Sample work Science 7–10 Stage 4: Science of Toys (including an extension option)

Description of activity

This assessment activity has been designed to include an extension option for highly able students, as identified through standardised and school-based testing. The extension option provides opportunity for highly able students to be challenged in relation to the knowledge, understanding and skills being assessed. Note that the extension option is not an additional activity within the task, but provides an alternative option for students.

Students design a toy that can be created using mostly recycled products (within a budget of $10). Their toy needs to show a minimum of two energy transformations.

Students compose a diary to reflect on their learning throughout the teaching unit and how this learning will contribute to the design of their toy.  Students can select their preferred method of presentation for the diary (written, audio or visual) to suit their learning preferences, interests and abilities.

Students compose ONE written text to accompany their toy. Students are directed by their teacher to compose EITHER an instructional leaflet OR a product review (extension task). Students identified to complete the extension task can choose from two options (product review option A or product review option B). 

Diary

Your diary should include approximately ten entries and each entry should reflect on the three most important things that you learnt during the lesson and how this learning will contribute to the design of your toy.

If you complete an experiment in class, include this in your diary with photographs and/or video, as well as an explanation of the experiment and what you found out.

You should use the diary to reflect on any problems that you have encountered in the design and creation of your toy, as well as how you solved these problems.

Your may record your diary in a form of your choice – written, audio or visual.

Instructional leaflet

Compose an instructional leaflet, explaining how your toy works. In your leaflet you will need to include:

• a description of your toy
• an explanation of the energy transformations and forces that occur when the toy is used
• a set of instructions for how to use your toy.

Your instructional leaflet should be informative and engaging and use visual images to support your ideas.

Product review (extension task)

Option A

You will need to evaluate the qualities of your toy design against a commercially available product. The criteria for this evaluation are as follows:

• Evaluate how effectively the energy transformations highlighted contribute to the overall function of the toy.
• Determine what design modifications could be made to both your toy and the commercially available toy selected that would increase the functionality of the toy when played with by a child.

Your product review should include visual elements to support your ideas.

Option B

You will need to evaluate a product that has undergone a ‘product recall’. The criteria for this evaluation are as follows:

• Evaluate whether a product recall was necessary.
• Outline the key design flaws and evaluate whether a product recall was necessary.
• Evaluate different design options that could be employed to correct the unsafe design.

Your product review should include visual elements to support your ideas.

Context

Students have been working on a contextual unit, ‘The Science of Toys’, where they have been engaging with forces such as the contact force of friction and the non-contact force of gravity. They have also learnt about energy transformations, including the conversion of gravitational potential energy to kinetic and sound energy. Students are required to apply their learning on forces and energy to the design of a child’s toy.

Outcomes

SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems
SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations
SC4-10PW describes the action of unbalanced forces in everyday situations

Criteria for assessing learning

Students will be assessed on their ability to:

• use problem-solving strategies to design and construct a toy that appropriately demonstrates key forces and energy transformations
• reflect on their learning and how this has developed their understanding of forces and energy transformations
• communicate ideas about their toy using appropriate text structure and language.

Work Sample Assessment

Grade A

Jade (Extension)

Jade’s design and production incorporated two energy transformations and clearly discussed a range of forces. A high level of understanding was demonstrated in reflections. Progress of the process of development of the toy was done to a high level of detail and depth of conceptual understanding was demonstrated.

The extension component was based on a product review. Jade demonstrated a clear understanding of the energy transformations involved. A product comparison enabled Jade to justify the choices made in design and construction. Scientific terminology was clear and appropriate and the images were well labelled.

Sandy

Sandy explained two energy transformations and forces and provided a high level of detail in the reflections. The diary was well planned and solutions to problems are explained appropriately. The toy operated successfully but the discussion of forces involved was not described appropriately in the instructional leaflet. The bibliography was mostly correct.

Grade B

Bobbi

Bobbi’s toy clearly addressed two energy transformations. The discussion of forces was slightly limited as friction did not play a major role given that the toy was water based. Some discussion of the experiments does not reflect on the unexpected results and some definitions of core concepts were missing. The diary included a lower number of entries but the images were used effectively to support key concepts. The key concepts of energy transformations and forces were not adequately addressed in the instructional leaflet and the images were effective in supporting the ideas presented in the toy design and to operate the toy. The bibliography was well presented.

Grade C

Eden

While the fire engine has some elements of uniqueness and functionality, the design and planning phase of the task met the design criteria well. The diary contained no supporting photographs or diagrams and this detracted from the effectiveness of Eden’s reflections and discussion of experiments. There were fewer diary entries than required and key elements of the problem solving process were not discussed. The instructions in the leaflet were clear and easy to follow and there was a satisfactory discussion of the energy transformations, but no description of the forces involved when the toy is played with. The images did not effectively support the operation of the toy and no bibliography was provided.

Grade D

Frances

Frances was able to describe some energy transformations simply and the toy guitar constructed from recycled materials was able to be used. Some early experiments were described but were not supported by images, diagrams or results in tables. Language was generally lacking in specific scientific detail. There was no reference to problem solving with the design of the toy made in the diary. The instructions were not provided, neither was a bibliography. Energy types were listed, but the idea of transformations was not addressed neither were the effects of relevant forces.