investigate in greater detail. They present the results of their projects to the class in order to share something new about magnetism or electricity.

INVESTIGATION 5: CLICK IT




• People learn about the natural world through scientific practices and use that knowledge to meet human needs (such as communication).

• A code is a symbolic system used for communication.

• Connecting two telegraphs for two-way communication requires two complete circuits.

• Apply electricity and electromagnetism concepts.

• Apply electricity and electromagnetism concepts.

Science Notebook

Importance of the telegraph

Identifying Problems. Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. (GLE 3.1.1)

Teacher Observation

Evaluating solutions


Science Notebook

Telegraph as a system


Performance Assessment

Inquiry or Design Project

Investigating Systems: GLEs 2.1.1–2.1.5

or Designing Solutions: GLEs 3.1.1–3.1.3


INVESTIGATION 5: CLICK ITPART 1: REINVENTING THE TELEGRAPH

Use the science notebook prompt below.

Notebook Prompt

What is the importance of the telegraph?

Science Notebook—Importance of the telegraph

Identifying Problems. Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. (GLE 3.1.1)

Score If the student... explains that the telegraph made distance

communication easier and faster. – cannot explain the importance of the telegraph.

Teacher Observation—Evaluating solutions


Score If the student... + identifies problems that prevent the telegraph from

working: for example, traces the flow of electricity through the circuit to find places where there may be a breakdown.

identifies a problem as described above.

– cannot identify problems.


WASHINGTON EDITION

INVESTIGATION 5: CLICK ITPART 2: SENDING MESSAGE LONG-DISTANCE

Uses the notebook prompt below to assess students’ understanding of the telegraph as a system.

Notebook Prompt

Draw a labeled diagram of your telegraph system. Explain how the telegraph system works. Why does it need two circuits?

Notebook Prompt—Telegraph as a System



+ draws an accurate schematic diagram of two complete circuits using conventional symbols. Explains that the switch in one circuit, when tapped (closed), causes the steel strip to be a�racted to the electromagnet, making the “click.” It needs two circuits for messages to be sent (“tapping”) and to receive a response (“clicking”).

draws an accurate schematic diagram or a labeled picture of two complete circuits. Gives a reasonable version of the above but lacks clarity and details.

– does not accurately represent circuits in their diagram/picture; is unable to give a reasonable explanation of how the telegraph system works.

GOING FURTHER

Connecting two telegraphs to make a working system is a tough challenge. Encourage students to persevere. The effort will be worth it when they finally accomplish the task.



Blank Page


WASHINGTON EDITION

INVESTIGATION 5: CLICK ITPART 3: CHOOSING YOUR OWN INVESTIGATIONINQUIRY OR DESIGN PROJECT

The inquiry or design project replaces “Choosing Your Own Investigation.” It can be completed at any point in the module with any lesson that lends itself to students’ independently carrying out an investigation, starting from their own question, to drawing a conclusion. See examples of inquiry questions at the bo�om of each At a Glance page.

Use materials available from the FOSS kit and add materials as needed or possible. Use the inquiry project sheets, which are also in the Assessment Overview with more detailed information.

NOTE: Students should complete an entire inquiry project at least once in each module to build understanding of the inquiry and design process by the fi�h and sixth grades.

INQUIRY OR DESIGN PROJECT SCORING GUIDES

Use the Student Project Scoring Rubric to grade projects. Score one point for each a�ribute in the list. By the end of fi�h grade, students should be able to score between 10 and 13 points for planning an investigation to meet standards on the WASL.

INQUIRY PROJECTPlan an investigation to answer a question.

Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes

� logical steps to do the investigation � variables kept the same (controlled) � one variable changed (manipulated) � any variables being measured and recorded � how o� en measurements are taken and recordedQuestion

Prediction

Materials

Date ___________________________________Name ________________________________

FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Inquiry Project Sheet (1 of 4) New Student Sheet

WA Edition

INQUIRY PROJECT (continued)You may use the space below for a labeled diagram to support your procedure.

Procedure



WA Edition

Name ________________________________ Date ___________________________________

WRITING A CONCLUSION Data Collected

A� er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion

Supporting Data

Explanation

Date ___________________________________Name ________________________________



WA Edition

Grades 3 through 6 FOSS Modules© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.


WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC


Investigation A� ribute If the student . . .Value Point

Question Asks a question that can be investigated. 1


Investigation A� ributes If the student . . .Value Point

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.

Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.

Identifi es at least one variable that stays the same.

Identify the correct variable that changes.

Identifi es the variable to be measured and the units to be used.

Plan for more than one trial.

States how you will record data.

Follows the procedure as planned unless problems arise, then adjusts the procedure.

Collects and records data.

1

1

1

1

1

1

1

1

1

1


Investigation A� ributes If the student . . .Value Point

Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1


Inquiry Project Sheet (1 of 4)Student Sheet

WA Edition

Name ________________________________

INQUIRY PROJECTPlan an investigation to answer a question.

Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes

logical steps to do the investigation variables kept the same (controlled) one variable changed (manipulated) any variables being measured and recorded how o�en measurements are taken and recordedQuestion

Prediction

Materials

Date ___________________________________


Inquiry Project Sheet (2 of 4) Student Sheet

WA Edition

INQUIRY PROJECT (continued)

You may use the space below for a labeled diagram to support your procedure.

Procedure

Name ________________________________ Date ___________________________________



WA Edition

Name ________________________________

WRITING A CONCLUSION Data Collected

A�er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion

Supporting Data

Explanation

Date ___________________________________



WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC


Investigation A�ribute If the student . . .Value Point

Question Asks a question that can be investigated. 1


Investigation A�ributes If the student . . .Value Point

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.

Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.

Identifies at least one variable that stays the same.

Identify the correct variable that changes.

Identifies the variable to be measured and the units to be used.

Plan for more than one trial.

States how you will record data.

Follows the procedure as planned unless problems arise, then adjusts the procedure.

Collects and records data.

1

1

1

1

1

1

1

1

1

1


Investigation A�ributes If the student . . .Value Point

Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1


END-OF-MODULE ASSESSMENTThis assessment is used as an evaluative tool a�er all the investigations have been completed. It checks student content knowledge, skills in conducting investigations, and explanation building. Items are in three formats: performance tasks, multiple-choice/short-answer (which gives students practice for standardized tests), and narrative items that require students to write short explanations.MATERIALS FOR EACH MAGNETISM STATION

2 Magnets, doughnut-shaped 20 Washers, large • Assessment sheet no. 8 called Performance Assessment-

MagnetismMATERIALS FOR EACH ELECTRICITY STATION

2 Short wires, 20-gauge, 15 cm 1 Compass taped on a piece of cardboard * 1 Electromagnet wire, 24-gauge, 150 cm 1 Switch 1 D-cell • Assessment sheet no. 9 called Performance Assessment-

Electricity

* Supplied by the teacher Use the duplication master to make copies.

SUMMATIVE ASSESSMENT

No. 8—Assessment Sheet



WASHINGTON EDITION

GETTING READY1. SCHEDULE THE ASSESSMENT

You may need to give the assessment in two sessions: one for the performance items, and one for the multiple-choice/short-answer and narrative items. Read through Steps 2 and 3 below before deciding how you will proceed.

2. ADMINISTER THE PERFORMANCE ITEMS

The performance assessment is in two parts: one assesses understanding of magnetism and the other of electricity.

Individual Assessment. If you want students to work individually, you can assess up to sixteen students at a time. Set up eight identical stations for magnetism and eight identical stations for electricity around the room. Or set up both tasks at each station (eight stations, instead of sixteen). Students will need about 10 minutes to complete each task and to fill in the assessment sheet at each station. Send shi�s of students to the stations until all have had a chance to complete both tasks. Students waiting to take their turn at the performance tasks can be completing the multiple-choice/short-answer and narrative items, or working on some other quiet activity.

Collaborative-Group Assessment. If you don’t have time for each student to complete the performance tasks, have students work in groups. A�er the group completes the task, each student fills in his or her assessment sheet individually. The completed assessment sheets should reflect each student’s learning.

3. ADMINISTER THE MULTIPLE-CHOICE/SHORT-ANSWER AND NARRATIVE ITEMS

Assessment items in content areas such as science o�en require a fairly high level of reading. If you feel that students will have a difficult time reading the items on their own, you can read each item and its possible answers (when appropriate) aloud. Have students mark their answers and move on to the next item, working together through the assessment, item by item.

4. COPY ASSESSMENT SHEETS

Make copies of the assessment masters provided a�er this folio. Each student needs one set of sheets. Make a copy of the assessment chart no. 6 to record scores.


5. SET UP THE PERFORMANCE STATIONSSet up stations for the magnetism and electricity performance tasks as suggested below.

Magnetism Station• Put the two magnets on the table, away from the washers.

Electricity Station• Prepare the compasses by taping each to a small piece of

cardboard. Wrap an electromagnet wire around the compass and cardboard, leaving about 15 cm on each end for students to hook into a circuit. Tape the wire coil to the back of the cardboard to keep it secure.

• Put all equipment at the station, making sure none of the components are connected in any way.



WASHINGTON EDITION

Illustration of accurate schematic diagram.

PERFORMANCE ASSESSMENT ITEMS—Magnetism and ElectricityEND-OF-MODULE ASSESSMENT SCORING GUIDES

Performance Assessment Item—Magnetism

Score If the student... 4 writes detailed procedures and results; includes in

the response that he or she (1) tried to see how many washers one magnet picked up, (2) recorded that number, (3) repeated this for two magnets, (4) learned or confirmed that two magnets together are stronger than one.

3 writes brief notes that are accurate; presents all components above, but abbreviated.

2 fails to explain fully the procedure or results; appears to use the correct technique; misses one component above.

1 writes incomplete notes; gives flawed explanation. 0 does not complete the item, or gives information that

has nothing to do with what was asked.

Performance Assessment Item—ElectricityScore If the student...

4 draws an accurate schematic diagram using conventional symbols; notes that the compass needle moves when electricity is turned on; explains that the wire that has electricity flowing through it also has a magnetic field, and that the magnetic field around the wire interacts with the magnetic needle of the compass.

3 draws an accurate schematic diagram using conventional symbols; notes that the compass needle moves; explains that the wire must be magnetic.

2 draws a reasonably accurate diagram; notes that the compass needle moves; explains that magnetism is somehow involved.

1 draws a diagram with mistakes; notes that the needle moves, but cannot explain why.

0 does not complete the item, or gives information that has nothing to do with what was asked.




Multiple-Choice ItemsScore 1 point for each correct answer.

1. A 6. B 11. C

2. C 7. B 12. C

3. A 8. A 13. D

4. B 9. B 14. A

5. D 10. D

Short-Answer Item 15There are several right answers to the first three descriptions, but only one for the last one. Students need only one object in each blank. Score 1 point if all blanks are filled in correctly.

• Sticks to a magnet: magnetite, basketball hoop, soup can, bo�le cap.

• Does NOT stick to a magnet: fabric, aluminum foil, screw-driver handle, basketball, eraser, penny, cardboard, wood-en spoon, sponge.

• Conducts electricity: basketball hoop, soup can, aluminum foil, bo�le cap, penny.

• Sticks to a magnet but does NOT conduct electricity: magnetite.

Narrative Items

Item 16 Magnet Interactions


4 writes about logic used: if two white ends repel, but one of each color a�racts, then two gray ends should act like two white ends and repel; same poles (or sides) always repel, opposite poles always a�ract.

3 writes that the same ends always a�ract and opposite ends always repel, so the two gray ends will repel.

2 writes that the magnets will repel because sometimes magnets a�ract and sometimes they repel.

1 writes only that magnets repel.

0 gives the wrong answer (they a�ract); does not complete the item, or gives information that has nothing to do with what was asked.


WASHINGTON EDITION


Item 17 Double-Pole Switch


4 explains that a closed circuit is made when the switch is closed in either direction: closed to the le� makes the bulb light and closed to the right makes the motor run; notes that the light and motor cannot run at the same time.

3 explains that a closed circuit is made by closing the switch in either direction: closed to the le� makes the bulb light, closed to the right makes the motor run.

2 explains only that the switch will work the light one way and the motor the other.

1 makes an error, such as saying that the motor and the bulb will run at the same time.


Item 18 Troubleshooting an Electromagnet


4 explains that the wire wrapped around the core needs to be connected to a D-cell in a complete circuit; suggests checking other factors that might influence success, such as making sure the wire is insulated and that the rivet is iron or steel; draws a diagram to show how to hook the electromagnet into the circuit.

3 explains that a source of electricity is missing; suggests adding a D-cell to make a complete circuit; suggests adding a switch.

2 suggests adding a D-cell or other source of electricity, but does not elaborate further.

1 makes a suggestion that is related to the problem, such as “wrap the wire more times” or “add a switch.”


Published and distributed by

P.O. Box 300080 Northwest BoulevardNashua, NH 03063-40671-800-258-1302

The FOSS program was developed withthe support of National ScienceFoundation grants Nos. MDR-8751727and MDR-9150097. However, anyopinions, findings, conclusions, state-ments, and recommendations expressedherein are those of the authors and donot necessarily reflect the views of NSF.

Developed by

Full OptionScience System

Lawrence Hall of ScienceUniversity of California

Berkeley, CA 94720510-642-8941

MAGNETISM AND ELECTRICITY BLUEPRINT

SYSTEMS FORMATIVE SUMMATIVE COMMENTSInv. 1, Pt. 1 Inv. 2, Pt. 3

INQUIRYAssessed throughout grades in inquiry projects.

Assessed throughout grades in inquiry projects.

Assessed throughout grades in inquiry projects.

Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1) Forms of Energy. Understand that energy comes in many forms. (GLE 1.1.4) Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Energy Transfer and Transformation. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another. (GLE 1.2.2) Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1)

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2 ) Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5) Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1)

Identifying Problems. Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. (GLE 3.1.1) Designing and Testing Solutions. Understand how the scientific design process is used to develop and implement solutions to human problems. (GLE 3.1.2) Evaluating Potential Solutions. Analyze how well a design or a product solves a problem. (GLE 3.1.3)

Investigating Systems: GLEs 2.1.1—2.1.5 or Designing Solutions: GLEs 3.1.1—3.1.3

APPLICATIONS

Inv. 2, Pt. 2

Inv. 2, Pt. 2, 4 Inv. 4, Pt. 2 Inv. 5, Pt. 2

Inv. 2, Pt. 1, 4 Inv. 3, Pt. 2 Inv. 4, Pt. 2

Inv. 1, Pt. 1–3

Inv. 1, Pt. 3 Inv. 4, Pt. 1, 3

Inv. 1, Pt. 4 Inv. 2, Pt. 3 Inv. 4, Pt. 2, 3 Inv. 3, Pt. 1, 2

Inv. 5, Pt. 1

Inv. 3, Pt. 3

Inv. 3, Pt. 3 Inv. 5, Pt. 1

15

4

PA—Electricity

PA—Magnetism PA—Electricity

PA—Magnetism PA—Electricity 16

PA—Magnetism 2, 3, 5, 11

3-5 Grade Level Expectations (GLE) Assessment Opportunities

PA—Electricity 1, 4, 6, 7, 8, 9, 10, 12, 13, 14, 17, 18

Covered in several other modules.

Important to cover in this module.

Covered in several other modules.


PA—Magnetism PA—Electricity

INQUIRY OR DESIGN PROJECTProjects Important to do one project per module.





Inv. 3, Pt. 2 Covered in several other modules.

m+e wa assessment folio - north thurston public schools ... · end-of-module assessment 62...

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