Science Assessment Map – Sample at 4.5
Testing parachute design
Context
Students worked in small groups to research/brainstorm responses to a set of questions designed to establish their understanding of parachutes. As a class the students brainstormed what things (variables) could affect how well a parachute works. Each group selected an independent variable to test. The students in each group then designed, built and tested three different parachutes with a basket/cradle to determine which was the most effective to drop an egg from a first floor balcony without breaking the egg. Each student then completed an individual report using the template provided. They were given four 50 minute lessons to complete the task. Students needed access to paper, string, glue, tape, scissors, eggs (or similar, for example, chalk).
The element of the Science knowledge and understanding Level 5 standard addressed by the task is:
Students use everyday examples of machines … to show … force and motion.
The elements of the Science at work Level 5 standard addressed by the task are:
(Students) design investigations that include measurement …
(Students) make systematic observations and interpret recorded data appropriately …
Students justify … the accuracy of their measurements, commenting on the reliability of the procedures, the measurements used, and the conclusions drawn against the prediction or hypothesis investigated.
(Students) use appropriate diagrams … when reporting on their investigations.
(Students) work effectivity in a group to use science ideas to make operating models of devices.
Stimulus
Questions to assist students conduct the investigation.
a) What is a parachute?
b) What jobs can a a parachute carry out?
c) What are the main parts of a parachute?
d) What is gravity?
e) What is air resistance?
Sample
The following work sample, and the related Science 4.5 progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 5 standard.
SCIENCE PRACTICAL REPORT: PARACHUTES
INTRODUCTION: In your own words explain the relationship between parachutes and air resistance
AIM: List two aims.
HYPOTHESIS: State your scientific idea.
METHOD: Draw labelled diagrams of your three parachute designs
List the control and independent (test) variable.
Number each step so someone else could do your experiment.
RESULTS: Organise data in an appropriate table including title and headings.
DISCUSSION:
1. Is your hypothesis supported or rejected? Why or why not?
2. Explain what your results show.
3. Discuss and provide any suggestions for improvement.
CONCLUSION: Explain whether you achieved you two aims.
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Annotation
Science knowledge and understanding – 4.5
- Explains the terms ‘gravity’ and ‘air resistance’.
- Does not clearly connect the flight of the parachute to air resistance (or gravity).
Science at work – 4.5
- Identifies which variable will affect the flight of the parachute and those that will be controlled.
- Uses clearly labelled and accurate diagrams of the parachutes constructed and tested, including measurements.
- Summarises the steps used in testing the parachutes.
- Does not fully label the table of results or include correct units.
- Calculation of average for ‘flammel’ in table is incorrect.
- Does not show how data validates the conclusion drawn against the hypothesis.
- Does not comment on reliability of procedures and measurements.
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