Activity 9 Reflecting on your learning (60 minutes) Students complete the third column of the KWL table. They promote their preferred artificial light source in the form of a promotional pamphlet, clearly identifying both scientific and consumer and financial literacy factors. Worksheet 4: Artificial sources – KWL Chart Computer access Worksheet 11: Summative assessment task Materials for developing pamphlets – can be created electronically Assessment: Summative Students demonstrate achievement of financial literacy and science outcomes.
Unit planner Assessment rubric This rubric aligns with Year 8 Australian Curriculum: Science, which is the focus of this unit. Teachers may wish to expand to include other learning areas. This rubric is intended as a guide only. It can be modified to suit teachers' needs and to be integrated into existing assessment systems. Teachers may also wish to collect the worksheets as work samples for individual student folios. Student’s name: Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes The student can recognise that light is a form of energy. Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems Activity 1 Worksheet 1 The student demonstrates a thorough understanding of what is and accurately identifies differences between incandescent, compact fluorescent and halogen globes and LEDs. The student accurately classifies ways of measuring light intensity as qualitative or quantitative. The student shows a sound understanding of what light is and identifies some differences between incandescent, compact fluorescent and halogen globes and LEDs. The student successfully classifies some ways of measuring light intensity as qualitative or quantitative. The student shows a basic understanding of what light is and describes a few differences between incandescent, compact fluorescent and halogen globes and LEDs. The student has difficulty distinguishing between qualitative and quantitative ways of measuring. The teacher actively observes as individual students record their thoughts and notes their contributions to class discussion. The student can use research skills to investigate a range of different light bulbs. See ACSSU155 above. Activities 3 and 8 Worksheet 5 Resource 1 Resource 2 The student communicates accurately and concisely using appropriate scientific language and with clear evidence of research on all parts of the investigation. The student communicates using mostly appropriate scientific language and with evidence of research on parts of the investigation. The student restates some information from student Resource 1 with little or no evidence of research on other parts of the investigation.
Assessment rubric (cont) Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes The student can use a light meter to measure light intensity. Measure and control variables, and select equipment appropriate to the task and collect data with accuracy Activity 2 Worksheet 2 The student precisely and accurately measures and records data using a light meter. The student measures and records data using a light meter. With teacher guidance, the student measures and records data using a light meter. The student can plan, conduct and report on a fair test. See ACSIS141 above. Activities 6 and 7 Worksheet 7 Worksheet 8 (marking criteria for teacher assessment) The student: accurately records the experiment to compare the light output of two light globes by addressing: Aim, Equipment, Method, Results, Discussion and Conclusion using the appropriate scientific terms and conventions (e.g. equipment set-up diagram) demonstrates a thorough understanding of the variable tested, measured and those being controlled demonstrates a reflection on the investigative processes to The student: satisfactorily records the experiment to compare the light output of two light globes by addressing: Aim, Equipment, Method, Results, Discussion and Conclusion using mostly scientific terms and conventions (e.g. equipment set-up diagram) demonstrates a sound understanding of the variable being tested, measured and those being controlled demonstrates a reflection on the investigative processes to describe how modifications to The student: partially records the experiment to compare the output of two light globes using some scientific terms and conventions (e.g. equipment set-up diagram) demonstrates a partial understanding of the variable being tested, measured and those being controlled statements about modifications to methods partial use of ICT to process and present findings in a spreadsheet, calculate mean and construct a graph. The conclusion is simply a restatement of the data.
Assessment rubric (cont) Relevant content description(s) Relevant activities and worksheets Competent Developing at Needs further development Notes thoroughly explain how effective modifications to methods will improve the quality of data demonstrates effective use of ICT to process and present findings in a spreadsheet, calculate mean, construct a and draw a conclusion consistent with the data. methods could improve the quality of data demonstrates satisfactory use of ICT to process and present findings in a spreadsheet, calculate mean, construct a graph and draw a conclusion. The student can data on a spreadsheet and create a graphical display. Construct and use a range of representations, including graphs, keys and models to represent and patterns or relationships, including using as appropriate Activity 2 Worksheet 2 The student accurately enters discrete data (light levels) and links it to a column graph to construct an accurate and appropriate representation using a spreadsheet. The student enters discrete data (light levels) and links it to a column graph to construct an appropriate representation using a spreadsheet. With teacher guidance, the student uses a spreadsheet to enter data and construct a column graph. The student can link data to the most appropriate form of graphical display. See ACSIS144 above. Activity 2 Worksheet 3 The student correctly identifies all data as discrete or continuous (linear relationship) and matches the best type of graph to display it. The student identifies most data correctly as discrete or continuous and matches most types of graphs correctly. The student has difficulty identifying data as discrete or continuous. Assessment rubric (cont)
Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes The student can calculate the mean. See ACSIS144 Activity 2 Worksheet 2 The student uses a calculator to accurately determine the mean of three light meter readings for all locations. The student uses a calculator to determine the mean of light meter readings for all locations. Minor errors may occur but are corrected with little or no assistance. With teacher guidance, the student uses a calculator to determine the mean of three light meter readings. The student can complete a table and graph to show a comparison between data. See ACSIS144 above. Activity 9 Worksheet 10 The student: accurately and independently enters data and uses correct formulae in a spreadsheet to calculate running costs for different light bulbs presents results accurately in a fully labelled and titled graph makes a justified conclusion about choice of light globe for a desk lamp based on thorough consideration of results and other factors. The student: with teacher assistance, enters data and uses correct formulae in a spreadsheet to calculate running for different light bulbs presents results in a labelled and titled makes a conclusion about choice of light globe for a desk lamp based on consideration of results and some other factors. The student: with teacher guidance and support, enters data and uses correct formulae in a spreadsheet to calculate running costs for different light bulbs attempts to present results in a graph makes a statement about choice of light globe for a desk lamp based on a description of results.
Assessment rubric (cont) Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes The student can analyse data to explain the results of an investigation. Summarise , from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions Activity 2 Worksheet 2 The student analyses data and provides comprehensive reasons/conclusions based on a scientific understanding of light and how it is produced, transmitted, reflected and absorbed. The student analyses data and provides reasons/conclusions based on some relevant scientific understanding of light and how it is produced, transmitted, reflected and absorbed. The student recalls a few facts about light. The student can summarise and record observations in a data table. See ACSIS145 Activity 3 Worksheet 4 The student closely watches the teacher’s demonstration of a range of light bulbs and summarises observations accurately and concisely. The student watches the teacher’s demonstration of a range of light bulbs and summarises most observations. There may be some inaccuracies. The student watches the teacher’s demonstration of a range of light bulbs but their summary of observations is incomplete and/or inaccurate. The student can list and identify factors to consider when choosing a light bulb. See ACSIS145 above. Activity 4 Activity 5 Worksheet 6 The student correctly identifies the factors as objective or subjective. The student carefully groups and arranges the factors into a coherent concept map that makes the relationships between them explicit. The student lists the factors in priority order and clearly justifies choices. The student identifies the factors as objective or subjective. The student groups and arranges the factors into a concept map that attempts to show the relationships between them. The student lists the factors in priority order with some justification. With teacher guidance, the student identifies factors as objective or subjective. The student attempts to group and arrange some factors into a concept map. The student lists the factors in priority order but an attempt to justify is unclear.
Assessment rubric (cont) Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes The student can calculate lighting costs and recommend money-saving changes. See ACSIS145 above. Activity 8 Worksheet 9 The student: accurately calculates and enters of lighting use per week into the online Electrical Energy Cost Calculator accurately calculates both weekly and yearly lighting costs for each household thoroughly explores a range of options and recommends, with accurate justification, the most change to reduce money spent on lighting. The student: calculates and enters hours of lighting use per week into the online Electrical Energy Cost Calculator, with minor errors calculates both weekly and yearly lighting costs for each household, with minor errors explores some options and recommends, with acceptable justification, a change to reduce money spent on lighting. The student: requires teacher guidance to calculate and enter hours of lighting use per week into the online Electrical Energy Cost Calculator calculates weekly and yearly lighting costs for each household with significant errors makes a recommendation for a change to reduce money spent on lighting but fails to justify or an attempt to justify is unclear. The student can prepare and present a promotional pamphlet about a specific type of light bulb. Suggested summative assessment ACSSU155 ACSIS141 ACSIS144 ACSIS145 ACSIS148 Activity 9 Worksheet 11 (details of summative assessment task) Worksheet 11 (teacher assessment criteria) The student: communicates effectively with the audience using appropriate language demonstrates a deep and broad understanding of the wide range of factors involved in choosing artificial light sources The student: communicates with the audience using mostly appropriate language demonstrates an understanding of some of the factors involved in choosing artificial light sources both for individuals and society The student: communicates poorly with the audience demonstrates partial/limited understanding of factors involved in choosing artificial light sources both for individuals and society
both for individuals and society uses diagrams or graphs in an attempt to convey information Assessment rubric (cont) Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes effectively and accurately uses diagrams or graphs to convey information explains the scientific principles behind the operation of the light globe in detail demonstrates that economic factors include initial cost of purchase as well as ongoing running costs and the expected life span of a product includes a comprehensive explanation of the advantages of nominated light source and disadvantages of alternative products. uses diagrams or graphs to convey information explains the scientific principles behind the operation of the light globe satisfactorily demonstrates that economic factors include initial cost of purchase as well as one other factor includes a description of the advantages of their nominated light source and disadvantages of alternative products. explains partially the scientific principles behind the operation of the light globe demonstrates that economic factors include initial cost of purchase includes isolated statements about advantages of their nominated light source and/or disadvantages of alternative products.
Students record their observations about the teacher demonstration of artificial light sources. Their observations might include: Source Fluorescent (tube and/or CFL) Halogen Incandescent LED or other Observations: What does the globe look like? How strong is the light? What colour is the light? Does it emit heat? White bulb (may be tubular or spiral) Available in a variety of colour temperatures, for example: warm white, cool white, daylight Emits less heat than incandescent globe A 12-W CFL has a light output of 750 lumens (comparable to 60-W incandescent bulb) Quartz envelope encasing a tungsten filament Produces a bright, white light Gets very hot but produces bright light Pear-shaped bulb with filament inside Light is brighter with more watts (energy) Produces a warm, light Emits heat (most of the electrical energy is converted to heat rather than light) Curved bulb Light brightness (lumens) requires fewer watts Popular colours are warm, soft and bright white They do get hot but the heat is pulled away by a heat sink in the base of the bulb and dissipates into the air Part 2 KWL about artificial light sources/globes. Students record individual responses under the following headings: Know: Everything I already know about the different types of light globes/sources Want to know: What do I want to find out the different types of light globes/sources? Learnt: What did I learn about light globes/sources? Worksheet 5: Group research task Students work in groups to research the different light sources and record information in the table provided. They may use student Resource 1 and research sites listed in Activity 3. Examples of possible answers Light source Fluorescent Halogen Incandescent LED or other
Scientific principles applied Electrodes take electrical energy and generate moving electrons, collide with mercury in the tube to make UV light. The white phosphor coating of the tube converts the UV light into visible light that we can see. Tungsten filament encased in a quartz envelope of a halogen gas, a variation of the incandescent globe Thin tungsten filament with a high resistance to electricity, becomes white hot and gives out light Movement of electrons in a semiconductor. LEDs are part of the family of ‘solid state’ electronic components that only allow electricity to flow in one direction, with the side effect of creating light when current is passed through them. Advantages Energy efficient (produces between 66% and 75% less heat than equivalent incandescent bulb) Moderately long life (life span 10–12 times that of an incandescent bulb) Reasonably priced CFLs use only 20% of the electricity of traditional incandescent bulbs to produce the same amount of light less energy means lower electricity bills. Produce a that is intense and bright Work well in cold climates Mercury free Somewhat more energy efficient than incandescent bulbs Cheap to Most energy efficient option Long life span (50 000 hours) Produce a light in a variety of brightness and colour temperatures Low operational costs Mercury free Do not get hot
Disadvantages Contain very small amounts of mercury Aren’t rated for cold climates where they may take time to warm up before operating at full capacity Far less energy efficient than LED and CFL bulbs so more expensive to operate Produce a lot of heat so can affect the type of fixtures they are used in Don’t last as long as LEDs and CFLs Not energy efficient (converts only 5% of electricity to and gives out a lot of heat) Shorter life span (750–1250 Expensive Legislation (see research sites listed in Activity 3) More efficient types will continue to be available but the least efficient of this group will be phased out A mandatory minimum energy performance threshold for normal light bulbs took effect in Australia in November 2009. Any light bulbs with an efficiency level of less than 15 lumens per watt were targeted. There was an import restriction on these bulbs from 1 Feb 2009 and a phase-out timetable is in place. Environmental issues (see research sites listed in Activity 3) Should be recycled at special depots to prevent ending up in landfill Waste of energy Using less energy means reduced greenhouse gas emissions Additional information Most cannot be dimmed or be used in lighting Can be dimmed, favoured in spotlights and for Can be dimmed Can be dimmed