Authentic Assessment in Physical Science

Topic The Big Bang theory

Essential Knowledge and Essential Knowledge: The origin of the universe started with nothing
skills Essential Skills:

Time frame 5 days

Student Instructions Create a creative timeline of the significant stages of the big bang. Each group can
choose any of the following creative outputs:

a. Foldable
b. Creative mind map
c. Scrapbook
d. Pop up books
e. Big book
f. Cardboard TV

Each group is required to present their output in class after the allotted time is
finished.

The output and the output presentation will be graded together. Peer evaluation will
also be conducted.

Assessment Instrument  Rubrics for rating the group’s output

 Rubrics for rating the group’s output presentation
 Peer assessment

Attachments:

Criteria 4 3 2 1
Originality and Learner’s output is Learner’s output has Learner’s output has Learner’s output is
uniqueness unique. The style similar style and similar style and exactly the same as
and design of the design but not design from other the other group’s
output is very completely copied groups output.
different from the from other groups.
other groups The output is slightly
different from other
groups
Content All of the important Most of the key Most of the key Only a few key
key stages are stages are present in stages are present stages are present
present in the the output and but doesn’t have and description is
output with brief description is also description not present
and concise present
description
Neatness and overall Output is organized, Output is organized, Output is not well Organization of
appearance very well-put well-put together. organized output is not evident
together, and clean. Pleasant to look at.
Very pleasant to
look at.
Output Presentation
Time limit Presentation is 5 Presentation is 6 Presentation is Presentation is very
minutes long minutes long short (only 3 short (Only 2
minutes long) minutes long)
Voice quality Each member’s Most of the Few members can All the members of
voice is well member’s voice is modulate their voice the group’s voice is
modulated and can well modulated and and can be heard at not well modulated
 be heard at the back can be heard at the the back and cannot be heard
of the classroom. back of the at the back of the
classroom classroom

PISA-like Assessment (Factors affecting reaction rate)

Situation:

1. A student performs 3 experiments using Zn and HCl. She varies the conditions of the experiments as
follows:
Experiment 1: zinc strip in 1.0 M HCl at 25 °C
Experiment 2: zinc strip in 2.0 M HCl at 25 °C
Experiment 3: zinc powder in 2.0 M HCl at 25 °C

In which experiment will the rate be the greatest? Explain why.

2. A student reacts ground chalk, CaCO3(s), with HCl(aq) in an open beaker at room temperature.
Explain, using collision theory, what happens to the rate of the reaction as the reaction proceeds to
completion.

3. As a general rule, an increase of 10 °C in the temperature of the reaction increases the rate by a factor of
2. A reaction is first carried out at 10 °C, then at 60 °C. How much faster is the rate of reaction at 60 °C?

4. In your own words, describe what effect cooling has on the frequency at which particles of reactants can
collide. Provide a real life example as to how we use temperature to alter reactions for our benefit.

5. Complete the following table by indicating whether each of the following scenarios would either
increase or decrease the rate of reaction. The first one has been done for you.

Scenario Increase or Decrease

Adding heat Increase
Removing heat
Adding catalyst
Diluting a solution
Removing and enzyme
Lowering the temperature