## Summative Assessments

**Unit Project Artifact**

Students in groups will put together a multi-phase energy plan for a community that has recently been hit by a disaster. The distinction in phases will demonstrate the increasing sophisticating in energy sources as the community returns to the technology and energy level of the settlement before the disaster hit.

The unit scaffolding is organized in such a way as to highlight a phase each week. The knowledge conveyed over the course of the unit will be applied to the final product. Students will be asked to provide some mathematics associated with each energy source and conversion, as well as propose devices to build or provide in order to meet the energy needs of the community.

The plan will be submitted for grading according to the attached rubric. Additionally, students will have the opportunity to peer review before submitting, according to the attached rubric.

Students will present their plan to the whole class on the last few days of the unit. Due to the lack of format of the final plan, apart from those parts addressed in the rubric, students will be given a lot of time to work on this project in class,m and are encouraged to work on it outside of the classroom.

Find attached an example of a possible energy plan that students can submit.

The unit scaffolding is organized in such a way as to highlight a phase each week. The knowledge conveyed over the course of the unit will be applied to the final product. Students will be asked to provide some mathematics associated with each energy source and conversion, as well as propose devices to build or provide in order to meet the energy needs of the community.

The plan will be submitted for grading according to the attached rubric. Additionally, students will have the opportunity to peer review before submitting, according to the attached rubric.

Students will present their plan to the whole class on the last few days of the unit. Due to the lack of format of the final plan, apart from those parts addressed in the rubric, students will be given a lot of time to work on this project in class,m and are encouraged to work on it outside of the classroom.

Find attached an example of a possible energy plan that students can submit.

artifactrubrics.pdf | |

File Size: | 76 kb |

File Type: |

sampleartifact.pdf | |

File Size: | 74 kb |

File Type: |

## Formative Assessments

Formative Assessment 1 (Calorimetry)

Overview of the Assessment

For energy transfer and energy conservation, students will be asked questions about the concepts in a handout and then in a classroom wide discussion talk about their answers and justifications. These questions will ask the students about their ideas about energy, which will serve to let any misconceptions be brought to light and corrected before the lesson.

Target Objectives

This assessment target the following objectives:

Overview of the Assessment

For energy transfer and energy conservation, students will be asked questions about the concepts in a handout and then in a classroom wide discussion talk about their answers and justifications. These questions will ask the students about their ideas about energy, which will serve to let any misconceptions be brought to light and corrected before the lesson.

Target Objectives

This assessment target the following objectives:

- explain how energy is released from biomass materials and how this energy is transferred

- explain conservation of energy and the relationship between matter and energy

formative_assessment_1.docx | |

File Size: | 15 kb |

File Type: | docx |

Formative Assessment 2 (Mechanical Energy)

Overview of the Assessment

This assessment will be a series of bell ringers to be administered throughout the second week of the unit. Using two-tiered assessment, students will be asked questions about various systems and scenarios and the energy in them, then they will be asked to explain why they chose their answers. This is to demonstrate any potential misconceptions they have about the conservation of energy, especially given that the first week of the unit is about combustion which might lead students to believe that energy is “used up.”

Target Objectives

This assessment targets the following objectives:

Overview of the Assessment

This assessment will be a series of bell ringers to be administered throughout the second week of the unit. Using two-tiered assessment, students will be asked questions about various systems and scenarios and the energy in them, then they will be asked to explain why they chose their answers. This is to demonstrate any potential misconceptions they have about the conservation of energy, especially given that the first week of the unit is about combustion which might lead students to believe that energy is “used up.”

Target Objectives

This assessment targets the following objectives:

- mathematically describe the mechanical energy of an object in a system at any height
- apply the law of conservation of energy to other systems within their project
- determine other sources of potential and kinetic energy

formativeassessmentweek2.pdf | |

File Size: | 82 kb |

File Type: |

Formative Assessment 3 (Redox Reactions, DC Circuits, and Power Loss)

Overview of the Assessment

Students are given a long-form, multi-step problem involving powering a DC motor from a battery constructed from multiple elements of iron-aluminum-potato. This problem allows students to apply all of the mathematics reinforced during the benchmark lesson, derived from the third and fourth investigations

Target Objectives

This assessment targets the following objectives:

Overview of the Assessment

Students are given a long-form, multi-step problem involving powering a DC motor from a battery constructed from multiple elements of iron-aluminum-potato. This problem allows students to apply all of the mathematics reinforced during the benchmark lesson, derived from the third and fourth investigations

Target Objectives

This assessment targets the following objectives:

- solve for the expected voltage of a multicell battery, given the metals used.
- solve for the power loss through a resistive circuit
- conjecture about the limits of batteries using found materials.

formativeassessmentweek3.pdf | |

File Size: | 48 kb |

File Type: |

Week 2 questions adapted in part from © The Physics Classroom (2009): http://www.physicsclassroom.com/curriculum/energy/energy4.pdf