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Assessment # 1
Introduction
This lesson sequence is designed for a year 9 Australian science classroom to
introduce the concept of electromagnetism. By the end of the sequence students shall:
experiments
Work in groups to collect qualitative and quantitative data using
laboratory notebook
Provide explanations for observed results and phenomena and inferences
This lesson sequence draws heavily on Harland (2011), Llewellyn (2013) and
Satterthwait (2010) to use practical methods in scaffolding students to becoming
argument-driven inquirers. This lesson sequence also builds upon a previous article by
the same author which involved a critique of the experiments investigating
electromagnetism created by the Institute of Physics [IOP].
Rationale
Electromagnetism is introduced in the year 9 Australian Curriculum Science.
Through using the IOP experiments students will get the opportunity to gain an insight
into how scientists operate. This means meticulously recording procedures and data,
communicating results and asking lots of questions.
Llewellyn (2013) recommends giving students many authentic assessments to
lower what he terms test anxiety and this has been noted when determining how
learning would be assessed in this lesson sequence. As indicated in Table 1, the lessons
allow for multiple formative and summative assessments which the teacher can draw on.
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Assessment # 1
The laboratory notebook is useful, not only to the students, but also to the teacher
in tracking the students development as scientists. The teacher can use the lab book as
formative assessment to make an ongoing judgement of students progression. The lab
book can also be used as summative assessment, as a document to be handed in to see
that students meet certain criteria.
Laboratory
Summary
Notebook
Component
Title Page
Table of
details.
Two pages dedicated to listing the sections and
Contents
Experimental
page numbers.
The experimental proposal is for students to refer
Proposal
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Assessment # 1
Procedures
Record of
Corresponde
nce
Data Tables
the experiment.
This is where data and observations are recorded.
These tables need to be organised so that the
results of the experiment are clear. It is best to
write these tables before beginning the experiment
so that it is well understood what the experiment is
trying to achieve and students know what to look
for. For example, students will need a space to
record observations when they change the
direction or strength of the current in the electrical
Graphs,
circuit.
This section is used after the experiment is
Statistical
Analysis and
Conclusions
Table 1. Laboratory notebook components adapted from Harland (2011, p.83)
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Assessment # 1
How do we
observe
electromagne
tism?
How do we
report our
findings?
Summary
Use Oersteds experiment to
outline the scientific process
from questioning, to
experimental design and
implementation, to analysis
and presentation of
observations/results.
Students are placed into
groups and each group are
assigned an experiment to
conduct and collect data from
that experiment.
Learning Outcomes
Students will learn about
the method in which
science is conducted and
communicated.
Assessment
Formative assessment:
Teacher will make
observations on the
students progress through
discussion and written
work.
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Formative assessment:
Students need to be on
track to producing a
product which conveys their
new learnings on
electromagnetism
Assessment # 1
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Assessment # 1
Lesson title: Why is a lab Context and Practice: Duration: 1.5 - 2 hours
book so important?
Year
9
Australian
Curriculum - Science
Outcomes:
Lesson Content:
Introduction:
Hook the students by looking at one of the classical physics experiments: Oersteds
experiment. This is a demonstration of the influence of electric currents on magnetic fields.
The students will then conduct the experiment themselves and should be encouraged to
play (Satterthwait, 2010) with the equipment to see how changing the current affects the
compass needle. Variables could include: magnitude of the current, direction of the current,
orientation of the wire, position of the compass, etc. This experiment should be given 3040mins to provide teacher with formative assessment on students experimental ability and
their level of responsibility towards safety. Students should also be encouraged to develop
questions and create hypothesis about electromagnetism.
Main Body:
Once students have experimented enough with Oersteds experiment, a class discussion
should be engaged about what each group saw and what questions/hypotheses came from
this experimentation. Do any of the students have an explanation for what they saw? What if
someone walked in the class and did not believe that we made the compass needle move
without physically touching it?
Students should now be informed that over the next few lessons the class will be split into
groups and each group will be given an electromagnetic experiment to investigate. Rather
than simply playing with and observing the experiments, each group will need to record their
experimental procedure and gather evidence to present to the class. This means that before
we begin the experiments we will need a means of recording our methods and data: a lab
book.
In the assigned groups of 2-3, the students will use the Harland model for laboratory
notebooks to prepare for their experiment.
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Teacher activities:
Assessment # 1
Learner activities:
Closure: All lab books will need to be ready and checked by teacher before the groups are
allowed to begin their experiments. The teacher may like to set students homework if they
did not complete the lab book during class time
Evaluation:
Were the students responsible when conducting Oersteds experiment?
Are the students adequately prepared to conduct experiments with iron filings?
Are the laboratory notebooks satisfactorily prepared to conduct the future
experiments?
Lesson Content:
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Assessment # 1
Introduction:
Before beginning the experiments, students will need to have prepared their lab books as
covered in previous lesson. The teacher will then run through the safety precautions that
students are required to follow when using electrical equipment and iron filings, particularly
indicating the damage which iron filings can do to the eyes.
Main Body:
Groups will work on assigned experiments and each student will need to keep a record of the
procedure and observations as indicated by the laboratory notebook. Each student will need
to ensure that all sections are filled in clearly so that they will be able to decide what
evidence they will provide to the class to support the claims and explanations.
Teacher activities:
Learner activities:
Closure:
Students will be responsible for having the observations, data and analysis required for
preparing presentations.
Evaluation:
Have students successfully completed the experiments?
Did the students effectively use their laboratory notebooks?
Did students develop their understanding and gather the evidence required to justify
their arguments?
Lesson three: How do we report our findings?
Students will produce a piece of group work to aid with presenting their experimental
findings to the class
Groups will need to be prepared to give a talk to the class by the end of the lessons
allocated to preparation
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Assessment # 1
Lesson Content:
Introduction:
An essential part of being a scientist is communicating your results with others. Groups will
need to decide on what evidence they found most compelling from their experiment and the
most effective way to share their findings with the class.
Main Body:
Groups will need plenty of time to complete their presentations. These presentations should
be in a poster or PowerPoint presentation and include: An introduction, hypothesis, materials
and methods, results, analysis and conclusions (Harland, 2011, p.178-9).
Teacher activities:
Learner activities:
Closure:
By next lesson all groups must submit their lab books, presentation documents and be
prepared to present to the class.
Evaluation:
Are all the groups aware of the expectations?
Will all the groups be ready to present?
Lesson 4: What are our results?
Lesson title: What are our Context and Practice: Duration: 1.5 hours (2 sessions)
results?
Year
9
Australian
Curriculum - Science
Outcomes:
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Assessment # 1
Lesson Content:
Group presentations
Discussion initiated by reviewers
Introduction:
Today will be dedicated to presenting the results from our experiments, however the
presenters are not the only people who have a role to play today. The audience members need
to be attentive and since everyone has completed an experiment on electromagnetism, they
all have a level of expertise to be able to have input and ask questions. For each presentation,
2-3 students will be assigned as reviewers. They will be required to take notes during the
presentation and ask a question at the end of the presentation.
Each reviewer will be given a pro-forma to scaffold their development as active audience
members.
Teacher activities:
Learner activities:
Group presentations
Review presentations
Practice respectful audience skills
Closure:
Congratulate students who presented and thank the students for participating in a respectful,
scientific discussion forum.
Evaluation:
Were the presentation lengths appropriate?
Did the students participate as respectful audience members?
Were all students allowed a voice?
Conclusion
This lesson sequence is geared around students being active participants in every
stage of the scientific process being modelled in the classroom. The level of test
anxiety is minimalised by allowing multiple forms of authentic assessment. The
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discussions and reviews allow students to be heard and their opinions and questions
valued. The lesson sequence not only teaches students scientific knowledge and
procedures, but how to be active, informed citizens and take part in collegial pursuits.
References
Australian Curriculum Assessment and Reporting Authority. (n.d.). F-10 Curriculum:
Science. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
y=9&s=SU&s=HE&s=IS&layout=1
Harland, D.J. (2011). STEM: Student research handbook. Arlington, VA: National
Science Teachers Press.
Institute of Physics. (2015). Practical physics: Magnetic fields due to currents in wires.
Retrieved from http://www.nuffieldfoundation.org/practical-physics/magneticfields-due-currents-wires
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation.
London: Corwin.
Rennie, L., Venville, G., & Wallace, J. (2010). Integrating science, technology,
engineering, and mathematics: Issues, reflections, and ways forward. New York,
NY: Routledge.
Satterthwait, D. (2010). Why are "hands-on" science activities so effective for student
learning? Teaching Science, 56(2), 7-10. Retrieved from
http://ezproxy.utas.edu.au/login?
url=http://search.proquest.com/docview/822505542?accountid=14245
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Assessment # 1
Summary
Oersteds Experiment
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Date
Presenters
Reviewer (you)
Things they did well:
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Assessment # 1