Achieving Outstanding Outcomes

(Clifton Science 11/07/2012)

Planning for outstanding

Differentiation
Challenge Engagement Developing dialogue about learning with students Written feedback Verbal feedback Formative assessment Skill sets and mind sets AsL Questioning Promoting thinking Deeper learning

RWCN
Resilience Independence Collaboration

Structure of Observed Learning Outcomes (SOLO) Hierarchy Observed Outcome Extended abstract: I
have several ideas aboutI can link them to the bigger pictureI can look at these ideas in a new and different way.

Visual

Level 7+

Grade A*/A

Type of outcome Generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, plan, justify, argue, compose, prioritise, design, construct Generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, plan, justify, argue, compose, prioritise, design, construct Sequence, classify, compare and contrast, explain causes, explain effects, analyse, form an analogy, organise, distinguish, question, relate, apply Sequence, classify, compare and contrast, explain causes, explain effects, analyse, form an analogy, organise, distinguish, question, relate, apply Describe, list, outline, combine, follow an algorithm Define, identify, name, draw, find, label, match, follow a simple procedure

Intermediate: I have
several ideas aboutI can link them to the bigger pictureI can look at these ideas in a new and different way (there are some errors)

Relational: I have several ideas aboutI can link them to the bigger picture Intermediate: I have several ideas aboutI can link them to the bigger picture (there are some errors) Multi-structural: I have
several ideas about

3 2 B

E F/G U

Uni-structural: I have one

relevant idea about

Pre-structural: I am not
sure about

Why is this important? Related jobs: Spiritual, moral, social, cultural

This SoW builds on the following KS1 and KS2 material:

KS1: Light and sound 3. Pupils should be taught: Light and dark a. to identify different light sources, including the Sun b. that darkness is the absence of light Making and detecting sounds c. that there are many kinds of sound and sources of sound d. that sounds travel away from sources, getting fainter as they do so, and that they are heard when they enter the ear. KS2: Light and sound 3. Pupils should be taught: Everyday effects of light a. that light travels from a source b. that light cannot pass through some materials, and how this leads to the formation of shadows c. that light is reflected from surfaces [for example, mirrors, polished metals] Seeing d. that we see things only when light from them enters our eyes Vibration and sound e. that sounds are made when objects [for example, strings on musical instruments] vibrate but that vibrations are not always directly visible f. how to change the pitch and loudness of sounds produced by some vibrating objects [for example, a drum skin, a plucked string] g. that vibrations from sound sources require a medium [for example, metal, wood, glass, air] through which to travel to the ear.

What are we preparing students for? material taken from the Cams Hill Consortium
Core POS (e.g. AQA C1)
P1.1 The transfer of energy by heating processes and the factors that affect the rate at which that energy is transferred - convection, conduction (link energy to particles) and infra-red radiation. Kinetic theory and the different states of matter Consolidation of the difference between energy and temperature and the factors that affect the rate of energy transfer (SA, material and contact). Heating & insulating buildings, solar panels. Specific heat capacity

Additional Science (AQA C2)

Triple Science (AQA C3)

P3.1 Medical applications of physics Properties, uses and safety relating to X Rays and Ultrasound. Using s = v x t with ultrasound. Lenses and refraction, refractive index Refractive index = sin I / sin r Nature of images , upright, real or virtual. Images produced by converging and diverging lenses including construction of ray diagrams. Magnification = Image height / object height The structure of the eye, correction of vision (long and short sight) Range of vision. Comparing eye to camera. Power of lens P = 1/f Factors effecting focal length of lens. (HT only how lenses are made thinner) Total internal reflection. (HT only refractive

P1.2 Energy & efficiency Describe main energy transfers from electrical devices. Efficient use of energy - cannot be created or destroyed but can be transferred. 'Wasted' energy is that which is not usefully transferred but eventually makes the surroundings warmer as it is dissipated , becoming increasingly spread out. Efficiency of devices Efficiency = Useful energy out / total energy in (x 100%) Efficiency = Useful power out / total power in (x 100%) P1.5 The use of waves for communication and to provide evidence that the universe is expanding Properties of transverse and longitudinal waves with examples. EM radiation = energy transfer as waves travelling at same speed through vacuum (space). The order of the EM Spectrum. EM spectrum is continuous, grouped according to wavelength & frequency. Properties of waves - absorption, reflection (rules, image type and ray diagrams), refraction & diffraction. Wave speed = frequency X wavelength Uses of different types of waves. Sound (pitch and echos). The Doppler effect, red shift and the Big Bang theory. Cosmic microwave background radiation (CMBR) and use of Big Bang to explain its existence.

Sequence 1 Types of energy Context It is unlikely that students will have come across the formal definition of energy as it is not part of the KS1/KS2 SoW. However, they might have heard it in everyday use (you have too much energy you do). It is therefore important to move students from this informal use of the word to a more formal way of thinking about it. The rich question will enable you to get students to verbalise their current understanding; it is unlikely that they will recognise the gravitational potential energy present. This will allow you to check the full extent of their understanding. The same rich question can be returned to after WALT 2 and be used as a hinge question; they should recognise the gravitational potential energy present. If not, further work on WALT 1 and 2 is required. Those that do recognise it can move onto WALT 3 which links potential energy to kinetic energy; this concept is key in later study of Physics. Keywords Potential Energy Chemical potential energy Gravitational potential energy Elastic potential energy Light energy Sound energy Kinetic energy Thermal energy Electrical energy

Subject material: Types of energy. Sequence 1 Rich question: Does the rock/ball/person sitting under a tree (on top of a hill) have much energy? (accompany with diagram) Learning intention (WALT) 1: List the 8 types of energy. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract Name one type of energy. List two or more types of energy. Give one everyday example of an object that gives out the type of energy or a situation where it is present. Write a general definition for energy. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Classify the types of energy as potential energy or not potential energy. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Extended abstract Define potential. Use the definition of the word potential to define potential energy. Classify the eight types of energy as potential energy or not potential energy. Correctly justify their decisions using sound science and correct scientific terminology. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Create a general link between potential energy and kinetic energy. SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Extended abstract Give one example of an object with potential energy or kinetic energy. Give an example of an object that can have kinetic energy or potential depending upon the situation. Explain how that object can have kinetic or potential energy. Correctly describes the relationship between a stationary objects potential energy and the mximum amount of kinetic energy it can have. Self/peer Self/peer Self/peer Self/peer

Sequence 2 Energy transformations Context Students often get confused by energy transformations vs energy transfer. This is not helped by the use of energy transfer diagrams to show energy transformations! Students operating up to the relational level (level 5 / grade C) will not have to be able to use Sankey diagrams at this point (it is picked up again at KS4). Therefore, Sankey diagrams and calculations are used in the extended abstract activity;KS4 Higher Tier students will benefit from exposure at this point as their efficiency questions are more demanding. Keywords Transformation Input Output Device Useful Wasted Efficient Efficiency

Subject material: Energy transformations Sequence 2 Rich question: Can energy be used up? Learning intention (WALT) 1: List types of potential energy and non-potential energy. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract Names one type of potential / non-potential energy. Names two or more types of potential / non-potential energy. Writes a statement that distinguishes between potential and non-potential energy. Gives examples of each type of energy and justifies their answer using correct terminology and science. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Use simple diagrams to show energy transformations and to classify output energy as useful or wasted. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Identifies the input or output energy for a device. Identifies the input energy for a device and one or more types of output energy. Uses simple energy transfer diagrams to represent energy transformations and to classify energy outputs as useful or wasted. Predicts whether the input energy will be more/less/the same as the total amount of output energy. Self/peer Self/peer Self/peer

Extended abstract

Self/peer

Learning intention (WALT) 3: Evaluate the efficiency of a range of devices (through use of Sankey diagrams). SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Extended abstract Defines efficiency. Lists devices that they think are very efficient. Uses efficiency data to sequence devices from least to more efficient. Uses Sankey diagrams to calculate the efficiency of common devices. Self/peer Self/peer Self/peer Self/peer

Sequence 3 Energy transformations in living things. Context Energy transformations link a range of diverse topics in Science. For example, they are seen in electrical circuits, chemical reactions, respiration and photosynthesis. This provides an excellent opportunity to reinforce one of the key ideas in Science. This is recognise in the programme of study and the benefits often ignored by teachers. The first and second activities reinforce the relevance of the sequence to them. A link to prior learning can be made through reference to respiration (Y7 Biology topic). The third activity puts the content into the context of intensive farming; this has added importance in that it contributes to students spiritual, moral, social and cultural development. Keywords Transformation Equation Respiration Input Output Chemical potential energy Heat Kinetic energy Intensive farming Evaluate

Subject material: Energy transformations in living things. Sequence 3 Rich question: Do obese people have more or less energy than skinny people? Learning intention (WALT) 1: List types of energy that our bodies take in and give out. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract List one type of output energy for the human body. Lists two to more types of output energy for the human body. Explains why it is important for the human body to have each type of output energy. Predicts how I would affect a person if they could not produce each type of output energy. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Relate our bodies input and output energy using a diagram. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Extended abstract Identifies one source of input energy for our bodies. Identifies two sources of input energy for living things. Use a word equation to relate the input energy to the output energy. Reflects on how a person would be affected if they had a digestive disorder (e.g. Crohns disease). Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Evaluate intensive farming as a method for producing food. SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Extended abstract Names one advantage or disadvantage for intensive farming. Names two or more advantages or disadvantages for intensive farming. Compares and contrasts the importance of each advantage/disadvantage. Evaluates the use of intensive farming using sound and balanced arguments. Self/peer Self/peer Self/peer Self/peer

Sequence 4 Energy transfers in living things. Context This is the first opportunity to help students understand the difference between energy transformations and energy transfers; it is done in the context of food chains. Again, the use of food chains to show energy transfer is recognised in the POS and is key in developing student understanding of the key ideas in science. The first activity is a reminder of prior learning. The extended abstract activity asks students to evaluate the use of the energy transfer diagram in this context. Ideas that might be included: Pros: The transfer of energy between organisms is clearly shown. Feeding relationships are clearly shown. Cons: Energy transformations (e.g. transformation of chemical energy in food into body heat / thermal energy) are not represented; the proportion of energy transferred along the food chain is not shown. The number of each different type of organism is not represented. Very able students might well be able to suggest ways o changing the diagrams to improve them. Keywords Define Classify Evaluate Producer Primary consumer Secondary consumer Food chain

Subject material: Energy transfers in living things. Sequence 4 Rich question: Is the top of a food chain the best place to be? Learning intention (WALT) 1: Define energy transfer and energy transformation. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract Defines energy transfer or energy transformation. Defines both energy transfer or energy transformation. Classifies different situations as representing energy transfers or energy transformations. Justifies their responses using sound scientific arguments. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Classify a range of organisms as producers, primary consumers and secondary consumers and show their feeding relationships in a diagram. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Extended abstract Defines one keyword. Defines two or more keywords. Classifies different organisms in a food chain as a producer, primary consumer or secondary consumer. Generalise about what types of organisms are producers, primary consumers and secondary consumers. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Evaluate the use of energy transfer diagrams to show the flow of energy in a food chain. SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Extended abstract Gives one good/bad point about the use of energy transfer diagrams to represent the energy flow in food chains. Gives two or more good/bad points about the use of energy transfer diagrams to represent the energy flow in food chains. Sequence the points according to their importance. Writes a balanced evaluation of the use of energy transfer diagrams to show energy flow in food chains. Self/peer Self/peer Self/peer Self/peer

Sequence 5 Heat transfer - Conduction Context In the following sequences thermal transfer is introduced. Students will need to have a good understanding of the particle model from a previous unit in order to be able to relate the arrangement of particles and their motion to conduction. In the extended abstract activity students are asked to evaluate the model for conduction. They should consider that the model does not explain why non-metals do not conduct electricity (the KS4 model does explain this). Therefore, the model is not particularly strong. Keywords Transfer Thermal energy Particle model Thermal energy Kinetic energy Evaluate Transformation

Subject material: Heat transfer. Sequence 5 Rich question: When you heat something, is energy transferred or is it transformed? Learning intention (WALT) 1: Defines thermal conduction. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract Defines thermal or conduction. Defines both thermal and conduction. Use the definitions of thermal and conduction to write a definition for thermal conduction. Creates a theory to explain thermal conduction using the particle model. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Use the particle model to explain how conduction happens in solids. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Extended abstract Lists one feature of the particle model for solids. Lists two or more features of the particle model for solids. Explains thermal conduction using the particle model. Identifies the energy transformations in the model and justifies their answer using sound science. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Evaluate the use of the particle model as a way of explaining conduction. SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Extended abstract Identifies one good/bad feature of the model. Identifies two or more good/bad features of the model. Uses sound science to explain each good/bad point. Evaluates the use of the particle model for explaining conduction. Self/peer Self/peer Self/peer Self/peer

Sequence 6 Convection Context Similar to the previous sequence, students will need a sound understanding of the particle model. Students will not have to refer to density when explaining convections currents unless they are completing the extended abstract activity. Density is a highly abstract concept that is not required at the relational level (level 5 / grade C). Keywords Convection current Density Kinetic energy

Subject material: Heat transfer 2. Sequence 6 Rich question: Does heat rise in a spacecraft? Learning intention (WALT) 1: Define convection. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract Define convection. Define convection and conduction. Compare and contrast the definitions of convection and conduction. Predict whether liquids and gases could transfer heat by conduction and justify their prediction using the particle model. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Use the particle model to explain how convection happens in liquids and gases. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Extended abstract Identify one feature of the particle arrangement or particle motion in fluids (gases and liquids) Identify two or more features of the particle arrangement or motion in fluids. Use the particle model and knowledge of energy transformations to explain the causes of convection currents. Use the particle model and knowledge related to energy to explain whether hot or cold water would be more or less dense. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Use the concept of density to explain the mechanism for convection. SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Extended abstract Define thermal energy, kinetic energy or density. Define thermal energy, kinetic energy and density. Relate the density of a material to whether it will sink or float. Write a theory to explain how convection currents are formed (using concepts of density and energy transformations and the particle model). Self/peer Self/peer Self/peer Self/peer

Sequence 7 Radiation Context The purposes of this sequence are: a. Develop students basic knowledge related to thermal radiation. b. Have students understand the similarities and differences between the three forms of thermal energy transfer. The level of knowledge about radiation that is required is low. This is because the effects of surface area, colour etc on rate of thermal radiation are studied in depth at KS4. The over-riding purpose of this sequence and the previous two is for students to develop a sound understanding of the three methods for thermal energy transfer so these additional factors are not relevant at this point. Keywords Radiation Wave Compare and contrast Justify

Subject material: Radiation Sequence 7 Rich question: Is it hot in space? Learning intention (WALT) 1: Define radiation. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract List one key feature of thermal radiation. List the key features of thermal radiation. Use an analogy to explain how thermal radiation occurs. Evaluate the analogy. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Compare and contrast radiation with conduction and convection. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Extended abstract Define thermal radiation, conduction or convection. Define thermal radiation, conduction and convection. Compare and contrast the definitions of thermal radiation and conduction or convection. Predict whether heat travels from the Sun to the Earth using conduction, convection or radiation and justify your answer. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Identify which type of energy transfer is being used and justify your answer. SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Extended abstract Correctly identifies one energy transfer. Correctly identifies two or more energy transfers. Classifies a range of situations into thermal radiation, conduction or radiation. Justifies their answer using sound science and correct scientific terminology. Self/peer Self/peer Self/peer Self/peer

Sequence 8 How does light travel? Context Students have done some work on light at KS1 and KS2; this sequences reinforces this work and provides an experimental proof of what they learnt at KS1 and KS2. Students will have been introduced to reflection during KS2. Keywords Wave Visible light Source Normal line Angle of incidence Angle of reflection Relationship

Subject material: How does light travel? Sequence 8 Rich question: Do shadows exist at night? Learning intention (WALT) 1: List some light sources. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract Names one light source. Names two or more light sources. Classifies objects as light sources or not sources. Explains why they classified objects as light sources or not. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Relate the angle of incidence to the angle of reflection by analysing the results of an experiment. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Extended abstract Defines angle of incidence or angle of reflection. Defines angle of incidence and angle of reflection. Correctly identifies the relationship between the angle of incidence and the angle of reflection. Evaluate the strength of their conclusion using their knowledge of the experiment performed. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Reflect on how the world would be different if light did not travel in straight lines. SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Extended abstract Identifies one situation that relies on light travelling in straight lines. Identifies two or more situations that rely on light travelling in a straight line. Classifies a range of examples that rely on light travelling in a straight line. Explains why they classified each example the way they did. Self/peer Self/peer Self/peer Self/peer

Sequence 9 Refraction Context Refraction is a new concept for Y7 students; everyday examples should be used to reinforce the material. The material is also revisited at a higher level at KS4 in both Core Science and Physics so a firm foundation is necessary. The analogy referred to in the relational activity might use the tank powerpoint that Adam Brown made. Keywords Refraction Density Speed Direction Angle of incidence Normal line Angle of refraction

Subject material: Refraction Sequence 9 Rich question: How does water bend things? Learning intention (WALT) 1: Describe a situation where refraction is happening. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract Makes one relevant observation. Makes two or more relevant observations. Identifies other situations where refraction happens. Make a general statement about what they would observe in all situations when refraction happens. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Explain the results from an experiment that shows refraction. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Extended abstract Makes one relevant observation during the experiment. Makes a range of relevant observations. Use an analogy to explain refraction. Explains refraction using the concept of density. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Predict the direction that the light rays will travel in different situations. SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Extended abstract Makes one relevant observation about the situation but cannot predict the direction. Makes a range of relevant observations without making correct predictions. Compares each situation to their experiment to help them decide.. Predicts which direction the light ray will move and justifies their answer. Self/peer Self/peer Self/peer Self/peer

Sequence 10 Visible light. Context Optical dispersion will be a new phenomenon for most students; however, they will be familiar with everyday examples. Keywords White light Coloured light Dispersion Plan Explain

Subject material: Visible light. Sequence 10 Rich question: Which colour is most similar to white? Is white a colour? Learning intention (WALT) 1: List the colours of light in a rainbow. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract Names one colour of visible light. Names two or more colours. Correctly sequences the colours of the rainbow. Creates a rhyme or mnemonic to help remember the sequence. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Use an experiment to compare how much different colours of light are refracted. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Extended abstract Follows a simple procedure to complete the experiment (with support if necessary). Follows a procedure to disperse white light. Relates the amount of optical dispersion to the colour of the light. Predicts the amount of optical dispersion for infra-red and ultraviolet light. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Plan an experiment that will prove that white light is a mixture of different colours of light. SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Extended abstract Identifies one useful piece of equipment. Identifies two or more useful pieces of equipment. Explains what they will use their equipment for. Plans their experiment in sufficient detail so that a third party could get meaningful results. Self/peer Self/peer Self/peer Self/peer

Sequence 11 Absorption and reflection (colour). Context Students tend to find this content quite challenging as they tend to relate colours to mixing paints etc. We do have some software (School Science Review) that can help with this material. It is possible to support this work experimentally. However, some forward planning will be required to ensure the materials are available and that they give you the desired results. Keywords Absorption Reflection Colour Predict

Subject material: Absorption and reflection (colour). Sequence 11 Rich question: Do we all have the same skin colour when the lights are turned off? Learning intention (WALT) 1: List the colours that make up white light. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract Names one colour light found in white light. Names two or more colours of light found in white light. Identifies the correct relationship between white light and coloured light. Predicts what colour white light would become if one colour light were removed. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Explain why objects can be coloured. SOLO level: Relational Success criteria:
Unistructural Multistructural Relational Extended abstract Defines absorption or reflection. Defines absorption and reflection. Uses absorption and reflection to explain why some objects are coloured. Forms a theory to explain why some objects appear white / black. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Predict the colour of an object in different situations. SOLO level: Extended abstract Success criteria:
Unistructural Multistructural Relational Identifies one colour of light that is absorbed or reflected. Identifies two or more colours of light that are reflected or absorbed. By correctly referencing the primary colours of light, absorption and reflection, explains why an object has a particular colour when white light is shone on it. Predicts the colour of objects when different colour lights are shone on them. Self/peer Self/peer Self/peer

Extended abstract

Self/peer

Energy Transfers and Energy Transformations

(Reading, Writing and Communication Assessment)
Food chains are a special type of energy transfer diagram that show the order in which animals eat plants and other animals. Food chains are very important because they tell us how different types of organisms (living things) interact. Your task today is to use the information below to draw a food chain.

River organisms
Not all plants are large and easy to see; rivers contain very small plants called phytoplankton. Phytoplankton produce their own food using photosynthesis. Many organisms eat phytoplankton. For example, shrimp (a small crustacean) eat the phytoplankton and use it as food. Many river organisms eat shrimp. These include a large fish called a salmon which are well known for having long migration routes. Salmon are a favourite food of grizzly bears; the bears find them very easy to catch when they are very tired from migrating so far.

Success criteria
SOLO level Criteria Correctly define producer, primary consumer or secondary consumer. Correctly define producer, primary consumer and secondary consumer. Draw a food chain or energy transfer diagram that shows the organisms in the correct sequence. Label each organism as a producer, primary consumer or secondary consumer. Predict what would happen to the number of producers and secondary consumers if all of the primary consumers died. Justify your ideas using good science.

Energy Transfers and Energy Transformations

(How Science Works Assessment) Water is one of the most important substances on Earth; without water life would not exist. However, water can also play tricks on us by making straight objects look bent. This happens because of refraction. In this assessment we will be able to show how good you are at experiments. The key to this one is accuracy; you need to measure things as carefully as you can. You will be shown how to do an experiment. You need to do the experiment and get the best results possible.
Success criteria
SOLO level Criteria Get some experimental results by following a method with support from your teacher. Collect some results by following a method. Compare and contrast your results with your teachers results.

Evaluate your experiment.

If you are unsure about anything, ask your teacher. They will not tell you the answers but they can give you some guidance.

Energy Transfers and Energy Transformations

(Content Assessment)
Energy is transformed from one form into another by many things. For example, our bodies transform the chemical energy in food into thermal energy (body heat), kinetic energy (we move) and sound (we all make noise). Without energy transformations we could not survive! This assessment tests your knowledge related to energy transformations. Take your time and think carefully about how to communicate your ideas to the person who is marking your work. Success criteria
SOLO level Criteria Define input energy OR output energy. Define both input energy and output energy. Define useful energy and wasted energy. Draw an energy transfer diagram that shows the input and output energy for a television. Annotate your diagram to show which types of energy are useful and which ones are wasted. Draw a Sankey diagram for a television. The input energy should be 200J. The output energies should all be equal (you will need to calculate these). Then calculate the efficiency of the television.

If you do not understand what a statement is asking you to do, you can ask your teacher. They can explain what the statement is asking you to do but they cannot tell you the answer.