Marking key for sample assessment task 1 Unit 1 – Construct a seismograph Description Marks Background /8 Introductory statements and activity aims 1–2 Background on classroom discussion topics How do scientists measure earthquakes? 1–2 Why do we need to measure earthquakes? 1–2 How are tsunamis formed and why do we need warnings about them? 1–2 Planning and constructing /10 Diagram clearly shows the structure of the seismograph 1–2 Clearly describes making the device 1–2 Describes design features 1–3 Explains why design features were included 1–3 Testing /11 Clearly describes the procedure to be used for testing 1–3 Shows a diagram or photograph of equipment set-up 1–2 Collects accurate results 1–2 Displays data in suitable format 1–2 Performs repeat trials 1–2 Processing and analysis /4 Makes a valid statement about the data collected 1–2 Makes reasonable suggestions for improvements to device and/or testing procedure 1–2 Communication /7 Uses appropriate scientific terminology 1–2 Compares made seismograph with professional ones: different stability measures, sensitivities 1–3 Records references for research 1–2 Total /40 Sample assessment task Earth and Environmental Science General Year 11 – Task 5 Unit 1 – Assessment type: Investigation Conditions Time for the task: one for planning one class for conducting 25 minutes for in-class validation test Task weighting 8% of the school mark for Units 1 and 2 ____________________________________________________________________________________________________ Task 5: Investigation of soil wettability (40 marks) Many soils in Western Australia are which means that water that is applied to the soil ‘non-wetting’, is unable to penetrate, and therefore is not made available for plant uptake.
Marking key for sample assessment task 1 – Unit 1 Construct a seismograph Description Marks Background /8 Introductory statements and activity aims Background on classroom discussion topics How do scientists measure earthquakes? Why do we need to measure earthquakes? How are tsunamis formed and why do we need warnings about them? 1–2 1–2 1–2 1–2 Planning and constructing /10 Diagram clearly shows the structure of the seismograph Clearly describes making the device Describes design features Explains why design features were included 1–2 1–2 1–3 1–3 Testing /11 Clearly describes the procedure to be used for testing Shows a diagram or photograph of equipment set-up Collects accurate results Displays data in suitable format Performs repeat trials 1–3 1–2 1–2 1–2 1–2 Processing and analysis /4 Makes a valid statement about the data collected Makes reasonable suggestions for improvements to device and/or testing procedure 1–2 1–2 Communication /7 Uses appropriate scientific terminology Compares made seismograph with professional ones: different stability measures, sensitivities Records references for research 1–2 1–3 1–2 Total /40 Sample assessment task Earth and Environmental Science – General Year 11 Task 5 – Unit 1 Assessment type: Investigation Conditions Time for the task: one for planning one class for conducting 25 minutes for in-class validation test Task weighting 8% of the school mark for Units 1 and 2 ____________________________________________________________________________________________________ Task 5: Investigation of soil wettability (40 marks) Many soils in Western Australia are ‘non-wetting’, which means that water that is applied to the soil is unable to penetrate, and therefore is not made available for plant uptake.
Earth-and-Environmental-Science-General-Y11-sample-assessment-tasks-WACE-201516.docx