Science Assessment

Student selects answer choice A

• A. The loudness will be more than 80 decibels on the second try.

1. Student either states or uses a general science idea

• The faster an object is moving, the more energy it has (i.e., the faster the ball rolls the more energy it has). [links speed and energy]
• When objects collide, energy can be transferred from one object to another [resulting in a change in motion] (i.e., the ball transfers energy to the pin when it hits the pin). [links collisions and energy transfer]
• Sound results from the transfer of energy [to the surroundings] during a collision (i.e., the sound made when the ball hits the pin and transfers energy). [links sound and energy transfer]
  • Note: At the elementary level, students do not have to be explicit about the fact that the sound is energy being transferred to the air/surroundings. However, they do need to explicitly link sound to the transfer of energy.

2. Student uses reasoning to link their prediction and science ideas

• The faster the ball rolls, the more energy it can transfer as sound, resulting in a louder sound on the second try.

Note: Students' reasoning must be clear and coherent.

Student does not mention energy but has productive ideas [not scored]

• The faster the ball moves, the more force it will exert on the pins. [links speed and force]
• The faster the ball rolls, the louder the sound will be. [links speed directly to sound]
• The more force the ball exerts on the pins, the louder the sound will be. [links force directly to sound]

Student selects answer choice A

• A. The faster the ball is moving before it hits the pin, the faster the pin will move after it is hit.

1. Student either states or uses a general science idea

• The faster an object is moving, the more energy it has (the faster the pin or ball moves the more energy it has). [links speed and energy]
• When objects collide, energy can be transferred from one object to another [resulting in a change in motion] (i.e., the ball gives energy to the pin when it hits the pin). [links collisions and energy transfer]

2. Student uses reasoning to link science ideas to the pattern

• The faster the ball rolls, the more energy it has, and the more energy it will give to the pins when it hits it, causing the pin to move faster.

Student does not mention energy but has productive ideas [not scored]

• The faster an object is moving, the more force it can exert on another object (i.e., the faster the ball moves the more force it will exert on the pins). (Alternative science idea) [links speed and force]

1. Student makes a claim that answers the question

• The ball slows down because the ball transfers energy to the pin and/or the air.

OR

• The ball slows down because the ball has less energy after hitting the pin.

Note: "The ball slowing down because" part of the claim can be implied.

2. Student lists evidence of energy changes

• The pin starts moving (falls down) after it was hit.
• A sound was heard when the ball hit the pin.

3. Student either states or uses a general science idea

• The faster/slower an object moves, the more/less energy it has (i.e., the faster the pin moves the more energy it has, or the ball has less energy when it is moving slower). [links speed and energy]
• When objects collide, energy can be transferred from one object to another [resulting in a change in motion] (i.e., the ball transfers energy to the pin when it hits the pin). [links collisions and energy transfer]
  • Note: At the elementary level, students do not have to explicitly mention energy being transferred from the ball to the pin. Using wording like “the pin takes on the energy” or “the ball loses energy when it hits the pin” is acceptable.
• During a collision, some energy is transferred to the air and sound is produced (i.e., the sound heard when the ball hit the pin results from the transfer of energy from the ball to the pin). [links sound and energy transfer]
  • Note: At the elementary level, students do not have to be explicit about the fact that the sound is energy being transferred to the air/surroundings. However, they do need to explicitly link sound to the transfer of energy.

4. Student uses reasoning to link evidence and/or science ideas to the claim

• The ball transferred energy to the pin and air as indicated by the increased speed of the pin and the sound heard during the collision, which means the ball has less energy and will therefore slow down. [links evidence, science principles, and the claim]

OR

• Energy is transferred during collisions which means the ball transfers energy to the pin, so the ball has less energy and will therefore slow down. [links science principles to the claim].

OR

• The fact that the pins started moving and a sound was heard means that the ball has less energy and will therefore slow down. [links evidence to the claim]

Note: Students reasoning must use logic and be clear and coherent. For example, simply stating the evidence after the claim would not get a reasoning point. There must be some connection between the two.