ࡱ>  IbjbjQFQF 3,3,e<~((g*g*g*T***S+\+*X,,#-#-9-KKKRTTTTTTTg*KkIAJKKT((#-9-2iyNyNyNK(#-*89-RyNKRyNyNb$)TO*9-׮[*)Lƾ\>0"u)LPuug*hyNKKKTTyNKKKKKKKuKKKKKKKKK ':  Internal Assessment Resource Science Level 1 This resource supports assessment against: Achievement Standard 90943 version 3 Investigate implications of heat for everyday lifeResource title: Whats The Best Way To Cool Off?4 creditsThis resource: Clarifies the requirements of the standard Supports good assessment practice Should be subjected to the schools usual assessment quality assurance process Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic Date version published by Ministry of EducationFebruary 2015 Version 3 To support internal assessment from 2015Quality assurance statusThese materials have been quality assured by NZQA. NZQA Approved number A-A-02-2015-90943-02-4594Authenticity of evidenceTeachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material. Using this assessment resource without modification may mean that students work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform. Internal Assessment Resource Achievement Standard Science 90943: Investigate implications of heat for everyday life Resource reference: Science 1.4B v3 Resource title: Whats The Best Way To Cool Off? Credits: 4 Teacher guidelines The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource. Teachers need to be very familiar with the outcome being assessed by Achievement Standard Science 90943. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it. Context/setting This standard requires students to show awareness of an aspect of heat that has an impact on everyday life. The context for this assessment is conducting experiment(s) and further research to compile a presentation that answers the question: Whats the best way to cool off? Students will gather information on how animals control body temperature. Examples of types of cooling and associated behaviour include, for example: evaporative cooling (panting, sweating, licking or soaking in external water), conductive cooling (lying on a cold thing, getting into cool mud), convection cooling (finding a breeze, going into cold water or a cold air current), or radiative cooling (using shade, exposing wings or large skin surface to radiate heat). They will process the information they gather, form a conclusion, and compile a presentation containing two viewpoints on the question, such as: Panting is/is not the best way to cool off. The findings and conclusion in their presentation should link appropriately to scientific theory and the evidence they collect. Conditions This assessment activity requires approximately one week of in-class time, plus out-of-class time. Adapt this time to suit your context (particularly the presentation format) and your students. Students will carry out independent research, in class and outside the classroom. Students will work independently to write their presentations. Students can present their work in a variety of formats. Clarify for students the format you require for the presentation. Examples include a poster with oral elaboration, a web page, a video recording of a student debate (with illustrations or video examples), or a presentation software slide show. The presentation could involve multimedia. You could provide templates to assist students with their planning and multimedia presentation, such as the example planning template in Teacher Resource A and/or a pre-formatted presentation software slide show. Resource requirements Ensure that students have access to a range of secondary information sources, e.g.science Internet sites, science magazines, Alpha leaflets, or other Royal Society resources. Students will specifically need access to information on the particle theory of matter, phase changes, latent heat, temperature, heat exchange, and the process of evaporation. Use or adapt the template provided in Teacher Resource A, as appropriate to your students and context. Additional information None. Teacher Resource A: Planning template Use or adapt this template to suit your context, as appropriate. Research question SourceInformationKey wordsIn your own words    Summary  Internal Assessment Resource Achievement Standard: Science 90943: Investigate implications of heat for everyday life Resource reference: Science 1.4B v3 Resource title: Whats The Best Way To Cool Off? Credits: 4 AchievementAchievement with MeritAchievement with ExcellenceInvestigate implications of heat for everyday life.Investigate, in depth, implications of heat for everyday life.Investigate, comprehensively, implications of heat for everyday life.Student instructions Introduction Many animals are homeothermic they must keep a relatively constant body temperature in order to stay alive. You might die if your bodys internal temperature goes much higher than 40 Celsius. Animals, including humans, use many techniques to keep cool: some animals sweat, others pant; elephants dont sweat or pant, and must use other methods to prevent overheating. This assessment activity requires you to conduct research, draw conclusions about the best (most effective) way to cool off, and create a multimedia presentation linking the information you have gathered to scientific theory. To do this, you will research two or more methods of temperature regulation in animals, and compare the efficiency and suitability of each method. This assessment will take place over approximately one week of in-class and out-of-class time. Teacher note: Adapt this time frame to suit your context. Your teacher will specify or negotiate with you a format for your presentation, and the time you have to do this work, including a due date for final submission. Teacher note: Specify or negotiate with your students a suitable format that will enable them to achieve the standard at any level. Some formats take longer to prepare than others: allow for this in your time allocation. Task See Student Resource A for further guidance. Choose two viewpoints and gather data Choose two viewpoints or cooling scenarios you would like to investigate and confirm them with your teacher. A list of possible cooling viewpoints or scenarios is provided in Student Resource A. Collect relevant information for (and against) each viewpoint or scenario. Use as wide a range of sources as possible. Collect enough information to allow you to discuss the links between scientific theory and the specific ways theory informs each cooling viewpoint or scenario. Teacher note: Provide or adapt the planning template in Teacher Resource A. As you research, assess the suitability of your sources, and note their reliability and significance in your presentation. Create your presentation Process the information you have gathered, select relevant illustrations and diagrams, and form a conclusion. Assemble this information into a presentation, using the format specified by, or agreed with, your teacher. Show evidence of your own critical thinking: elaborate, justify, relate, evaluate, compare and contrast, or analyse the science information you have gathered. Use your own words in your presentation, unless quoting, and clearly indicate any direct quotes. Student Resource A: Further guidance Viewpoints or scenarios Possible viewpoints or scenarios include: sweating is/is not the best way to cool off panting is/is not more effective than covering the body with mud to cool off radiative cooling is/is not more efficient for large animals than evaporative cooling finding shade is/is not more effective than wetting the skin to cool off conduction (touching something cold) is/is not the best way to cool off a cool breeze is/is not better than wet hair at lowering core temperature compare different cultural views about sweating with Western sciences view of the usefulness of sweat. Creating your presentation In your presentation: state both viewpoints use your collected evidence to discuss ideas for and against each viewpoint summarise the scientific theories relevant to each viewpoint: e.g. identify and describe the general mechanism of heat transfer for each cooling scenario experiment, calculate, or estimate the relative magnitude of heat energy transferred in each cooling scenario, e.g. Wetting the surface of a container kept the inside temperature 2 degrees cooler than putting the container in the shade evaluate evidence and theory to form a conclusion. Use scientific statements, show calculations, and state units, as appropriate. For example, calculate or estimate the magnitude of heat energy transferred in each cooling scenario, whether for a phase change, by radiation from the skin, or some other form of heat exchange. Show evidence of your own critical thinking. For example, elaborate, justify, relate, evaluate, compare and contrast, or analyse the science information you gathered. Describe sources in such a way that another person can find them easily, with your assessment of each sources validity. For example, for a web source provide a complete URL address and a reason why the source is/is not reliable. Assessment schedule: Science 90943 Whats The Best Way To Cool Off? Evidence/Judgements for AchievementEvidence/Judgements for Achievement with MeritEvidence/Judgements for Achievement with ExcellenceThe student investigates implications of heat for everyday life. The student: gathers and includes secondary evidence relevant to the question of which method of cooling off is best for animals (most efficient and/or practicable) processes this information and prepares a presentation in a format specified by, or agreed with, their teacher describes in their presentation the key scientific theories relevant to cooling describes link(s) between the physics theory of heat transfer and cooling body temperature in animals supports their findings with evidence. For example (Sweating is/is not the best way to cool off partial), the student provides most of: The difference between water vapour and water liquid. Sweating is an example of evaporative cooling. Particles move faster in gases than liquids. Energy is required for evaporation energy transfers occur during a phase change. Reducing the number of particles above the gas allows for more evaporation (in other words, sweating works better on a dry day). There is an equilibrium between water vapour and liquid water for a given temperature and pressure. Estimate of the amount of heat energy lost due to evaporative cooling. Comparison with a non-evaporative method, such as putting something cold on the skin. Side effects of sweating.The student investigates, in depth, implications of heat for everyday life. The student: gathers and includes secondary evidence relevant to the question of which method of cooling off is best for animals (most efficient and/or practicable) processes this information and prepares a presentation in a format specified by, or agreed with, their teacher explains in their presentation the key scientific theories relevant to cooling explains link(s) between the physics theory of heat transfer and cooling body temperature in animals comes to an appropriate conclusion that links scientific theory to the evidence. For example (Sweating is/is not the best way to cool off partial), the student provides most of: The difference between water vapour and water liquid. Sweating is an example of evaporative cooling. Particles move faster in gases than liquids. Energy is required for evaporation energy transfers occur during a phase change. Reducing the number of particles above the gas allows for more evaporation (in other words, sweating works better on a dry day). There is an equilibrium between water vapour and liquid water for a given temperature and pressure. Estimate of the amount of heat energy lost due to evaporative cooling. Comparison with a non-evaporative method, such as putting something cold on the skin. Side effects of sweating. The students presentation also includes several of: Living things heat up due to muscle activity. Sweating may be the only way to cool down for some animals. Heat transfer is dependent on the atmospheric conditions (ambient temperature, pressure, and humidity). Sweat is not practical for large warm-blooded creatures in high-temperature climates due to excessive water loss. A breeze enhances the cooling effect of sweat (with scientific reasons why). Wetting the skin with water has a similar effect to sweating, without the loss of minerals or the smell. The student investigates, comprehensively, implications of heat for everyday life. The student: gathers and includes secondary evidence relevant to the question of which method of cooling off is best for animals (most efficient and/or practicable) processes this information and prepares a presentation in a format specified by, or agreed with, their teacher summarises in their presentation the key scientific theories relevant to cooling and applies the theory to critically evaluate the different methods animals use for cooling explains in-depth the key link(s) between the physics theory of heat transfer and cooling body temperature in animals comes to an appropriate conclusion that links scientific theory to the evidence. For example (Sweating is/is not the best way to cool off partial), the student provides most of: The difference between water vapour and water liquid. Sweating is an example of evaporative cooling. Particles move faster in gases than liquids. Energy is required for evaporation energy transfers occur during a phase change. Reducing the number of particles above the gas allows for more evaporation (in other words, sweating works better on a dry day). There is an equilibrium between water vapour and liquid water for a given temperature and pressure. Estimate of the amount of heat energy lost due to evaporative cooling. Comparison with a non-evaporative method, such as putting something cold on the skin. Side effects of sweating. The students presentation also includes several of: Living things heat up due to muscle activity. Sweating may be the only way to cool down for some animals. Heat transfer is dependent on the atmospheric conditions (ambient temperature, pressure, and humidity). Sweat is not practical for large warm-blooded creatures in high-temperature climates due to excessive water loss. A breeze enhances the cooling effect of sweat (with scientific reasons why). Wetting the skin with water has a similar effect to sweating, without the loss of minerals or the smell. Examples of critical thinking include: Sweating only works well when water can evaporate easily. Different methods are more appropriate for different climate conditions. Different types of animals, such as furry animals, obtain limited benefits from sweating. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.     Internal assessment resource Science 1.4B v3 for Achievement Standard 90943 PAGE FOR TEACHER USE This resource is copyright Crown 2015 Page  PAGE 2 of  NUMPAGES 9  Internal assessment resource Science 1.4B v3 for Achievement Standard 90943 PAGE FOR TEACHER USE PAGE   This resource is copyright Crown 2015 Page  PAGE 4 of  NUMPAGES 9  Internal assessment resource Science 1.4B v3 for Achievement Standard 90943 PAGE FOR STUDENT USE This resource is copyright Crown 2015 Page  PAGE 7 of  NUMPAGES 9   Internal assessment resource Science 1.4B v3 for Achievement Standard 90943 PAGE FOR TEACHER USE Page  PAGE 9 of  NUMPAGES 9 This resource is copyright Crown 2015   EMBED Word.Picture.8  Put your question here. You may need to break the question into smaller questions. Use a new page for each additional question. Record information from sources here. Include only what you need. Take your key words and make new sentences. Use them to help answer your question. 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