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Making An Electric jug

Watt’s Going On

Student name: Date handed out:
Teacher Name:BTH/AAC/KLA Date due:
Technique Practical Report
Final Result
Criterion Result
Science Understanding  
Science as a Human Endeavour  
Science Inquiry Skills  
Total  
Feedback
 

 

 

 

 

 
Certification of Work

I declare that the attached assessment piece is my own work, and that all material other than my own has been appropriately referenced.

Name: __________________________________ Student’s Signature: ______________________

Date: __________________
LATE SUBMISSION: Penalties (as outlined in the Junior Secondary Academic Handbook 2019)

–          If a student is absent through illness on the day an assessment is due, then a medical certificate must be presented upon the student’s return.

–          Late Assessment will receive a reduced grade unless accompanied by a medical certificate: one third of a grade each day for Year 7 and 8, and a full grade each day for Year 9 and 10.

–          Other consequences will be given at the discretion of the HOD in order for the student to complete the task.

 

Conditions
Duration 2 Weeks
Mode Written Response Length 500 Words
Individual/
group		 Group Work is Required Other  

 
Resources available Oxford Big Ideas 8 (Page 103)
Context
Energy is all around us. Being able to understand the transfer and transformation of energy within the systems around us is vital for a functioning society. Just look how food is needed so our bodies can transform potential chemical energy into kinetic energy. Occupations like mechanics need to understand how energy is transformed and transferred so they can maintain vehicles that are energy efficient. With so many households using a kettle to boil water it’s a simple system that allows us to explore how energy moves throughout a system.
Task
You are required to complete a practical report that explores the transformation of energy within a system. You will be required to create a working electric jug that allows them to explore the energy transfer and changes within the system. After a working jug is created you will create a practical report that allows them to illustrate their understanding of energy transfer and transformation and discuss the adjustments that could be made to the experiment.
To complete this task, you must:
·         Successfully create an electric jug

·         Individually write up a practical report using the template.
Checkpoints Term #
☐   End of Week 2 – Receive Practical Report Sheet/ Uploaded to My Calvary
☐   Start of Week 3 – Compete aim, hypothesis, variables and risk assessment
☐   End of Week 3 – Complete “Making an Electric Jug” experiment
☐   Week 4 – Hand in completed copy of Document
Curriculum Descriptors (From Australian Curriculum)
1.     Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems
2.     Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge
3.     Measure and control variables, select equipment appropriate to the task and collect data with accuracy
4.     Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate
5.     Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
6.     Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements
7.     Communicate ideas, findings and evidence-based solutions to problems using scientific language, and representations, using digital technologies as appropriate

Authentication strategies
·   Certification of Work

·   Teacher questioning throughout report time

·   Plagiarism Checker
Reflection

I prepared well for this task by: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

I could have improved my results by: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

Australian Curriculum Strands YEAR 8
A B C D E NR
Science understanding Chemical sciences  thorough comparison and explanation of physical and chemical changes informed comparison and description of physical and chemical changes comparison of physical and chemical changes description of physical and chemical changes statements about properties and behaviours of substances  
justified explanation and justified prediction of the properties and behaviours of substances using the particle model informed explanation and plausible prediction of the properties and behaviours of substances using the particle model explanation and prediction of the properties and behaviours of substances using the particle model description of the properties and behaviours of substances with reference to the particle model    
Physical sciences  identification of different forms of energy in simple and complex systems identification of different forms of energy in simple systems identification of different forms of energy recall of different forms of energy statements about energy transfers and transformations  
explanation of how energy transfers and transformations cause change in simple systems, with progress towards some that are complex informed description of how energy transfers and transformations cause change in simple systems description of how energy transfers and transformations cause change in simple systems identification of energy transfers and transformations in simple systems    
Earth and space sciences  comparison and explanation of the processes of rock formation, including the timescales involved comparison and description of the processes of rock formation, including the timescales involved comparison of the processes of rock formation, including the timescales involved description of the processes of rock formation statements about the processes of rock formation  
Biological sciences  critical analysis of the relationship between structure and function at cell, organ and body system levels informed analysis of the relationship between structure and function at cell, organ and body system levels analysis of the relationship between structure and function at cell, organ and body system levels description of how cells, organs and body systems function statements about cells, organs and body systems  
Question no.             
Science as a human endeavour Nature and development of science 

 

 examination and justified explanation of how different science knowledge is used in occupations examination and explanation of how different science knowledge is used in occupations examination of the different science knowledge used in occupations description of science knowledge used in science occupations statements about science used in occupations  
justified explanation of how evidence has led to an improved understanding of a scientific idea informed explanation of how evidence has led to an improved understanding of a scientific idea explanation of how evidence has led to an improved understanding of a scientific idea description of how understanding of a scientific idea has changed Statements about scientific ideas  
Use and influence of science  thorough description of situations in which scientists collaborated to generate solutions to contemporary problems informed description of situations in which scientists collaborated to generate solutions to contemporary problems description of situations in which scientists collaborated to generate solutions to contemporary problems identification of situations where scientists generate solutions to contemporary problems statements about solutions to contemporary problems

 

  
thorough reflection on the implications of these solutions for different groups in society informed reflection on the implications of these solutions for different groups in society reflection on the implications of these solutions for different groups in society identification of implications of these solutions Statements about implications of solutions  
Question no.             
Science Inquiry Skills Questioning and predicting  identification and construction of questions and problems that can be investigated scientifically and the making of justified predictions identification and construction of questions and problems that can be investigated scientifically and the making of plausible predictions identification and construction of questions and problems that can be investigated scientifically guided identification and guided construction of questions and problems for investigation directed identification and directed construction of questions and problems for investigation  
Planning and conducting  planning of investigations that: planning of investigations that: planning of investigations that: partial planning of investigations that: use of provided investigations methods  
 describe how to manage safety and ethical considerations describe the implications of safety and ethics consider safety and ethics

 

  consider safety and ethics

 

 identification of safety considerations  
identify and describe how variables are changed, measured and controlled identify and describe how variables are changed, considerations measured and controlled identify variables to be changed, measured and controlled identify variables to be changed, measured and controlled    
accurate collection of reliable data accurate collection of data        
Processing and analysing data and information  following of conventions to construct accurate representations of data to reveal and analyse patterns and trends following of conventions to construct representations of data to reveal and analyse patterns and trends construction of representations of data to reveal and analyse patterns and trends partial construction of representations of data to partially reveal patterns and trends partial construction of representations of data  
use of these patterns and trends when explaining relationships to justify conclusions use of these patterns and trends when describing relationships when justifying conclusions use of these patterns and trends when justifying conclusions drawing of conclusions statements about data  
Evaluating  evaluation of the quality of data to justify the explanation of how effective modifications to methods could improve the quality of their data explanation of how effective modifications to methods could improve the quality of their data explanation of how modifications to methods could improve the quality of their data description of modifications to methods statements about modifications  
application of scientific knowledge and investigation findings to critically evaluate claims made by others application of scientific knowledge and investigation findings to make informed evaluations of claims made by others application of scientific knowledge and investigation findings to evaluate claims made by others description of claims made by others Statements about claims  
Communicating  concise and coherent use of appropriate language and accurate representations to communicate science ideas, methods and findings in a range of text types coherent use of appropriate language and accurate representations to communicate science ideas, methods and findings in a range of text types use of appropriate language and representations to communicate science ideas, methods and findings in a range of text types use of everyday language and representations to communicate science ideas, methods and findings fragmented use of language and representations to communicate science ideas, methods and findings  
Question no.             

 

Experiment Title:                                                                                 Date:

Aim:

Variables:

Independent (What variable are you changing throughout the experiment? E.g: time, environment, age)

 

Dependent (What variable are you measuring throughout the experiment?)

 

Fixed (What variables are you keeping the same throughout the experiment?)

 

Hypothesis:

 

 

 

Materials and equipment:

  • Power supply
  • Thermometer
  • Heat-proof mat
  • Alligator clips
  • Pencil
  • 250ml beaker
  • Two connecting wires
  • Blu-Tack
  • Approximately 70cm of nichrome wire

 

Method

Warning! Do not allow the two alligator clips totouch while the power is on!

  1. The ________ wire was coiled around the ________, so that a ________straight section of wire was left at each end. This was done so that the coil would fit into the __________.
  2. The beaker was placed on the __________ and________of water was measured and added to the beaker, ensuring that the nichromecoil was________the water level.
  3. The straight sections of the nichrome wirewere ________ to a power supply that was set to 12 V DC and then the power was turned on. Blu-Tack was used to hold the set-up inplace on the top edges of the ________.
  4. The ____________was placed near the base of the beakerand the temperature was checked and recorded in the table. The temperaturewas checked again at 2, 4, 6, 8 and 10 ________ and recorded in the results table.

 

Risk Assessment:

Step from Method Risk Prevention
 

 

    
 

 

    
 

 

    

 

Diagram (Diagram of experiment setup – use pencil for the diagram and red pen for the labelling – use a ruler for the labelling)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Results (write down your observations)

Table 1: ___________________________________________________________________________________

Amount and shape of wire 0 minutes 2 minutes 4 minutes 6 minutes 8 minutes 10 minutes
             
             
             

 

Any observations (write any observations you see while the experiment is going)

 

Evaluation of Method

Record any problems that arose during your investigation.

Problems Identified Impact on data quality Suggested improvements
 

 

 

    
 

 

 

    
 

 

 

    
 

 

 

    
 

 

 

    

 

 

 

 

 

                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure ___:____________________________________________________________________________________

(Graph Title)

(Don’t forget to label the axes and use an appropriate scale)

(Do a line graph)

 

Discussion:(Do NOT simply answer questions.  Write in paragraph form.  The following are guiding questions to get you started on the discussion.)

  1. Identify the different forms of energy within the system.
  2. Describe how the energy within the system transfers/transforms as it moves its way through the system?
  3. Analysethe changes in the heating of the water using a coiled heating element compared to a straight one.
  4. Explain why must the two alligator clips not be allowed to touch while the power is on?
  5. Using your graph, describethe trend in the data. What happens to temperature as time increases?
  6. Using your scientific knowledge, explainthe trend in the data
  7. Explain how the recorded results changed and what scientific concept occurred to allow this to happen.
  8. Propose how could the speed of heating the water be improved?

 

 

Conclusion: (Summarise your main findings. Write whether your hypothesis was validated/accepted or not.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

End of Report