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Growth in Assessment Competence

(A) EXPLANATIONS OF EXPECTED OUTCOMES FOR CONCEPT.

Level: Form 1

Unit: Scientific Measurement

Topic / Concept: Importance of Scientific Measurement

The concept of The Importance of Scientific Measurement is highly reflective of the

big idea of the unit which is:

Measurement is a fundamental concept employed across almost all disciplines. Scientific

measurement is importance since data obtained using the five senses are often unreliable.

Measurements can be obtained using specific tools; and often provide accurate and

reliable quantitative data. This data can be compared to standard values, leading to the

verification of information or formation of new theories.

As stated previously, specific tools are used to carry out scientific measurements. It is

important that students recognize that although it is easy to make judgments of

characteristics/phenomena using the five senses, the data obtained may not be as precise as

compared to if tools were used instead. For example, visual observations can be used to identify

whether an object is tall or short; however, a ruler or measuring tape can more precisely assign

values and confirmations can be made. Likewise, a person can detect whether a sound is loud

or soft; but more precise values of frequency and pitch can be determined using scientific

measurements.
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Students also need to be aware that scientific measurements are universal, as standard

units are used to express values. Also, the manner in which measurements are obtained, using

tools and formulae, is fixed. This makes communication of information relating to measurements

easier and more reliable. Therefore, the main aspects of the concept that students need to

recognize are that scientific measurement is important because:

(i) It is accurate

(ii) It allows standardization for easy communication and exchange of information

(iii) It makes up for the unreliability of the five senses.

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(B) SAMPLE TASK AND RUBRIC

Purpose of the task:

This task is designed through a series of activities; and provides a practical means of

delivering content and assist in students understanding of concepts. The task is student-centered;

and the teacher acts as a guide. Understanding the importance of scientific measurement can be

more easily understood through practical, visual, and hands-on exercises; therefore the task

provides these opportunities for the students.

Insights to be gained from performing the task:

Once students perform the task, they will be able to:

1. Appreciate the role/importance of scientific measurement in everyday life.

2. Understand how scientific measurement provides accuracy of data gathered.

3. Understand the importance of standardization in measurements.

4. Recognize that the five senses are unreliable in obtaining accurate information.

5. Apply knowledge and skills of scientific measurements to solving problems accurately.

6. Identify how scientific data can be communicated accurately across individuals and groups

once the appropriate forms of scientific measurements are used.

7. Appreciate the importance of scientific measurement in everyday life, and society as a whole.
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Aspects assessed by the rubric; and how it is used:

The rubric identifies:

(i) The objectives for each activity within the task

(ii) The classification according to Blooms taxonomy that is presented by each activity

(iii) The mark allocated for each objective within the various activities.

The rubric therefore highlights how knowledge, comprehension, and evaluation skills are tested

over a series of activities; and the final practical activity combines all that is learnt so that the

student can additionally utilize application and analysis skills. The rubric is organized in such a

manner that it ensures almost all categories within Blooms taxonomy are tested for a single

lesson. In addition, marks are awarded for each objective across certain ranges. This enables

students to gain marks based on the explanations and expressions. Students are not subjected to

either having only a right answer or a wrong answer; but rather the manner in which they answer

the question determines the appropriate mark to be allocated for each objective.
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SAMPLE TASK

Students will be organized into groups of four (4); and each student will be provided with a

worksheet for completing exercises for each activity.

Activity 1:

1. A template of a rectangle will be stuck on the whiteboard.

2. Each group will be provided with a sheet of construction paper and a pair of scissors. Students

will be required to examine the template on the whiteboard, return to their work area, and cut

a rectangle to the exact specifications of the template (without the use of a ruler).

3. Students are to compare their rectangle to the template on the whiteboard.

4. On their worksheet, students are to (i) explain what should have been done to ensure that their

rectangle is exact to that of the template using scientific tools, and (ii) explain how scientific

measurements provides accuracy.

Activity 2:

1. Each group will be provided with a strip of construction paper (6cm in width).

2. Each group will be instructed to cut their strip into a one-palm length section.

3. All groups will be required to stick their one-palm length section on the whiteboard and

compare how if they are the same or different.

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4. On their worksheet, students are to (i) explain why each groups one-palm length section was

different, (ii) explain how uses of scientific measurements allow standardization of

information, and (iii) explain the importance of standardization of measurements/data.

Activity 3:

1. Each group will be given two tomatoes labeled A and B.

2. Students will be required to determine which tomato is heavier, using only their hands to

estimate weight; and write their answer on the whiteboard.

3. On their worksheet, students are to (i) explain whether or not it was easy to determine the

desired characteristic using only the senses, (ii) suggest what appropriate form of scientific

measurement and tool could have been used to determine which was heavier, and (iii) discuss

how the unreliability of the senses make it difficult to make accurate and conclusive

decisions.

Activity 4:

Three stations will be set up consisting of:

Station A cardboard box supported on 4 styrofoam legs.

Station B small wooden block (cube).

Station C a variety of scientific instruments (scale, ruler, thermometer, measuring cylinder).

Students are presented with the following instructions:

1. Each group is to observe the materials in Station A and B.

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2. Each group is to suggest:

(i) How many wooden blocks in from Station B will be required to fill the box in Station A?

(All blocks must be packed neatly in the box).

(ii) The Styrofoam legs under the box in Station A can support a maximum weight of 3.5kg.

If the box weighs 0.5kg, how many wooden blocks can be packed into the box without the

styorofoam legs breaking?

3. Students will be required to write their suggested answers on the worksheet.

4. Students will be required to observe the materials presented to them in Station C; and will be

required to answer the questions presented in step 2 with the assistance of the suitable

materials from Station C.

5. Students are to compare their answers from steps 3 and 4.

6. Each group will be required to write their answer s for step 4 on the whiteboard; and assess if

all groups obtained the same answer or not.

Activity 5:

Explain the importance of scientific measurements with respect to daily activities, and society as

a whole.
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SAMPLE RUBRIC:

Activity & Objectives Classification of Allocation of Marks

Objectives

Activity 1:

1. Identify that a ruler can be Knowledge 1 mark accurate identification of

used to obtain accurate ruler as tool.

measurements.

2. Explanation of how Comprehension 3 marks Excellent explanation

scientific measurements 2 marks Good explanation.

provide accuracy when 1 mark Poor explanation

obtaining data/information. 0 marks No explanation

Activity 2:

1. Explanation of observed Comprehension 1 mark Reasonable explanation

variations in palm-length for differences.

sections. 0 marks no explanation provided.

2. Explanations of how the use Comprehension 3 marks Excellent explanation

of scientific measurements 2 marks Good explanation.

allows standardization of 1 mark Poor explanation

information. 0 marks No explanation

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3. Explanations of why Evaluation 3 marks Excellent explanation

standardization is important. 2 marks Good explanation.

1 mark Poor explanation

0 marks No explanation

Activity 3:

1. Explanation of whether or Comprehension 3 marks Excellent explanation

not it is easy to determine 2 marks Good explanation.

desired characteristics using 1 mark Poor explanation

only the five senses. 0 marks No explanation

2. Identification of the most Knowledge 1 mark accurate identification of

appropriate scientific tool that scale as tool.

can be used to determine

which tomato was heavier.

3. Discussion of how the Comprehension 3 marks Excellent discussion

unreliability of the senses 2 marks Good discussion

makes it difficult to make 1 mark Poor discussion

accurate and conclusive 0 marks No discussion

decisions.

Activity 4:

1. Discuss how accuracy, Comprehension 3 marks Excellent discussion

standardization, and Application 2 marks Good discussion

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unreliability of the senses Analysis 1 mark Poor discussion

were all key aspects in Evaluation 0 marks No discussion

conducting Activity 4.

Activity 5:

1. Explain the importance of Receiving (Affective) 3 marks Excellent explanation

scientific measurements with 2 marks Good explanation.

respect to daily activities, and 1 mark Poor explanation

society as a whole. 0 marks No explanation

TOTAL POSSIBLE MARKS 24 MARKS

Interesting activities that allow students a practical approach to understanding the concept of

measurements. Your rubric might benefit by stating more precisely ( maybe as a note) what you

mean by excellent, good and poor. How would someone else know your criteria?