HASP Magnets & Motors -- Assessment

Magnets & Motors

Assessment Suggestions

HASP is in the process of learning about assessment. The assessment tools found here are suggestions and perhaps beginnings for your own assessment ideas. Since we are in the revision process, if you choose to use these assignments with your students, please send us your results via e-mail, hasp@dcs.edu.

Final Performance Assessment

Purpose:

To determine the level of students' ability to design and conduct a controlled experiment (fair test).

Objective:

Students will plan and conduct a controlled experiment and communicate results.

Materials:

flexible magnets, 25 x 20 x 5 mm
jumbo paper clips
tongue depressors
plastic cups
washers, USS standard No. 10
alligator clips
D cell batteries
battery holders
switches

#22 hook-up wire
#20 bare copper wire
enameled copper wire
various other types of wire
bulbs and bulb sockets
bolts
small electric motors

Task:

Students work in pairs to plan and conduct a controlled experiment to answer one of the following questions. Quantitative measurements are expected. Analyze results and communicate.

Design and carry out a plan to change the speed of a motor.
Design and carry out a plan to change the strength of an electromagnet.

Criteria:

Students will be assessed on:

their plan which includes isolating a variable, listing materials and procedures;
their prediction;
their ability to carry out their plan; and
their ability to communicate results including graphs and charts when appropriate.

Student Instructions:

Use investigation sheets to help you and your partner record your investigations. Today you will need to work with a partner to plan and conduct one of the investigations listed below

Design and carry out a plan to change the speed of a motor.
Design and carry out a plan to change the strength of an electromagnet

Directions:

Your plan should include the variable you are going to test, procedures to conduct the investigation and materials needed to change one of the variables. Make a chart to record your results.
You should also write a prediction on what you think will happen when you change one of the variables.
Carry out your plans by using the materials and procedure (method) stated in #1 of your investigation.
Write your observations of what happened when you conducted your plan. Include labeled diagrams to help explain your observations.
You should use a chart to record your data gathered during your investigation. Using the data collected, graph results. (line or bar graph, etc.)
Write out the results of what happened. Summarize the important results of your investigation. What evidence supports your results? How did this compare to your predictions?
Communicate your investigation by sharing your prediction, procedures, and results to the class.

Rubric #1 - Plan of controlled experiment (fair test)

4
Excellent response. The design includes identification of variables and isolation of one variable to test. A plan for carrying out investigation and collecting data should be evident.

3
Adequate response. The design includes recognition of the importance of testing one variable. One part of the plan is incomplete for carrying out our investigation and collecting data.

2
Inadequate response. The plan shows no recognition of the need to isolate a variable to test. Two or more parts of the plan is incomplete for carrying out the investigation and collecting data.

1
Too brief. Plan is vague and not cohesive

0
Did not try

Rubric #2 - Predict the outcome

4
Excellent response. The plan must rate a 3 or 4 from plan rubric and the prediction should state an expected and reasonable connection to the data collection procedure.

3
Adequate response. The plan must rate at least a 2 in the plan rubric and the prediction is plausible given the design the student has in mind: OR the prediction relates only to the answer to the problem but does not relate specifically to the plan.

2
Inadequate response. The prediction bears no relation to the plan or to the problem and/or seems to be merely a guess.

1
Too brief. Too brief to evaluate, or repeats the question.

0
Did not try

Rubric #3 - Ability to record data

4
Excellent response. A systematic method of recording data is obvious (such as a data table with measurement data present). Headings on the table are displayed and sensible.

3
Adequate response. Data is recorded but not organized in a systematic way.

2
Inadequate response. There is evidence that the student knows what data to collect but data recorded is in error (i.e. measurements cited are clearly erroneous).

1
Too brief. Recording is seriously incomplete or shows evidences of a misconception about what data was to be collected.

0
Did not try

Rubric #4 - Communication of results

5
Excellent response. The data is basically correct and the conclusion accurately reflects the data. Graphs or charts were used.

4
Good response. The data is basically correct and the conclusion accurately reflects the data.

3
Adequate response. The student's data is in error or incomplete but the conclusion corresponds to the data.

2
Inadequate response. The description is inconsistent with the data, fails to draw a conclusion, or the data is too incomplete to support the conclusion.

1
Too brief. Too brief to evaluate, repeats the question, or left blank.

0
Did not try

Student Instructions and Worksheets

HASP Magnets & Motors main menuHASP main page HASP curricular page

4	Excellent response. The design includes identification of variables and isolation of one variable to test. A plan for carrying out investigation and collecting data should be evident.
3	Adequate response. The design includes recognition of the importance of testing one variable. One part of the plan is incomplete for carrying out our investigation and collecting data.
2	Inadequate response. The plan shows no recognition of the need to isolate a variable to test. Two or more parts of the plan is incomplete for carrying out the investigation and collecting data.
1	Too brief. Plan is vague and not cohesive
0	Did not try

4	Excellent response. The plan must rate a 3 or 4 from plan rubric and the prediction should state an expected and reasonable connection to the data collection procedure.
3	Adequate response. The plan must rate at least a 2 in the plan rubric and the prediction is plausible given the design the student has in mind: OR the prediction relates only to the answer to the problem but does not relate specifically to the plan.
2	Inadequate response. The prediction bears no relation to the plan or to the problem and/or seems to be merely a guess.
1	Too brief. Too brief to evaluate, or repeats the question.
0	Did not try

4	Excellent response. A systematic method of recording data is obvious (such as a data table with measurement data present). Headings on the table are displayed and sensible.
3	Adequate response. Data is recorded but not organized in a systematic way.
2	Inadequate response. There is evidence that the student knows what data to collect but data recorded is in error (i.e. measurements cited are clearly erroneous).
1	Too brief. Recording is seriously incomplete or shows evidences of a misconception about what data was to be collected.
0	Did not try

5	Excellent response. The data is basically correct and the conclusion accurately reflects the data. Graphs or charts were used.
4	Good response. The data is basically correct and the conclusion accurately reflects the data.
3	Adequate response. The student's data is in error or incomplete but the conclusion corresponds to the data.
2	Inadequate response. The description is inconsistent with the data, fails to draw a conclusion, or the data is too incomplete to support the conclusion.
1	Too brief. Too brief to evaluate, repeats the question, or left blank.
0	Did not try