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ChristinaWojnarID:18287943
EDP323ProfessionalStudies&EvaluatingLearning
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TableofContents
Task1:Self-AssessmentandProfessionalLearningPlan...............................................................3PartA:AITSLGraduateStandards..............................................................................................................................................3PARTB:BuildingResilienceinInitialTeacherEducation(BRiTE)..............................................................................5Task2:Planning,Assessing,RecordKeepingandReporting..........................................................7UnderstandingbyDesign(UbD)UnitPlan..............................................................................................................................7STAGE1:DesiredResults.................................................................................................................................................................7STAGE2:AssessmentEvidence..................................................................................................................................................10STAGE3:LearningExperiencesandInstruction................................................................................................................11
RecordsFile......................................................................................................................................................................................16SummativeAssessmentRecordKeeping..............................................................................................................................16SummativeAssessmentMarkingRubric................................................................................................................................17
DiagnosticandSummativeAssessmentRecordKeeping..............................................................................................18MarkingCriteriaforScienceJournal.......................................................................................................................................20AnecdotalRecordsTable..............................................................................................................................................................21
UnitPlanExplanation....................................................................................................................................................................22References..................................................................................................................................28
AppendixITest...........................................................................................................................32
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Task1:Self-AssessmentandProfessionalLearningPlan PartA:AITSLGraduateStandards
Effectiveteachersdeveloptheirownassessmentliteracy.Therefore,aself-assessmentwas
undertakenagainsttheAustralianInstituteforTeachingandSchoolLeadership(AITSL)standards
usingthetableprovidedabove.Bycompletingthissimpletask,itbecameevidentelement5.5is
currentlyinneedofthemostdevelopment.Element5.5requiresgraduateteachersto
demonstratetheirunderstandingofarangeofstrategiesforreportingtobothcaregiversand
students.Emphasisisalsoplacedonkeepingaccurateandreliablerecordsofstudentachievement.
ReadmanandAllen(2013)claimtheimportanceofrecordingassessmentdataisanaspectofthe
Standard five title: Assess, provide feedback and report on student learning
1 Low
2 3 4 5 6 7 8 9 10 High
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
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5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
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5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
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5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
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5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
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teachingprocessthatisoftennottakenintoconsiderationtotheextentthatitshouldbe(p.153).
Theyfurtherpurportthatinthepast,recordingwaslargelylefttothepersonalwhimsofindividual
teachers(p.154).However,thiswhimsicalapproachnolongersufficesinthecurrentcompetitive
climateofeducationthatdemandshighlevelsoftransparencyandaccountabilityresultingfromits
orientationinchoicetheoryandafree-marketbusinessmodel,whichismoreconciselydescribed
bytheterm,‘neoliberalism’(Bottrell&Goodwin,ascitedinBottrell,2011,p.23;Brady&Kennedy,
2010,p.92;Popham,2011,p.189;Welch,ascitedinConnel,Raewyn,Welch&Vickers,2013).Tait
(2016)arguesthattheriseofnewtechnologyandsoftwarenowenablesinstantcorrelationof
incomprehensibleamountsofdata,whichputssocialgovernanceinsubjectiontoarelentless
“worldwidetsunami…ofprintednumbers”,whichisotherwisedescribedas‘bigdata’(pp.135&
137).Theinfluenceofbigdataoncontemporarygovernancehashugeimplicationsforteachers.
Theseimplicationsarearesultofexpectationsexpressedbystakeholdersofeducationthatcurrent
conductistobemanagedwithaccuratedataformorepredictableoutcomesinfutureconduct,
particularlyinrelationtostudentperformance(p.138).Thus,themountingpressuresonstudent
performanceinaneoliberalisteconomyrequiresteacherstoemployarangeofreportingstrategies
togetherwithrobustrecord-keepingpracticessothatlearningisbothtransparentandaccountable.
Buildingrobustrecord-keepingpracticesandemployingarangeofreportingstrategiesareskills
thatmustbesoughtafterbygraduateteachersindeliberateways.ReadmanandAllen(2013)
advisethatthebasisofsmoothreportingiswell-maintainedandexplicitrecordsofassessment
resultsthroughoutthelearningprocess(pp.154-157).Thoughclearexamplesandsuggestionsof
qualitativeandquantitativedatarecordtablesarepresentedbyReadmanandAllen(2013)that
wouldbeundoubtedlyeffective,apersonalgoalisexploreasmanydifferentwaystocollectand
recordassessmentdataaspossible.Thisgoalcouldpotentiallybeachievedingreatdepthwhileon
placementatScotchCollegeinAdelaideastheschoolemploysarelargebankofteachingstaffdue
toitspolicyofretainingsmallclasssizes.Anenthusiastic,collegial,andrespectfulattitudetowards
teachingstaffwillbeneededtobeabletoapproachandaccesstheassessmentrecordsofteachers.
Noteswillbetakenafterviewingassessmentrecords,unlesstheteacherofferscopiesoftheir
recordkeepingorallowsphotostobetaken.Particularinterestwillalsobemadewhenworking
withamentorteachertocloselywatchandtakenotehowassessmentrecordsandreportwriting
areundertaken.Thementorteacher’sassessmentpracticeswillbeemployedpersonallywhenever
theopportunityarises.Record-keepingserviceswillalsobeofferedtothementorteacher.In
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future,buildingassessmentliteracywouldinvolvesimilarstrategiesbutintheformofpeerreview
ofassessmenttools,feedbackandtasksratherthansimplyobservingandtakingnotes(Readman&
Allen,2013,p.12).Thus,thegoaltodevelopAITSLstandard5.5,whichrelatestoreporting
strategiesandaccuraterecord-keepingwillbeachievedthroughactivelyenquiringabout,
observing,takingnotesandpracticingtheseskillsinasmanydifferentwaysaspossiblewhileon
placement.Infuture,similarstrategiesfordevelopingassessmentliteracywillberealisedthrough
activepeerreview.
PARTB:BuildingResilienceinInitialTeacherEducation(BRiTE)
Teacherswhoknowaboutanddeveloptheirownresilienceareabletohaveapositiveimpacton
theirstudentsandtherebyalsodevelopstudentresilience.Resiliencehasbeendefinedasthe
abilitytosuccessfullyadapttoanenvironmentdespitethreateningorchallengingcircumstances
(Masten,Best&Garmezy,1990,p.425).Inrelationtoresilienceinschools,ReadmanandAllen
(2013)claimthatthereisanincreasingexpectationtopromoteresilienceinyoungpeople(p.28).
Teachersmaypositivelyimpactonstudents’resiliencebybuildingasenseofbelongingand
connectednessoutsidethatofthehomebyshowingstudentstheytakeaninterestinthemandare
preparedtolistentotheirproblems(Howard&Johnson,2000,p.4).However,Bronfenbrenner’s
bioecologicaltheorypurportsthat,amongothersocioculturalfactors,parentsonthemicrosystem
socioculturallevelareperhapsthemostpowerfulinfluenceonachild’spersonaldevelopment
(Duchesne,2013;Eggen&Kauchak,2010,p.63;Woolfolk&Margetts,2013,p.25).Thisviewpoint
closelyalignswithBRiTErecommendationswherebuildingrelationshipsandpositive
communicationchannelswithparentsisencouragedfordevelopingresilienceinbothteachersand
theirstudents(Mansfield,Bateman,Broadley&Weatherby-Fell,2014).EggenandKauchak(2010)
furtheremphasisetheimportanceofthisnotionbystatingthateffectiveteachersworkwith
parents(p.64).InlightofBRiTErecommendationsandresearchliteratureonthetopicofresilience,
itwasconcludedthatbuildingrelationshipsandpositivecommunicationchannelswithparentsis
anaspectthatwaswellworthdeveloping.
Apersonalgoaltobuildrelationshipsandpositivecommunicationchannelswithparentswillbe
accomplishedinavarietyofwayswhileonplacementatScotchCollege.Mansfield,Bateman,
BroadleyandWeatherby-Fell(2014)pointoutthatteachersneedaclearlyarticulatedplaninplace
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forhowtheywillcommunicatewithparents.Theyalsocounselteacherstousetwo-way
communicationwhereverpossible.Thismaybeachievedonplacementbybeingavailableto
parentsatdrop-offandpick-uptimesifgiventheopportunitytodoso.Duringthesetimes,a
friendly,approachableandcordialmannerwillbeusedtobuildrapportandparenttrust,whichwill
simultaneouslybuildstudenttrustandultimatelyleadstohigherlevelsofresilienceinthe
classroom.Aclasslistwillalsobeobtainedfromthementorteachertorecordnamesofparents
andmatchthesetotheirsiblings.Parentswhohavebeenspokentowillbecheckedoffonthelist
toensurethatallparentsareaddressedifpossibleandthatthetendencytotalktothesameparent
everytimeisdiminished.Infuture,parentcommunicationwillalsoinvolveparent-teachermeetings
bothintheclassroomandatthechild’shomewhensuitable.Furthermore,phonecalls,text
messagingandemailstokeepparentstokeepcommunicationlinesopenwillbemaintainedina
professionalmanner.Parent-teacherinteractioninthiswaywillinvolvebothpositiveachievements
ofstudentsaswellasthenegativeissuesthatneedtobediscussed.However,itisendeavoured
thatthelatterwilltakeplaceintheastwo-waycommunicationratherthanthroughsocialmedia
devicesasthiswillavoidpotentialconfusionormisunderstanding.Ultimately,aprivatesocial
mediatool,forexampletheSeesaw,wouldbeusedforcreatingdigitalportfoliosandkeeping
communicationchannelsopenregardingincrementalstudentprogress.Throughoutallparent-
teacherorstudent-teacherinteractions,itisapersonalaspirationthatagrowthmind-setas
opposedtoafixedmind-setispromoted.Thisaspirationisduetothemotivationalbenefitsofa
growthmind-set,orinotherwords,anincrementalviewofintelligence,wherethebeliefthat
talentsandabilitiesmaybeconsistentlydevelopedthroughpersistenceprevailsratherthanthe
beliefthatintelligenceisfixedandunchangingasinanentityview(Dweck,2016,para.5;Ehrlinger,
Mitchum&Dweck,2016,p.95).Overall,theaiminbuildingrelationshipswithparentsistofoster
thekindofresiliencethatleadstotheholisticdevelopmentandaccurateself-assessmentofboth
thestudentandtheteacher.
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Task2:Planning,Assessing,RecordKeepingandReporting UnderstandingbyDesign(UbD)UnitPlan
HEATTRANSFERHowdoestemperatureaffectourdailylives?
YearLevel:3 Teacher:ChristinaWojnarFocusCurriculumAreas:Science,Technology&Mathematics Duration:4weeks
STAGE1:DesiredResults• Science:studentsusetheirunderstandingofthebehaviourofheattosuggestexplanationsforeverydayobservations
• Technology:studentsdesignproductstobestmeetneedsoftheirenvironment
• Mathematics:studentsinterpretandcomparedatadisplays.
GeneralCapabilities(GP)
�Literacy �Numeracy �ICT �CriticalandCreativeThinking
�EthicalBehaviour �PersonalandSocial �InterculturalUnderstanding Cross-curriculumPriorities(CCP) �AboriginalandTSI
HistoriesandCulture�AsiaandAustralia’sEngagementwithAsia
�Sustainability
YearLevelContentDescriptorsLearningarea1:Science
• Achangeofstatebetweensolidandliquidcanbecausedbyaddingorremovingheat(ACSSU046)
• Heatcanbeproducedinmanywaysandcanmovefromoneobjecttoanother(ACSSU049)
YearLevelAchievementStandardsLearningarea1:ScienceBytheendofYear3,studentsusetheirunderstandingof…thebehaviourofheattosuggestexplanationsforeverydayobservations.Studentsusetheirexperiencestoidentifyquestionsandmakepredictionsaboutscientificinvestigations.Theyfollowproceduresto
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Learningarea2:Technology
• Investigatethesuitabilityofmaterials,systems,components,toolsandequipmentforarangeofpurposes(ACTDEK013)
• Critiqueneedsoropportunitiesfordesigningandexploreandtestavarietyofmaterials,components,toolsandequipmentandthetechniquesneededtoproducedesignedsolutions(ACTDEP014)
Learningarea3:Mathematics
• Identifyquestionsorissuesforcategoricalvariables.Identifydatasourcesandplanmethodsofdatacollectionandrecording(ACMSP068)
• Collectdata,organiseintocategoriesandcreatedisplaysusinglists,tables,picturegraphsandsimplecolumngraphs,withandwithouttheuseofdigitaltechnologies(ACMSP069)
• Interpretandcomparedatadisplays(ACMSP070)
collectandrecordobservationsandsuggestpossiblereasonsfortheirfindings,basedonpatternsintheirdata.Learningarea2:TechnologyStudentsexplainhowproducts…aredesignedtobestmeetneedsofcommunitiesandtheirenvironments.Studentscreatedesignedsolutionsfor…prescribedtechnologiescontexts.Theyexplainneedsoropportunitiesandevaluateideasanddesignedsolutionsagainstidentifiedcriteriaforsuccess,includingenvironmentalsustainabilityconsiderations.Learningarea3:MathematicsStudentsinterpretandcomparedatadisplaysandconductsimpledatainvestigationsforcategoricalvariables.
Knowledge• Heatisaformofenergythatlivingthingsareabletofeel.
• Heatmaybeproducedinmanyways,suchasthroughfriction,electricity,orchemicallybyburning.
• Heatmaymovefromoneobjecttoanotherinthreedifferentways:conduction,convection,andradiation.
• Theprocessofheattransferthroughconductioniswhentwoobjectsatdifferenttemperaturestouchandheatfromthewarmerobjecttransfers(conducts)tothecoolerobject.
• Theprocessofheattransferthroughconvectioniswhenmoleculesofliquidorgasmatterthatarechargedwithheatenergyriseandcoolmoleculessink.
• Theprocessofheattransferthroughradiationistheflowofenergyfromasourceintheformofinfraredwaves.
SkillsStudentswillbeableto:
• Identifychangesthatoccurineverydaysituationsduetoheatingandcooling.• Recognisethatheatcanbefeltandmeasuredusingathermometer.
• MeasurethetemperatureusingtheCelsiusscalewithavarietyofthermometers.
• Understandthepurposeofusingdifferenttypesofthermometers.
• Readandrecordtemperaturesusingcorrectsymbolicrepresentations.
• Designefficientwaystotrapheatenergyand/orinsulateice• Providearationalefortheirideas.• Drawsimplediagramsdepictingtheprocessesofheattransfer:conduction,convection,andradiation.
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• Increasedvibrationofmoleculesleadstoexpansionofmatterathighertemperaturesanddecreasedvibrationcausesmoleculesinmattertocontractatlowertemperatures.Forexample,watermoleculesvibratealotandspread/expandwhenheated(whicheventuallyleadstoevaporation).Likewise,theyslowdownandcontractwhencooled.
• Somematerialsarebetterconductorsofheatthanothersi.e.metalsaregoodconductorswhereaswood,fabricandplasticarepoorconductors.
• TheoriginsoftheCelsiusscalei.e.AndersCelsiusdesignedtheCelsiusscaleusingboilingandfreezingpointsofwater.
• Thebodytemperatureofahealthypersonis36-37°C.
• Recogniseandunderstandsymbolicrepresentationsoftemperaturereadings,suchasthesymbolfordegreesCelsius.
• Drawsimplediagramsdepictingthemovementofmoleculesineithertheirexpandedform(hightemperature)orcondensedform(lowtemperature).
• Verballyexplainthescientificprocessesofheattransferusingappropriateterminology.
• Applytheirunderstandingofheattransfertoexplaineverydayphenomena.
• Recallrelevantinformation,suchasthetemperatureofhealthypersonis36-37°C.
• Purposefullycollect,recordandorganisetemperaturereadingsintolists,tables,picturegraphsandsimplecolumngraphs,withandwithouttheuseoftechnology.
• Analyse,interpretandcomparesimpledatafromlists,tables,picturegraphsandsimplecolumngraphstoinformtheirtechnologicaldesigns.
LEARNINGOUTCOMES:
Bytheendofthisunit,studentswillbeabletoexplainanddrawdiagramstodepictthethreeprocessesofheattransfer:conduction,convection,andradiation.Theywillbeabletopurposefullycollect,recordandorganisetemperaturedatausingtheCelsiusscaleandthermometers.Studentswillbeabletousethedatatheyhavecollectedtoinformtheirinvestigationofkeepingicefrozensustainablyinthesunwithoutusingelectricity.Theywillbeabletoprovidearationaleforthecommonhouseholdmaterialstheyhavechosenfortheirdesignsbyapplyingtheknowledgetheyhavegainedaboutthethreeprocessesofheattransfer.Theywillrecordmeltingtimesintablesandcomparetheeffectivenessoftheirdesignwiththatoftheirpeers.
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STAGE2:AssessmentEvidence
SummativeTask:Studentswillworkinpairstodesignandmakeasustainabledevicethatkeepsicefrozenforaslongaspossibleinthehotsunusingcommonhouseholdmaterialsonly.Thecoolingdevicewillbesubmittedwithanaccompanyingreportthatprovidesarationaleforthedesignmaterials.Cleardiagramsmustbeincluded.Noelectricitymaybeusedforrunningthedevice.Studentsmaychoosetopresentineitherwritten,oral,graphicormulti-modalformatsanditmustbeevidentthatstudentshaveusedthedatatheyhavecollectedtheknowledgetheyhavegainedthroughouttheunittoinformtheirdesign.Theirfinalcoolingdevicewillbetestedwithatimeronadesignateddaytogetherwiththeirpeerstoseehowlongitkeepsicefrozen.
Students’scientificandmathematicalknowledgeandunderstandingswillalsobeassessedthroughsciencejournals(worth20%unitmarks,seemarkingtemplate)aswellasatraditionaltest(worth10%ofunitmarks,seeAppendixI).
AssessmentCriteria:Studentswillbeassessedaccordingtotheeffectivenessoftheircoolingdesigninkeepingicefrozenforaslongaspossibleandhowthisalignswiththeirrationale.Theirreportwillbeassessedforsoundscientificunderstandingofheattransferprocessesaswellastheuseofcleardiagramsandrepresentationanduseofmathematicaldatabothonthereportandintheirsciencejournals.Thestudents’abilityforself-reflectionwillbeassessedaccordingtothewrittenconclusioninthereport(seesummativeassessmentmarkingrubric).
Assessmentrecordingtemplate:Anannotatedmarkingrubricwillbeprovided.Icemeltingtimeswillberecordedinatable.Studentspresentingorallyormulti-modallywillbefilmed.Testmarkswillbecollatedonatablewithothersummativeassessments(sciencejournal&investigation).Feedback:
OtherAssessmenttasks:
Diagnostic(formal,informal)1.Classquestioninganddiscussionattheopeningoftheunitaboutstatesofmatterandheatenergyandtransfer.Studentstousetrafficlightindicators(adaptedfromPopham,2011,p.160).Resultsrecordedontemplate.
2.Classquestioninganddiscussionrecapattheopeningofmostlearningactivities.Resultsrecordedontemplate.
Formative(formal,informal)1.Shortanswerandmultiplechoicequizzesaboutscientificknowledge(peermarked).
2.Frequentclassquestioning,discussionandobservation.Anecdotalnotesrecordedonatemplateperlearningactivity.
3.Summative
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Anannotatedmarkingrubrictogetherwithampleclassandgroupdiscussions.
Self-assessment:Studentswillcompareanddiscusstheresultsandeffectivenessoftheirinvestigationoutcomewiththeirpeersandasaclass.Theywillwriteaconclusionfortheirreportaswellasashortreflectionoftheirlearningovertheentireunit.ThereflectionwillbesupportedwithaKWLchartandwillbeaddedtotheirsciencejournals.
STAGE3:LearningExperiencesandInstruction
LearningExperiences
Diagnostic&FormativeAssessment
Resources
Learningexperience1DiagnosticAssessments:
1. Questioningandclassdiscussion.Studentsindicatetheirunderstandingusingtrafficlightcups(adaptedfromPopham,2011,p.160).
2. Studentsformgroupsoffouranddemonstratetotherestoftheclasshowmoleculesmoveinsolids,liquids,andgas.Discuss.
Discussionandteacher-studentjointconstructionofmarkingcriteriaforassessments.StudentsformgroupsoffourandtobrainstormdifferentsourcesofheatusingamindmapusingA3paper.Introducethetopicandexplainheatasaformofenergy.WatchEureka!Episode28HeatasEnergy.Studentsdrawtheirdepictionofheatenergyintheirsciencejournals.
Diagnostic:1. Recordquestionanddiscussion
observationsusingtemplate.2. Observestudentgroupwork.Take
anecdotalrecords.3. ScienceJournal.4. Mindmaps.
• IWB• Diagnostictestrecording
sheet• Setoftrafficlightcupsfor
eachstudent• https://www.youtube.com/w
atch?v=o3gN9wI_w64• ScienceJournals• A3paper
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Learningexperience2Discusswhatwaslearntinthepreviouslesson.Explainheatconductionusingdiagramsontheboard.Studentscopyintotheirsciencejournals.WatchConduction[Eureka!](eloengee,2010)videoclip.Conductclassexperimentonheatconduction(seeConductionofHeat–ElementaryScience[Elearnin,2012]videolink)followedbyjointtextconstructionofexplanationanddiagramdrawing.Studentscopyintotheirsciencejournals.Classdiscussion.Startawordwall.
Formative:1. Classdiscussion.2. ScienceJournal.
• https://www.youtube.com/watch?v=wV7gzcKegdU
• https://www.youtube.com/watch?v=w_IbPRNZ6ho
• Cardforwordwall• ScienceJournals• IWB• Wax• 5Nails• MetalRod• Sciencedistillationclampto
holdrod
Learningexperience3IntroducethethermometerandtheCelsiusscale.Watchanderscelsius(LizzyBlomfield,2010).JointtextconstructiononAndersCelsius.Studentscopyintosciencejournals.Predict,measure,andrecordinatablethetemperatureofwater:inacupatroomtemperature,akettlethathasjustcometotheboil(teachertoassist),andwithiceinit.Likewise,withoutdoorandclassroomtemperaturesandalsobodytemperature.Studentsuseavarietyofalcohol,digitalandinfraredthermometers(monitorhygiene).Pastetableintosciencejournal.Discuss.Addtowordwall.Beginclassdailytemperaturelog.
Formative:1. Recordinsciencejournal.2. Observation.Takeanecdotal
records.3. Classdiscussion4. One-to-onediscussion
ScienceJournal
• https://www.youtube.com/watch?v=XKB99pFnYlI
• 2xwallthermometer• 2cups• Ice• Kettle• Alcoholthermometers• Infraredthermometers• Digitalthermometers• ScienceJournals• Card• Anti-bacterialgel
Learningexperience4FormativeAssessment:Shortanswerquiztogaugelearningfrompreviouslessons.Studentsnumberandwritetheiranswersonascrappieceofpaper.Studentsswaptheiranswerswithapeertomark.Answersarediscussedasaclass.
Formative:1. Shortanswerquiz2. ScienceJournal
• Scrappaper• ScienceJournals
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Goodandpoorconductorsofheat.Studentstimeandrecordhowlongicetakestomeltondifferenttypesofmaterial.Theyrecordtheirresultsinatableintheirsciencejournals.Theyexplainwhyverballywiththeirpeersandinclassdiscussion.Learningexperience5
Explainheattransferbyconvection.Supportexplanationwithdiagramsontheboard.WatchCONVECTIONWITHTHESCIENCEGEEKS(ScienceGeeks,2013).ConductConvectionCurrentsexperimentpage48inScienceExperimentsbookbyChrisOxlade(1998).Recordinsciencejournals.Discuss.WatchEureka!Episode27Convection(farrahannedhaliwal,2012).Beginat40secondmark.Conductconvectioninkandwaterexperiment.Teacherresource:seeRyanKirkpatrick’s(2014)videolink.Recordinsciencejournals.
Formative:• ScienceJournal
• https://www.youtube.com/watch?v=liKcJKjvFcY
• https://www.youtube.com/watch?v=B8H06ZA2xmo
• https://www.youtube.com/watch?v=NuxMRpWvsdw
Learningexperience6Recaponthebigideaslearntsofarthroughclassdiscussionandshortmultiplechoicequiz.Peermarkingforquiz.Discussanswersasaclass.Explainheattransferbyradiation.Supportexplanationwithdiagramsontheboard.WatchRadiation(Eureka!)(eloengee,2010).Conductexperimentwithdifferentcoloursofpapercoveringglassesofwaterinthesun.Studentspredict,record,measureandcomparetemperatureincreasesbetweenthedifferentcolouredpaperatagiventimeinterval.Recordfindingsinatableinsciencejournals.Discuss.
Formative:1. Classdiscussion2. Shortmultiplechoicequiz
• https://www.youtube.com/watch?v=2JZciWtK6vc
• Red,white,andblackpaper.• 3xglasswarmwater.
Learningexperience7Recaponbigideassofarthroughquestioninganddiscussion.
Formative:1. Classdiscussionandquestioning.2. Shortanswerquiz.
• https://www.youtube.com/watch?v=FJTD-GptXU4
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WatchEureka:conduction,convection,radiation(Kim,2015).Discussgoodandpoorconductorsofheat,includingreflectivepropertiesofshinysurfacesasrepellentsofheattransferviaradiation.Havestudentssortgoodandpoorconductorsintocategories.ConductHeatConductionexperimentfromScienceExperimentsbookpage49byChrisOxlade(1998).Studentspredictandobservewhichwillmeltandslidedownthehandlefirst.Discuss.Shortanswerquizonscrappaper.Usereallifeexamplesofheattransferandaskstudentstodeterminewhichmethodofheattransferistakingplace.
• Wooden,plastic,andmetalspoonallofsimilarsize.
• Largemug/jarofveryhotwater.
• ScienceJournals• Scrappaper
Learningexperience8Recaponbigideasthroughclassdiscussion.Summativetest.Supportstudentswithlowliteracylevelsbyreadingoutthequestionsand/orscribinganswers.
Dualpurposesummative&formativetest.Weighting:10%
• Printedtest(seeAppendixI)
Learningexperience9Studentsreviewtestmarksandfeedback.Teacheraddressesanymisconceptions.Studentsworkontheirinvestigationreports(duenextlesson).
Dualpurposesummative&formativetest.Weighting:10%
Learningexperience10Timersaresettoseehowlongtheicetakestomeltforeachprojectdesign.Studentspresenttheirfinaldesignprojectstotheclass.Theyprovidefeedbacktotheirpeersusingthemarkingrubricasaguide(theteachermayassistwithexplaintherubric).Studentscommentverballyonhowtheyfeeltheywent.
Summative:InvestigationReportWeighting:60%Peerandself-assessment.
Learningexperience11
Summative:InvestigationReportWeighting:60%
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Studentsdiscusstheirinvestigationoutcomestheirpeersbeforewritingaconclusionfortheirreport.Teachertosupportstudentswhostrugglewithwritingormodeltextconstruction.Learningexperience12Studentsreflectonthefinalfeedbackfortheirsciencejournalsandinvestigationreports.Theydiscusstheirlearningthroughouttheunitincludingtheoutcomeoftheirdesignprojectsingroupsoftwoorthree.TheywriteashortreflectionontheunitintheirsciencejournalsandcompleteaKWLchartabouttheirlearning.
Dualpurposesummativeandformativeassessment:ScienceJournal.Weighting:30%Self-assessment.Summative:InvestigationReport.Weighting:60%
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RecordsFile
SummativeAssessmentRecordKeeping
ClassList:SummativeAssessmentScoresCollatedName Test
(marksoutof75)Weighting:10%(divide%scoreby10foroverallmarkcontribution)
Score%
ScienceJournal(marksoutof30)Weighting:30%
Score%
InvestigationReport(marksoutof60)Weighting:60%
Score%
OverallMark%
ClassList:IceMeltingTimesName Meltingtimeinminutes
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SummativeAssessmentMarkingRubricGeneratedwithrubistar.4teachers.org
HeatTransferInvestigationReport
TeacherName:ChristinaWojnarStudentName:________________________________________
CATEGORY 4 3 2 1 ScientificConcepts
(20marks)Reportillustratesanaccurateandthoroughunderstandingofscientificconceptsandrelatestothethreeprocessesofheattransfertogetherwithahighlyconvincingrationaleforthecoolingdesign.
Reportillustratesanaccurateunderstandingofmostscientificconceptsandrelatestothethreeprocessesofheattransfertogetherwithaconvincingrationaleforthecoolingdesign.
Reportillustratesalimitedunderstandingofscientificconceptsandrelatestooneormoreprocessesofheattransfertogetherwithareasonablerationaleforthecoolingdesign.
Reportillustratesinaccurateunderstandingofscientificconceptsrelatingtoheattransfer.TherationalewasnotincludedORisunreasonable.
Drawings/Diagrams(10marks)
Clear,accuratediagramsareincludedandmaketheinvestigationeasiertounderstand.Diagramsarelabelledneatlyandaccurately.
Diagramsareincludedandarelabelledneatlyandaccurately.
Diagramsareincludedandarelabelled.
NeededdiagramsaremissingORaremissingimportantlabels.
Data(10marks)
Professionallookingandaccuratemathematicalrepresentationofthedataintablesand/orgraphs.Graphsandtablesarelabelledandtitled.
Accuraterepresentationofthemathematicaldataintablesand/orgraphs.Graphsandtablesarelabelledandtitled.
Accuraterepresentationofmathematicaldatainwrittenform,butnographsortablesarepresented.
DataisnotshownORisinaccurate.
ExperimentalHypothesis(15marks)
Theicedidnotmeltwithinthegiventimeframe.Therelationshipbetweenthevariablesandthepredictedresultsrevealsadeepunderstandingoftheunitconcepts.
Theiceonlypartiallymeltedwithinthesettimeframe.Therelationshipbetweenthevariablesandthepredictedresultsisreasonablebasedongeneralknowledgeandobservations.
Theicemeltedslowlywithinthesettimeframe.Thoughtherationaleseemsreasonable,itappearstobebasedonflawedlogic.
Theicemeltedveryquickly.Therelationshipbetweenthevariablesandthepredictedresultsdoesnotcorrelate.
Conclusion(5marks)
Conclusionincludeswhetherthefindingssupportedtherationale,possiblesourcesoferror,andwhatwaslearnedfromtheinvestigation.
Conclusionincludeswhetherthefindingssupportedtherationaleandwhatwaslearnedfromtheinvestigation.
Conclusionincludeswhatwaslearnedfromtheinvestigation.
NoconclusionwasincludedinthereportORshowslittleeffortandreflection.
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DiagnosticandSummativeAssessmentRecordKeeping
LearningExperience1DiagnosticAssessmentRecordSheetStudentstouseTrafficLightIndicatorsontheirDesks.
SUREMostorallofclasswereconfidenttheycouldprovideanadequate
answer
PARTLYSUREApproximatelyhalfoftheclass
wereabletoprovideanadequateanswer
UNSURENoorhardlyanystudentscould
answerthequestionWhatdoyouknowaboutthestatesofmatter?Adequateanswer:Includesmentionofthetermssolid,liquid,andgasandanyelaboration.
Describe,drawadiagramontheboardorexplainthenatureofmoleculesinsolids,liquids,andgasses.Adequateanswer:Moleculesaredenselypackedforasolid,looselypackedforaliquid(thematterformstheshapeofthecontaineritisin),andfloatingforagas(thematterspreadstofilltheatmosphereitisin).
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Whatisheatinscientificterms?Adequateanswer:Aformofenergy
Cananyonetellmeanythingaboutheattransfer?Adequateanswer:Heatistransferredthroughtheprocessesofconduction,convection,andradiationandanyelaborationsontheseprocesses.
WhatistheCelsiusscale?Adequateanswer:UsedtomeasuretemperatureindegreesCelsius.
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MarkingCriteriaforScienceJournal
Note:tobecompletedaftereachsciencejournalentryasusedforbothformativeandsummativeassessment.
Exemplary Satisfactory UnsatisfactoryThesetworkforthedayhasbeencompleted.
Comment: Comment:
Comment:
Allelementsthatwerediscussedinclasstoadyhavebeenincludedandareconceptuallysound.
Comment:
Comment: Comment:
Diagramsandtexttoconveymeaningareclearandlegible.Arrowshavebeenincludedwereappropriate.
Comment: Comment: Comment:
Datatablesandtemperaturerecordsaremathematicallysound.
Comment: Comment: Comment:
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AnecdotalRecordsTableTobecompletedduringandaftereverylearningactivity
Date Strengths Weaknesses OtherComments
UnitPlanExplanation TheUnderstandingbyDesign(UbD)planningstrategyisahighlypracticaltoolforteachersasit
helpskeepcurriculumrequirementsassessmentconsiderationsinsightwhenplanninglearning
evidenceandactivities.Hence,thisunithasbeendesignedusingtheUbDtemplatesothat
assessmenttightlyalignswiththeachievementstandardsoftheAustralianCurriculum(AC)and
withlearningtasks.Furthertodiscussingthisalignmentindetail,thefollowingexplanationexplores
howthisunitisinnovative,creative,realworld,andempoweringforstudentsthroughcareful
selectionofappropriatelearningexperiencesandassessments.
Acentralfocusofthisunitofworkisthescientificconceptofheattransfer.Thisconceptislinked
withthesubjectsofDesignTechnologiesandMathematics.Together,thesethreesubjectareasand
theirrelatedcurriculumcontentinformedfirstly,theassessmenttasksthatweresetaslearning
evidencebeforelearningactivitieswereconstructedintheplanningprocess,asWigginsand
McTigheprescribe(2011,p.4).Toelaborate,theunitrelatestoYear3ScienceAchievement
StandardoftheACbyhavingstudentsexplorethebehaviourofheatandsuggestexplanationsfor
everydayobservationsinrelationtoheat.Moreparticularly,theunitfocusesonthepartofthe
SciencecontentdescriptorACSSU049thatexplores“…howheatcanmovefromoneobjectto
another”(AustralianCurriculumandAssessmentReportingAuthority[ACARA],2016).Throughout
theunit,studentsbuildontheirexperiencesandlearningaboutheattransfer,particularlythrough
hands-onexperiments,toprovidearationaleforthefinaldevicetheydesignandcreatetokeepice
frozen.Thisfinaldesigntechnologyisaccompaniedbyareportproducedbythestudentsthat
outlinesscientificknowledgeandmathematicaldataaswouldbeexpectedataYear3level.For
buildingmathematicaldataliteracy,studentsfollowprocedurestocollectandrecordtemperature
observationsandsuggestpossiblereasonsfortheirfindingsbasedonpatternsintheirdata.This
datacollectingaspectoftheScienceAchievementStandardlinkscloselywiththeYear3
MathematicsAchievementStandardwherestudentsarerequiredtointerpretandcomparedata
displaysandconductsimpledatainvestigationsforcategoricalvariables(ACARA,2016).Thedesign
aspectoftheunitalsoalignswiththeDesignTechnologiesAchievementStandardoftheACwhere
studentscreatea“designedsolutionforaprescribedcontext”,whichisinthisunit,keepingice
frozeninthehotsun(ACARA,2016).Atthecloseoftheunit,studentsevaluateideasanddesigned
solutionsagainstidentifiedcriteriaforsuccess.Thus,thefirststageoftheUbDprocesshasenabled
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astrongcorrelationbetweentheunitassessmenttasksandtherequirementsoftheACduringthe
planningprocess.Theunitalsoincludestheuseofdifferentassessmenttypesandrecording
formats.
Thisunitonheattransferopenswithadiagnosticassessmentofpriorknowledge,whichisan
assessmentstrategythatiscrucialtostudents’learningandmotivation.Butt(2010)observesthat
theconstructivistmodelofteachingandlearningimpliesthatstudentsaretaughtwithina
frameworkofwhattheyalreadyknow(p.18).Thus,adiagnosticassessmentofbothstudents’prior
knowledgetakesplaceintheveryfirstlearningexperienceusingtraffic-lightindicatorsduring
questionanddiscussiontime,suchassuggestedbyteachersinpractice(Popham,2011,p.160).
Thelevelofunderstandingthattheteacherobservesthroughthisexperienceisrecordedona
templateandusedtoinformteachingandtomakeanynecessaryadjustmentstotheunitplan.
Theunitplanalsoincludesothertypesofassessmentandrecordingformatsthatarerelativethe
outcomebeingassessed.ReadmanandAllen(2013)describethecontent-basedapproachto
planningasa“pushingout”processwhereteachingtimeisdividedintolearningchunkswithmajor
summativeassessmentsslottedinattheendasa“bolt-on”(pp.66-67).Thecontent-based
approachisoftencharacterisedbyintermediatequizzesandteststoensurestudentsaremaking
progresswithfactualrecallofinformation(p.67).Thisheattransferunithasretainedsome
attributesofthecontent-basedapproach,particularlywhenconsideringthepresenceofquizzes
andatest.However,thepurposeofthequizzesandthetestisnotmerelyforfactualrecallof
informationbutrathertomakeoccasionforformativeassessmentandtimelyfeedbackaswellas
formingpartofa“back-filling”processinpreparationforthesummativeassessment(p.67).
Popham(2011)supportsthisnotionbyencouragingteacherstomonitorstudents’masteryofa
learningprogressionandcollectevidenceforeachbuildingblockintheprogression(p.190).While
itisarguedthatteachersshouldmoveawayfromtraditionaltesting,itmaybenotedthatboththe
testandthesciencejournalintheunitplanaresophisticallyutilisedforthedualpurposeof
formativeandsummativeassessment(Hayes,Mills,Christie&Lingard,2006,p.88).Thisis
apparentintheClassList:SummativeAssessmentScoresCollatedtableonpage16ofthisreport,
particularlywhenconsideringtheweightingforeachassessment.Thesciencejournallistedinthis
tableisassessedthroughouttheunitusingthesciencejournaltemplatethatstudentshaveaccess
toeachtimeitisused.Theculminationofassessmentsinthiswayfeedsintothesummative
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assessmentscores.Thetestlistedinthetableisassessedapproximatelythree-quartersoftheway
throughtheunitsothatstudentsmayusethefeedbackfromthetesttoinformtheirfinalreport.
Themostheavilyweightedsummativeassessment(investigationreport)involvescreating,
predicting,andreflecting,whichiswellbeyondthedeclarativelevelofknowledgeandmore
towardsextendedandabstractunderstandingswhencomparedagainstBiggsandCollis’(1982)
SOLOtaxonomy(ascitedinReadman&Allen,2013,p.71).Forexample,studentscreateadevice
thatkeepsicefrozenusingtheirdeclarativeknowledge.Theythenevaluatetheeffectivenessof
theirdesignbyusingtheirobservationskillsanddatacollectingskillstogetherwithanalysing
feedbackfrompeersandtheteacher.Thus,traditionalformsofassessmentareusedasformative
assessmentinthisunit,whichfeedsintothefinalsummativeassessmentpiecerequiringhigher
orderthinking.TheseapproachestoassessmentreflectsAITSLstandard5.2wherehighly
accomplishedteachers“selectfromaneffectiverangeofstrategiestoprovidetargetedfeedback
basedoninformedandtimelyjudgementsofeachstudent’scurrentneedsinordertoprogress
learning”(AITSL,2014).ReadmanandAllen(2013)supportstheseapproachesbyproposingthat
well-designedassessmentiscentraltothelearningprocess(p.XXIII).Theyfurtherpurportthat
authenticassessmentisanon-negotiableintolearning(p.15).Therefore,thesummative
assessmentofaninvestigationreportinthisunitenablesstudentstoapplytheirfactualknowledge
totherealworldinanauthenticway.
Themostheavilyweightedsummativeassessmentintheunitisaninvestigationreportthatisset
withinareal-worldcontext,whichreflectscurrentbeliefsabouteffectiveassessmentpractices.This
summativeassessmentisaccompaniedbyamplehands-ondatacollectioninleadactivities,suchas
measuringandrecordingtemperaturesusingthermometers,realscientificexperiments,suchas
theheatconductionandconvectionexperiments,andampleopportunitiesforclassdiscussions.
ThenatureofthesetasksepitomisesWigginsandMcTighe’s(2011)descriptionofthreenoteworthy
typesoflearning:acquisition,meaning-making,andtransfer(p.102).Thisisevidentbystudents
practicingskills,suchasmeasuringandrecordingrealtemperatures,inrealcontextsandforthe
purposeoftheinvestigationtotherebyconstructdeepermeanings.Furthermore,assessing
knowledgeacquisitionprogressatregularintervalsnurturesstudents’knowledgerecalltothepoint
ofunderstandingandknowledgetransfer,thatis,toapplytheirknowledgetoanewsituation,and
tobeabletocontributesociallywithinacommunityoflearners(Wiggins&McTighe,2011,p.103).
Butt(2010)claimsthatlearningisbothaculturalandsocialactivitywherelearnersconstruct
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meaningsfollowingexposuretowiderangeofeducationalexperiences(p.15).Thisunitprovides
ampleopportunitiesforsocialconstructionofknowledgeintheseauthenticwaysbyinitiatingclass
andpeerdiscussionsineverylearningexperience.Furthermore,discussionsinlearningactivities2-
7arebasedonauthenticscienceexperimentsthattakeplacebeforeanyscientificknowledgeand
understandingsinrelationtotheseexperiencesaremoreformallyassessed,eitherintheformof
quizzes,thetest,orthefinalreport.Theseauthenticlearningexperiencesfeedintostudents’
creativeabilitytodesignatechnologymadefromcommonhouseholdmaterialsthatkeepsice
frozen,whichistestedandtimedusinga‘real’iceand‘real’heatfromthesun.Inconsiderationof
authenticityinassessments,itmaybementionedthatstudentsaregivenadegreeofchoiceasto
howtheypresenttheaccompanyinginvestigationreportfortheirdesign;forexample,written,oral
ormulti-modal.Thisdegreeofchoiceallowsforlearnerdiversityleadingtomoreauthenticand
“valid”assessment(ReadmanandAllen,2013,p.46).Additionally,theconceptualnatureofthis
summativeassessmentlooselylinkstoglobalwarmingandmaypotentiallyformearly
understandingsregardingsustainabilityissues,suchasmeltingIcelandicregionsaffectedbyglobal
warmingandalsothe‘reduce,re-use,recycle’mentalitybehindcreatingtechnologieswith
commonhouseholdmaterials.Thus,thefinalassessmentandthelearningactivitiesinthisunitare
richandcreativeastheyrequirestudentstoconnectandapplytheirknowledgetorealworld
situationsbeyondthatoftheclassroomenvironment.Theseauthenticlearningexperiencesallow
forfrequent,timelyandconcentratedfeedback.
Feedbackisanintegralpartofthisunitofinquiry,whichiscrucialfordeeplearningtotakeplace.
ReadmanandAllen(2013)suggesttherearethreeprinciplestofeedbackthatpromotedeepand
self-regulatedlearning.Thesethreeprinciplesare:deliveringhighqualityfeedbackthatallowsfor
self-correction;encouragingpeerandteacherdialoguearoundlearning;andproviding
opportunitiesforstudentstoactonfeedback(pp.102-104).Ithasalreadybeenmadeclearthatthe
secondprincipleofencouragingdialoguearoundlearningisinherentinthisunit.However,theunit
alsopresentsopportunitiesforhighqualityfeedbackthatenablesself-correctioninnon-
threateningways.Onesuchopportunityistheuseofscrappaperfortheshortanswerquizzesthat
aremeantforfocusingonconceptualunderstandingsinlearningexperiences4,6,and7.Theuseof
scrappaperisintentionaltomakethequizmoreinformalandsothatstudentsplacemore
emphasisontheirownconceptualdevelopmentratherthanonachievingadesirableandlong-
lastingtestscore.Havingstudentspeermarkthequizanddiscusstheanswersimmediately
Page26of39
afterwardthequiztakesplaceprovidesopportunityfortimelyfeedbackandforself-correction.Ifa
studentperformspoorlyheorsheknowsthatthepaperwillbethrownawayandtherewillbean
opportunitytotryagain.Thiscreatesanemotionalenvironmentthatenablesgrowth,whichis
importantforboththeacademicandholisticdevelopmentofstudents(Pollard&Pollard,2014,p.
328).ItmaybenotedthatBlackandWiliam(2001)claimformativeassessmentofthisnaturehelps
studentswhoarestrugglingmorethanthosewhoarenotandtherebyreducesthespreadof
attainmentwhileconcurrentlyachievinghigherlevelsofclassunderstandingsoverall(p.3).Other
feedbackstrategiesintheunitinvolveexplicitlysetcriteriathatmovesawayfromevaluativeand
comparativepracticestoclearlyarticulatedknowledgeandskills(Readman&Allen,2013,p.104).
Thisisparticularlyevidentinthefirstlearningexperiencewheretheteacherinitiatesaclass
discussiononwhatwillbeassessedlaterintheunitandhowitwillbeassessed.Thisfirstlearning
experienceallowsforjointconstructionofmarkingcriteriawithstudents,whichpromotesshared
learninggoals(Readman&Allen,2013,pp.89-91).Thoughamarkingrubricisalreadyinplacefor
thefinalassessmentwithintheunitbothforthesciencejournalsandtheinvestigationreport,
thesearesubjecttochangebasedonthediscussionofthisfirstlearningexperience.Thus,feedback
isbothintegraltothisunitplanandalsoreciprocalbetweentheteacherandstudent.Thisway,
learninggoalsaresharedandallowforlearningintransparentandnon-threateningways.
Assessmentoutcomesmustalsobesharedwithparentsandtherefore,needtobesupportedbya
culminationofaccuratedatarecords.
AsmentionedinPartAofthisreport,thereisincreasingpressureforteachertransparencyand
accountabilityinregardstoassessment,especiallyfromparentswhotakeaninterestintheirchild’s
developmentalprogress.ReadmanandAllen(2013)advisethatassessmentresultsshouldnot
comeasasurprisetoparents,particularlyiftheoutcomesareundesirable(p.159).Thisadvice
impliesthatparentsarenotonlyregularlykeptinformedabouttheirchild’sprogressbutalsothat
accuraterecordsmustmaintainedasajustificationforassessmentoutcomes.Furthermore,
Headington(2004)explainshoweffectiverecordingmechanismsassisttheteacherinremembering
significantinteractionsandevents(p.60).Hence,theunitpresentsnumerousrecordkeeping
tables,suchastheanecdotalnotestableandthesummativeassessmentcollationtable.However,
Headington(2004)alsostatesthatitishowteachersanalyserecordswithinthelearningprocess
thatdeterminessuccessfulformativedecisions(p.60).Therefore,effectiveteachingofthisunit
wouldrequirecarefuldiscernmentandprofessionaljudgementoftheassessmentdatacollected,
Page27of39
particularlyinthesummativeassessmentcollationtable.Professionalteacherjudgementtogether
withexplicitlystatedmarkingcriteria,suchasthoseoutlinedinthemarkingrubricforthe
investigationreport,worktowardsthetransparencyandaccountabilitythatparentsandother
stakeholdersofeducationexpecttosee.Thus,theunithasmechanismsinplacethatenables
effectivereportingjustificationtoparents.
Insummary,thisunitwasplannedusingtheUbDplanningstrategy,whichledtohighlyintegrated
assessmenttasks,curriculumalignment,andlearningexperiences.Theunitfocusesonthebigideas
ofheattransferandtemperature,whicharetiedtwoothersubjectsfromtheAC:Mathematicsand
DesignTechnology.Assessmenttasksintheunitareinterwoven,rangingfromformalassessments
types,suchasasciencejournal,atestandasummativereport,toarangeofinformalassessments,
suchasdiagnosticdiscussions,non-threateningquizzes,questioning,self-evaluation,andreflection.
Someoftheassessmentsserveadualpurposeofformativeandsummativeassessment.The
weightiestsummativeassessmentintheunitrequiresstudentstoapplytheirknowledgeand
understandingsinanewandauthenticcontext.Thissummativeassessmenttaskrequiresstudents
todesignandmakeadevicethatkeepsicefrozeninthehotsun.Theassessmentissupportedbya
reportthatismarkedagainstexplicitmarkingcriteriathatisadjustedthroughjointconstruction
anddiscussionattheoutsetoftheunit.Studentsaregivenadegreeofchoiceonhowtheywould
liketopresenttheirreporttoallowfordiverselearners.Throughouttheunit,multiplerecord
keepingmeasuresaretakentoensureaccountabilityandtransparencyismaintainedandreport
justificationsmadebemadewithease,particularlyforparents.
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AppendixITest
Year 3 Test
Temperature & Heat Transfer
Weighting: 10%
To be used for both summative and formative assessment.
NOTE: Some extracts from Science Now by Lauren O’Brien (2015)
Name:________________ Date: / /
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Name the man in the picture (1 mark): ___________________________ Write as much information as you can about this man. For example, the country he was from, his occupation, and the work he became famous for (4 marks).
____________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________ Using the correct symbols, write the temperature of… (5 marks) A healthy person: _______ Freezing water: _______ Boiling water: _______ The temperature outside at the moment: _______ The temperature in the classroom (approximately): _______
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(10 marks)
Page35of39
Draw lines to match the pictures to the correct label. (4 marks)
Candy Thermometer Digital Thermometer
Wall Thermometer Infrared Thermometer
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List as many as you can. Your list may include colours also. (4 marks) Draw a diagram that shows how each of the following work: (6 marks) Conduction Convection
Radiation
CONDUCTORS Good Conductors of Heat
INSULATORS Poor Conductors of Heat
![Wojnar L. Image Analysis[c] Applications in Materials Engineering (1998)(en)(256s)](https://img.pdfslide.net/doc/110x75/577cc67b1a28aba7119e5ab1/wojnar-l-image-analysisc-applications-in-materials-engineering-1998en256s.jpg)
