Appendix D: Assessment and Evaluation - Samples

Sample 3: Grade 12

Topic:

Prescribed Learning Outcomes:

Momentum (Linear Mechanical Systems)

It is expected that students will:

• describe linear momentum and factors affecting it
• describe impulse and factors affecting it
• describe the relationship between impulse and momentum
• explain the law of conservation of linear momentum
• describe how the concept of conservation of momentum applies to common situations

Momentum (Angular Mechanical Systems)

It is expected that students will:

• describe angular momentum and factors affecting it
• demonstrate understanding of the law of conservation of angular momentum
• relate angular momentum to angular impulse

Overview

The teacher planned a unit on momentum. Students learned about the concept of momentum and how to measure it. The teacher evaluated students' measurement and observation skills, their abilities to work in groups, and their understanding of momentum.

Planning for Assessment and Evaluation

• At the beginning of the unit, the teacher provided students with an overview of what they would be learning. The teacher then worked with students to develop a list of learning goals under the following heading: "At the end of the unit I will be able to. . . ."
• The teacher provided some practical examples of applications of momentum, and then asked students to brainstorm examples of everyday situations involving angular and linear momentum. Using examples from the brainstormed list, the teacher reviewed concepts of linear and angular momentum systems; specialized methods of measurement, such as strobe lights; and conversion of units. Key points included:
  • review of the law of conservation of momentum
  • the relationship between impulse and momentum
  • factors affecting impulse and linear and angular momentum
  • equations for calculating linear and angular momentum
• Working in groups, students selected one of the following activities:
  • Design, construct, and make appropriate measurements of a device to illustrate how a gyroscope could be used to provide feedback data that would enable a linear path to be maintained.
  • Using a moving model car, design, construct, and make appropriate measurements to illustrate the conversion of angular momentum of wheel rotation to linear momentum. Modify the measurements to demonstrate conversion of linear momentum to angular momentum as the car loses traction and spins.

Defining the Criteria

Measurement and Observation

To what extent does the student:

• use effective techniques for maximizing the accuracy of his or her measurements
• use measurement equipment correctly
• identify causes of error in the activity and attempt to reduce these where possible
• identify points or times when data may be particularly critical and therefore maximize the number of data points recorded
• record physical observations where possible

Working in Groups

To what extent does the student:

• participate in the group willingly and constructively
• initiate, develop, and sustain group interactions
• contribute ideas and build on the ideas of others

Understanding Momentum

To what extent does the student:

• recognize the factors involved in determining linear and angular momentum
• apply the law of conservation of momentum
• calculate the momentum correctly
• employ appropriate units
• make necessary conversions correctly
• identify limitations of the demonstration
• describe applications of the principle that is illustrated

Assessing and Evaluating Student Performance

Measurement and Observation

The teacher used a performance scale to assess and evaluate students' measurement and observation skills. Scale point 1 was considered minimally acceptable.

Working in Groups

The teacher collected information about student performance by observing students as they worked. The teacher used the "Social" and "Ideas" sections from the reference set Evaluating Group Communication Skills Across Curriculum to assess the way individual students contributed to the success of their lab groups. Minimally acceptable was defined as scale point 2.

Understanding Momentum

The teacher used a rating scale to assess and evaluate students' understanding of momentum.

Rating	Criteria
5	identifies all variables that could influence measurements develops strategies to reduce the impact of measurement errors takes measurements carefully to improve the accuracy of the data, and may suggest routines not included in the instructions adjusts the number of readings to reflect the relevancy of each portion of the investigation includes extensive physical data where possible identifies results that are outside reasonable parameters for the experiment, retakes those measurements, and includes anecdotal comments for those data points
4	identifies several variables that could influence measurements develops at least one strategy to reduce the impact of errors takes measurements carefully to improve the accuracy of the data records data equally for all portions of the investigation, but may not increase the frequency of measurements during critical phases of the experiment identifies results that are outside reasonable parameters for the experiment and includes anecdotal comments for those data points includes physical data where possible
3	identifies several variables that could influence measurements, but may not develop strategies to reduce the impact of errors recognizes that techniques used for measuring results will have an impact on quality and accuracy, but may not exercise care and attention when collecting data records data equally for all portions of the investigation, but is not able to identify critical phases demonstrates an awareness that some results may be outside reasonable parameters for the investigation
2	considers that errors may have an impact on results, but does not develop strategies to reduce the impact of errors records data equally for all portions of the investigation without being aware that critical phases exist has difficulty making observations without direct guidance from peers or the teacher, but is successful when following a modelled process
1	does not identify causes of investigation error is unaware when measurements are outside reasonable parameters for the investigation does not take initiative to make observations unless directly supervised by the teacher takes little care to collect accurate observations accepts other students' results without verification or discussion

Criteria	Rating
recognizes the factors involved in determining linear momentum	5     4     3     2     1
recognizes the factors involved in determining angular momentum	5     4     3     2     1
applies the law of conservation of momentum	5     4     3     2     1
calculates the momentum correctly	5     4     3     2     1
employs appropriate units	5     4     3     2     1
makes necessary conversions correctly	5     4     3     2     1
identifies limitations of the demonstration	5     4     3     2     1
describes applications of the principle that is illustrated	5     4     3     2     1

Key:

5­Excellent: criterion met to an exceptional or unusual degree.
4­Very good: criterion met in a very effective way.
3­Good: criterion met in a competent and effective way.
2­Satisfactory: criterion met, but with considerable room for improvement.
1­Minimally acceptable: criterion met to some extent.
0­Not evident: criterion not met.

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Last Modified: April 1, 1998.
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