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Assessment

Devon Radant

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Objective:

Test Questions:

1.      The students will be able to define key vocabulary words related to simple machines.

Fill in the blank:

a. __________ is the ability to do work. (Energy)

 

b.  How fast an object moves over a certain distance is known as ________.  (Speed)

2.      The students will be able to identify simple machines, label their parts, and generate examples of each.

Students identify the simple machine, name it, and give at least 2 examples.

Identify

Name

Examples

 

 

Axe

 

 

 

 

 

 

 

Pencil

sharpener

 

 

 

 

 

3.      The students will be able to categorize simple machines.

a.  Which simple machine does not belong?  Why?

Seesaw, baseball bat, wheel barrow, flagpole, stapler, and hammer?

(flagpole does not belong; it is not a lever)

b.  Sort these simple machines into groups:

c-clamp, slide, rake, pencil sharpener, well, windmill, car ramp, roof, light bulb, ladder, and jar lid.

(These simple machines can be sorted into 3 groups: screws, inclined planes, and wheel and axles).

4.  The students will be able to compare and contrast the six types of simple machines.

a.  Using a Venn diagram, compare and contrast screws and inclined planes.  You must have at least 2 items in each section. 

 

b.  Name one thing that all simple machines have in common.

(They all make work easier)

5. The student will be able to explain how simple machines make work easier.

 

True or false?:

a.  A wheel and axle makes work easier by changing the strength of the turning force.  (True)

b.  A lever makes work easier by moving a load over a longer distance with less effort.  (False)

 

 

Essay:

Pick one of the six simple machines: lever, pulley, wheel and axle, inclined plane, wedge, or screw.  Describe the simple machine, name its parts, tell how it makes work easier, and give at least three examples.  Your answer should be one paragraph in length and written in complete sentences.  Don’t forget a topic and conclusion sentence.

 

Rubric for Assessment:

 

Criteria

Possible Points

Points Earned

Description

Did you accurately describe the simple machine?

15

 

Parts

Did you name all of the parts of the machine?

15

 

Explanation

Did you adequately describe how the simple machine makes work easier?  Did you use scientific terms or vocabulary words?

25

 

Examples

Did you include at least 3 examples?  Are all of your examples accurate?

15

(5 points each)

 

Form

Did you include a topic sentence, main points, supporting details, conclusion sentence?

 

10

 

Fluency

Does your paragraph flow nicely?  Did you use transition words and strong vocabulary?

 

10

 

Grammar/

Punctuation

Did you follow the rules of proper English?

5

(1 point taken for each error)

 

Spelling

Did you use correct spelling?

5

(1 point taken for each error)

 

Total:

100

 

 

 

Performance Assessment:

The students will create a new invention.  Students are asked to come up with a new compound machine (any machine that has two or more simple machines).  Examples of past projects are shown and explained to students.  For their project, students will need to create a poster that includes a drawing of their invention, a title, 2 or more simple machines labeled in the drawing, and an explanation of how the machine operates and makes work easier.  Students will present their inventions to the class.  A rubric will be used for a three part assessment equally weighted: poster, explanation, and oral presentation.