not a question help on assessment

not a question help on assessment

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2023T3Year8PracReport-MakinganElectricJug12.docx

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Making An Electric jug Watt’s Going On Student name: Date handed out: Teacher Name: BTH/AAC/KLA Date due: Technique Practical Report Final Result Criterion Result Science Understanding Science as a Human Endeavour Science Inquiry Skills Total Feedback Certification of Work I declare that the attached assessment piece is my own work, and that all material other than my own has been appropriately referenced. Name: __________________________________ Student’s Signature: ______________________ Date: __________________ LATE SUBMISSION: Penalties (as outlined in the Junior Secondary Academic Handbook 2019) If a student is absent through illness on the day an assessment is due, then a medical certificate must be presented upon the student’s return. Late Assessment will receive a reduced grade unless accompanied by a medical certificate: one third of a grade each day for Year 7 and 8, and a full grade each day for Year 9 and 10. Other consequences will be given at the discretion of the HOD in order for the student to complete the task.

Conditions
Duration	2 Weeks
Mode	Written Response	Length	500 Words
Individual/ group	Group Work is Required	Other
Resources available	Oxford Big Ideas 8 (Page 103)
Context
Energy is all around us. Being able to understand the transfer and transformation of energy within the systems around us is vital for a functioning society. Just look how food is needed so our bodies can transform potential chemical energy into kinetic energy. Occupations like mechanics need to understand how energy is transformed and transferred so they can maintain vehicles that are energy efficient. With so many households using a kettle to boil water it’s a simple system that allows us to explore how energy moves throughout a system.
Task
You are required to complete a practical report that explores the transformation of energy within a system. You will be required to create a working electric jug that allows them to explore the energy transfer and changes within the system. After a working jug is created you will create a practical report that allows them to illustrate their understanding of energy transfer and transformation and discuss the adjustments that could be made to the experiment.
To complete this task, you must:
Successfully create an electric jug Individually write up a practical report using the template.
Checkpoints Term #
☐ End of Week 2 – Receive Practical Report Sheet/ Uploaded to My Calvary
☐ Start of Week 3 – Compete aim, hypothesis, variables and risk assessment
☐ End of Week 3 – Complete “Making an Electric Jug” experiment
☐ Week 4 – Hand in completed copy of Document
Curriculum Descriptors (From Australian Curriculum)
1. Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems
2. Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge
3. Measure and control variables, select equipment appropriate to the task and collect data with accuracy
4. Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate
5. Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
6. Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements
7. Communicate ideas, findings and evidence-based solutions to problems using scientific language, and representations, using digital technologies as appropriate

Authentication strategies

Certification of Work

Teacher questioning throughout report time

Plagiarism Checker

Reflection

I prepared well for this task by: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I could have improved my results by: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Australian Curriculum	Strands	YEAR 8
		A	B	C	D	E	NR
Science understanding	Chemical sciences	thorough comparison and explanation of physical and chemical changes	informed comparison and description of physical and chemical changes	comparison of physical and chemical changes	description of physical and chemical changes	statements about properties and behaviours of substances
		justified explanation and justified prediction of the properties and behaviours of substances using the particle model	informed explanation and plausible prediction of the properties and behaviours of substances using the particle model	explanation and prediction of the properties and behaviours of substances using the particle model	description of the properties and behaviours of substances with reference to the particle model
	Physical sciences	identification of different forms of energy in simple and complex systems	identification of different forms of energy in simple systems	identification of different forms of energy	recall of different forms of energy	statements about energy transfers and transformations
		explanation of how energy transfers and transformations cause change in simple systems, with progress towards some that are complex	informed description of how energy transfers and transformations cause change in simple systems	description of how energy transfers and transformations cause change in simple systems	identification of energy transfers and transformations in simple systems
	Earth and space sciences	comparison and explanation of the processes of rock formation, including the timescales involved	comparison and description of the processes of rock formation, including the timescales involved	comparison of the processes of rock formation, including the timescales involved	description of the processes of rock formation	statements about the processes of rock formation
	Biological sciences	critical analysis of the relationship between structure and function at cell, organ and body system levels	informed analysis of the relationship between structure and function at cell, organ and body system levels	analysis of the relationship between structure and function at cell, organ and body system levels	description of how cells, organs and body systems function	statements about cells, organs and body systems
	Question no.
Science as a human endeavour	Nature and development of science	examination and justified explanation of how different science knowledge is used in occupations	examination and explanation of how different science knowledge is used in occupations	examination of the different science knowledge used in occupations	description of science knowledge used in science occupations	statements about science used in occupations
		justified explanation of how evidence has led to an improved understanding of a scientific idea	informed explanation of how evidence has led to an improved understanding of a scientific idea	explanation of how evidence has led to an improved understanding of a scientific idea	description of how understanding of a scientific idea has changed	Statements about scientific ideas
	Use and influence of science	thorough description of situations in which scientists collaborated to generate solutions to contemporary problems	informed description of situations in which scientists collaborated to generate solutions to contemporary problems	description of situations in which scientists collaborated to generate solutions to contemporary problems	identification of situations where scientists generate solutions to contemporary problems	statements about solutions to contemporary problems
		thorough reflection on the implications of these solutions for different groups in society	informed reflection on the implications of these solutions for different groups in society	reflection on the implications of these solutions for different groups in society	identification of implications of these solutions	Statements about implications of solutions
	Question no.
Science Inquiry Skills	Questioning and predicting	identification and construction of questions and problems that can be investigated scientifically and the making of justified predictions	identification and construction of questions and problems that can be investigated scientifically and the making of plausible predictions	identification and construction of questions and problems that can be investigated scientifically	guided identification and guided construction of questions and problems for investigation	directed identification and directed construction of questions and problems for investigation
	Planning and conducting	planning of investigations that:	planning of investigations that:	planning of investigations that:	partial planning of investigations that:	use of provided investigations methods
		describe how to manage safety and ethical considerations	describe the implications of safety and ethics	consider safety and ethics	consider safety and ethics	identification of safety considerations
		identify and describe how variables are changed, measured and controlled	identify and describe how variables are changed, considerations measured and controlled	identify variables to be changed, measured and controlled	identify variables to be changed, measured and controlled
		accurate collection of reliable data	accurate collection of data
	Processing and analysing data and information	following of conventions to construct accurate representations of data to reveal and analyse patterns and trends	following of conventions to construct representations of data to reveal and analyse patterns and trends	construction of representations of data to reveal and analyse patterns and trends	partial construction of representations of data to partially reveal patterns and trends	partial construction of representations of data
		use of these patterns and trends when explaining relationships to justify conclusions	use of these patterns and trends when describing relationships when justifying conclusions	use of these patterns and trends when justifying conclusions	drawing of conclusions	statements about data
	Evaluating	evaluation of the quality of data to justify the explanation of how effective modifications to methods could improve the quality of their data	explanation of how effective modifications to methods could improve the quality of their data	explanation of how modifications to methods could improve the quality of their data	description of modifications to methods	statements about modifications
		application of scientific knowledge and investigation findings to critically evaluate claims made by others	application of scientific knowledge and investigation findings to make informed evaluations of claims made by others	application of scientific knowledge and investigation findings to evaluate claims made by others	description of claims made by others	Statements about claims
	Communicating	concise and coherent use of appropriate language and accurate representations to communicate science ideas, methods and findings in a range of text types	coherent use of appropriate language and accurate representations to communicate science ideas, methods and findings in a range of text types	use of appropriate language and representations to communicate science ideas, methods and findings in a range of text types	use of everyday language and representations to communicate science ideas, methods and findings	fragmented use of language and representations to communicate science ideas, methods and findings
	Question no.

Experiment Title: Date:

Aim:

Variables:

Independent (What variable are you changing throughout the experiment? E.g: time, environment, age)

Dependent (What variable are you measuring throughout the experiment?)

Fixed (What variables are you keeping the same throughout the experiment?)

Hypothesis:

Materials and equipment:

· Power supply

· Thermometer

· Heat-proof mat

· Alligator clips

· Pencil

· 250ml beaker

· Two connecting wires

· Blu-Tack

· Approximately 70cm of nichrome wire

Method

Warning! Do not allow the two alligator clips to touch while the power is on!

1. The ________ wire was coiled around the ________, so that a ________straight section of wire was left at each end. This was done so that the coil would fit into the __________.

2. The beaker was placed on the __________ and ________of water was measured and added to the beaker, ensuring that the nichrome coil was ________the water level.

3. The straight sections of the nichrome wire were ________ to a power supply that was set to 12 V DC and then the power was turned on. Blu-Tack was used to hold the set-up in place on the top edges of the ________.

4. The ____________was placed near the base of the beaker and the temperature was checked and recorded in the table. The temperature was checked again at 2, 4, 6, 8 and 10 ________ and recorded in the results table.

Risk Assessment:

Step from Method	Risk	Prevention

Diagram (Diagram of experiment setup – use pencil for the diagram and red pen for the labelling – use a ruler for the labelling)

Results (write down your observations)

Table 1: ___________________________________________________________________________________

Any observations (write any observations you see while the experiment is going)

Evaluation of Method

Record any problems that arose during your investigation.

Problems Identified	Impact on data quality	Suggested improvements

Figure ___ : ____________________________________________________________________________________

(Graph Title)

(Don’t forget to label the axes and use an appropriate scale)

(Do a line graph)

Discussion: (Do NOT simply answer questions . Write in paragraph form. The following are guiding questions to get you started on the discussion.)

1. Identify the different forms of energy within the system.

2. Describe how the energy within the system transfers/transforms as it moves its way through the system?

3. Analyse the changes in the heating of the water using a coiled heating element compared to a straight one.

4. Explain why must the two alligator clips not be allowed to touch while the power is on?

5. Using your graph, describe the trend in the data. What happens to temperature as time increases?

6. Using your scientific knowledge, explain the trend in the data

7. Explain how the recorded results changed and what scientific concept occurred to allow this to happen.

8. Propose how could the speed of heating the water be improved?

Conclusion: (Summarise your main findings. Write whether your hypothesis was validated/accepted or not.)

End of Report

8 Science Practical Report Term 3

Amount and shape of wire