NARISSA VIJAI

ST10118997

LEROO MURUGAN

TNST7412

21 November 2022

POE 1

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 Table of contents Pages

POE Task 1 —Resources for Grade 3-25

7

POE Task 2 — Analyse the design 25-28

of the CAPS Grade 7 Natural
Science and technology
programme

POE Task 3 — Design an 29-37

assessment for Grade 7 to
investigate an electromagnet

Reference list 38-40

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Table of Contents
POE Task 1 —Resources for Grade 7
Theme 1 Life and living ........................................................................................................................... 5
Appendix 1

Theme 2 Matter and materials ........................................................................................................... 5-6

Appendix 2

Theme 3 Energy and change .................................................................................................................. 6

Appendix 3

Theme 4 Planet earth and beyond ...................................................................................................... 6-7

Appendix 4

Theme 5 Mechanical systems and control ............................................................................................. 7

Appendix 5

Theme 6 Structures ............................................................................................................................. 7-8

Appendix 6

Theme 7 Electrical Systems and Control ................................................................................................ 8

Appendix 7

Theme 8 Processes .............................................................................................................................. 8-9

Appendix 8

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POE Task 1 —Resources for Grade 7

Theme 1: Life and living

Learning outcomes engagement

In the topic of biodiversity, learners are introduced to the concept of the diversity of animals and
the learning objectives to this will be that learners will learn about the classification of animals as
either vertebrates or invertebrates with definitions as well as the five classes of vertebrates.
Learners will be able to list the distinguishing characteristics of the 5 classes of vertebrates and list
the distinguishing characteristics of the 4 groups of invertebrates (DoBE, 2011: 18)

Cognitive development

The aim will be for learners knowing the subject content and making connections as well as
understanding the uses of science(DoBE, 2011:10) and the skills will range from comparing,sorting
and classifying, observing and Accessing & Recalling Information. Learners will work individually for
this task . In Piaget's stages of cognitive development, Grade 7 learners are in the formal operation
learning stage. As stated by Cherry(2022),Young adults become more capable of seeing various
potential solutions to problems with the ability to use deductive reasoning, they are able to think
more scientifically about the world around them.

Identify the reasoning to use these resources as a learning support tool.

Powerpoint presentations attract the mind of the most students, as mentioned by Sharma(2022),It is
beneficial because it helps students learn new information quicker and to remember the content for
a long time.

I believe that the PowerPoint presentation is an effective tool for teaching as it increases student
engagement as well as their interest.They will absorb information quicker as visual aid will assist
learners in understanding better and using their prior knowledge to understand the content. Class
discussion invites participation an allow for brainstorm. Once the content has been taught , learners
will have the activity on the presentation (Refer to appendix 1) whereas the questions it provides
students with information that is visual, challenging, and engaging.

Theme 2: Matter and Materials

Learning outcomes engagement

In the topic seperating mixtures , in the concept of methods of physical seperation.Learners will be
able to demonstrate distillation and perform an investigation and experiment. The aim is for learners
''doing science'', as the use practical processes and skills in evaluating solutions.

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Cognitive development

Learners will incorporate skills of the scientific process skill , as well as doing investigation and
interpreting information from an infographic,learners will be working In groups

Identify the reasoning to use these resources as a learning support tool.

The benefit my chosen resource of the infographic (refer to appendix 2) as it has the power to
simplify complicated information into easily digestible chunks and to captivate even the most
complex of material as stated by Kumar(2019).

I believe learners will gain a deeper understanding as it will motivate them to read facts,interpret
the information and draw conclusions for their investigation using an apparatus provided by the
teacher.

Theme 3: Energy and Change

Learning outcomes engagement

In the topic of potential and kinetic energy, in the concept law of conservation energy, learners will
be able to record observations in a flow diagram to how as energy is changed as transferred. The
skill that they will obtain is understanding the uses of science and knowing the subject content.

Cognitive development

Learners will incorporate the skills of recording the data from the cartoon in a systematic way as well
as observing by noting the details in the object and the event in the cartoon of the boy kicking the
ball.

Identify the reasoning to use these resources as a learning support tool.

The benefit of cartoon is effective in supporting natural science, as it makes science meaningful as
stated by Trnova;Trna(2013).

I believe that this cartoon will increase interest as help learners understand the nature of
experiments through conversation in a natural setting ensuring they will think abstractly
,scientifically and critically as they are accommodated by an example and definition (refer to
appendix 3)

Theme 4: Planet Earth and Beyond

Learning outcomes engagement

In the relationship of the sun to the Earth, learners will be able to make a model of the globe
showing the south and north poles,the equator and the southern and northern hemispheres as well
as demonstrate how the sunlight falls on the earth.The skill they will obtain is ‘’doing science’’ as
they will use practical processes and skills.

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Cognitive development

Learners will incorporate the skills of doing investigations, measuring and their practical skill such as
manipulating materials to make model. They will be in groups in this practical task as this will also
follow under high order questions. Evaluation skills will be fostered

Identify the reasoning to use these resources as a learning support tool.

The benefit of making this model is providing tactile learning for learners which enhances their
practical skills,as well as assisting learners will problem solving skills.Learners are provided with both
materials and instructions to follow.This activity will make learners understand visually the
relationship of the sun to the Earth.(refer to appendix 4)

Theme 5: Mechanical Systems and Control

Learning outcomes engagement

In mechanical systems and control , learning will make a simple working model such as a rescue
model called the Jaws-of-life.As learners will understand the concepts and knowledge which is used
in technology education and utilize this responsibly.

Cognitive development

Learners will cognitively combine thinking and doing in a way that links abstract concepts to
concrete understanding, they will be using technological skills through this practical project.In the
design process, they will develop problem solving skills.Learners will also be able to link their ability
to example careers of designers . Learners gain an idea of the way engineers apply scientific
principles to practical problems.

Identify the reasoning to use these resources as a learning support tool.

The polling tool to use is beneficial as it is a great way of increasing learner participation as said by
Monash University.

I believe that the polling tool is an effective way for a head start before learners are introduced to
the activity on the design brief, just to see whether they know the process as this will encourage a
discussion and monitor which learners are on the right track.(Refer to appendix 5)

Theme 6: Structures

Learning outcomes engagement

In the topic of structures, in the impact of technology,learners will be introduced to investigating

design issues whereas learners need to consider the impact on the society and the environment
when it comes to designers and technology.This brings in the aim for learners to appreciate the
interaction between people’s values and attitudes, technology, society and the environment.

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Cognitive development

Learners will incorporate skills of utilizing a variety of life skills in real-world situations (such as
decision-making, critical and creative thinking, teamwork, problem solving, and needs identification)
while fostering positive attitudes, perceptions, and ambitions toward technology-based jobs

Identify the reasoning to use these resources as a learning support tool.

This approach of a movie review suits best for this topic as movies are beneficial and it is exposure to
life outside the classroom to gain a in depth understanding. With the use of this resource,learners
are fully exposed technology such as using their email and making use of research skills and pictures,
structured around movies they have watched about technology and inventions which is in relation to
the topic.(Refer to appendix 6)

Theme 7: Electrical Systems and Control

Learning outcomes engagement

In electrical systems and control, learners will be able to investigate what is magnetism and they will
tabulate their test results from different substances.Learners will be able to utilize technology
education's concepts and knowledge in a responsible and useful manner by understanding them.

Cognitive development

Through real-world projects that incorporate a range of technological skills (investigating, creating,
making, assessing, and communicating), as well as analysing current objects and processes; and
working together with others in a group

Identify the reasoning to use these resources as a learning support tool.

Experiments are beneficial as learners will learn more quickly, with these hands-on tasks,As the
student interacts with the information, it becomes real to them and then recording his or her results
enhancing their knowledge and skill (refer to appendix 7)

Theme 8: Processes

Learning outcomes engagement

In processes , this is where learners will apply their investigation skills to investigate emergency
situations that can lead to refugees. Recognize how technology, society, the environment, and
people's values and attitudes interact. In this situation, it is important to make learners aware of
how technology, society, and the environment are interconnected. They should be made aware of
indigenous intellectual property rights and educated on how indigenous civilizations have met
demands by utilizing particular materials and techniques.

Cognitive development

Students should be able to think about how technology affects people's lives, both positively and
negatively. Students should be taught about prejudice in technology and be able to articulate views
on how specific social groups may be favoured or disadvantaged by technological advancements.
And to employ real-world examples in actual circumstances outside of the classroom.

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Identify the reasoning to use these resources as a learning support tool.

The benefit on the resource of an oral presentation is that learners will be applying their problem-
solving abilities, the ability to also research and become aware of real-life crisis’s that exist around
them. The awareness of real-life events and allows for the teacher to provide instant feedback.(refer
to appendix 8)

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 Appendix 1

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 Appendix 2

Looking at the infographic to conduct a demonstration of methods of

physical separation for distillation ,at each workstation in groups of 4.You
will be instructed when to begin with your teacher as guidance.
Station 1: Beads and Coffee beans
Station 2:Sift , sand and stones
Station 3:Filter cloth
Station 4: Liebig condenser

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 Appendix 3

Answer the question asked by the cartoon character of the laws of

conservation energy below.Record in a diagram(Use example as
guidance)

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 Appendix 4

MAKING A MODEL
PLANET EARTH AND BEYOND

Solar energy and the Earth’s seasons

Task: Make a model of a globe.

[Group work]

Materials: white big soccer ball; torch; permanent pen to mark.

Koki; scissors; Prestik; small labels to stick; wool / string; mug

INSTRUCTIONS:

EQUATOR
Draw the equator with a permanent marker on the ball / tie a string / wool
around the middle of the ball and use Prestik to keep it intact.

TROPIC OF CAPRICORN AND TROPIC OF CANCER

Form it with the string/ wool.

CONTINENTS
Draw each continent’s correct shape.

13 LABELS [write each one neatly]

Tropic of Cancer; Tropic of Capricorn; North Pole; South Pole; Northern
Hemisphere; Southern Hemisphere; Asia; South America; Africa; North
America; Europe; Antarctica; Equator

GLOBE
Balance your globe on a mug/ any other appropriate item.

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The groups can demonstrate how the sunlight falls on Earth as it spins around
on its tilted axis:

➢ Darken the classroom ➢ Shine a torch directly on the ball [globe]

CONCLUSION

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 Appendix 5

https://quizizz.com/join/quiz/6375185344a7ea001d3b83ca/start?studentShare=true

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 Appendix 6

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 Appendix 7

EXPERIMENT-GROUP WORK

In your groups of 5. Each of you will state what you have tested. (Can be repeated)

Write your names:

Names Tested

Find out which substances will stick to a permanent magnet.

✓ Record your findings in this table.
✓ You will be provided with a magnet
✓ Hand in worksheet at the end
✓ Write yes or no (If you are unable to know weather it is magnetic or not, write your observation in your
conclusion)

SUBSTANCE Magnetic Not magnetic

Wood
Plastic
Iron
Paper
Copper
Old coin
Rubber shoe sole
Aluminium or foil
Silver coin

Conclude your findings:

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 Appendix 8

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POE Task 2 — Analyse the design of the CAPS Grade 7 Natural Science and
technology programme

This analytic report is a process of trying to analyze the split of natural science and
technology in grade 7-9 senior phase whereas natural science and technology are combined
in grade 4-6 intermediate phase.

Natural science and technology are covered in the curriculum for grades 4 through 6. The
two subjects complement one another in these grades. This is clear from the fact that
technology teachers educate their students the value of man-made items and provide them
the tools they need to build their own structures through creation, invention, and design.
Learners are guided to investigate and discover the world around them via the study of
natural science (DoBE, 2011: 9). Learners must invest more time and effort as the two
subjects become more challenging and need more complex cognitive skills.The only way to
accomplish this is to split the two topics, which happens in grade 7. A modified shift in
teaching and learning methods must be introduced as a result of the subjects' increased
complexity.

In grade 4 to 6 Natural Sciences and Technology are combined into one subject which is
compulsory for all learners. All students in Grade 7 to 9 must take both natural sciences and
technology as required subjects.Natural science at the senior phase,this is where grade 7
falls under, lays a basis of further studies with more specific science disciplines which ranges
from Life science, physical science, Agricultural sciences and more. It equips students for
active involvement in a democratic society that upholds human rights and encourages
environmental responsibility.

The study of the natural sciences can also prepare students for free thinking and
employment, where they will have self-impression. In grade 7, technology also provides
learners with experience that will help them to make choices in career-orientated subject
choices at the end of grade 9. In grade 4 to 6 Natural Sciences and Technology are combined
into one subject which is compulsory for all learners. Natural Sciences and Technology are
also both compulsory subjects for all learners in Grades 7 to 9. Both Intermediate phase (4-
6) have 10 weeks however in natural science for grade 7 in the senior phase, the time
allocation is 3 hours per week, to be completed within 34 weeks and for technology it is 2
hours. In grade 4-6, they have 3.5 hours and to be completed within 38 weeks.

The learning and teaching theory that underpins the curriculum is constructivism as
mentioned by Loveless(2022) which is based on constructing new ideas based on our own
prior knowledge and experiences as this is unique to a learner individually. Examples of this

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in relation to the curriculum in natural science and technology is problem-based learning,
investigation, group collaborations and creative projects which is hands on and
experimentation which makes learning an active process. In Bruner’s Spiral Curriculum
(1960) puts this in action where the learner reinforces learning each time they return to the
concept, and this allows for progression through the subject matter as learners cognitive
ability is continuously developing. By having students perform research, compare and
evaluate various products, design their own products, and then communicate their
progress. The curriculum's foundation is built on natural science and technology (DoBE,
2011: 12).

When comparing the aims and required skills for grades 4 to 6 students to grade 7 students
for the two subjects. The skills needed for natural science remain the same. But in grade 7,
these abilities must be adjusted due to technological advancements. Here, the students'
primary goal is to increase their technology literacy, which they do through learning and
using design techniques that help them resolve problems.However in interpreting
information, this is where learners explain the results of an activity and investigation
means,in grade 7 , A translation task is included in this skill and this is where learners are
required to make sense of information and also covert information into different format,
such as information on a table into written information.

Additionally, it promotes deeper comprehension and the responsible and purposeful use of
knowledge. Students must comprehend how society, the environment, technology, and
human values and attitudes interact (DoBE, 2011: 8).In grade 4-6 technology is integrated
with natural science, and this should be able to build a learners investigative skills,learners
will practice observing skills and critical thinking.Learners in grades 4-6 in natural sciences
and technology and grade 7s in natural sciences share some skills. Improving design and
process abilities is the main focus. Recalling information, comparing, observing, sorting
information, identifying problems, measuring, introducing questions, hypothesizing, and
predicting investigations and planning, recording and interpreting information are just a few
of the skills that need to be developed. Communication skills are also needed for creativity,
product design, and evaluation. In grade 7 learners are expected to focus on development
of their design, creation, investigation and evaluation and communication skills also have to
be developed.

Grades 4-6 are forced to concentrate on practical activities due to the progression of the
subjects and content in the various strands. However, investigative activities in grade 7
involve students participating in experiments and design processes. In grade 7 technology
curriculum, a student's involvement in experiments and design processes is an integral part
of the learning experience.

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Intermediate phase learners in grade 4-6 must be supported when doing Investigations and
addressing the technological design process. They need to expand on the concepts or
knowledge to which they have been introduced and to deepen their understanding of the
subject matter. It is important to emphasize the conceptual links between the Science and
Technology in the different topics. However, in certain topics the conceptual links are
stronger and more obvious.

At least two Technology strands will be developed in each Grade. All strands will have been
developed over the Intermediate phase. The curriculum for grade 7 technology focuses on
electrical systems, designing for mechanisms, structures as well as indigenous
technologies.whereby technology in grade 4-6 is Structures,Processing Systems and Control.
In natural science in senior phase and intermediate it includes Life and Living,Matter and
Materials,Energy and Change,Planet Earth and Beyond .

In grade 7, learners are introduced to the scientific process and are having to follow 5 steps
in this in natural science.A method of learning more about the world is through the scientific
process. This method is used by scientists to learn about the world and develop solutions to
issues.In grade 4-6 , the major skill in technology is starting a design brief.
During Science and Technology lessons the intermediate phase learner will draw simple
diagrams and the process skills of a design brief.In grade 7 , the design process is usually
cyclical. Meaning the evaluation determines the next step and also using the design process
for problem solving. In the curriculum in grade 7 senior phase, learners are introduced to
careers that use design.

In The School-Based Assessment in grade 4-6 the formal school based contributes 75% and
for end year examinations it is 25%.In grade 7-9, it contributes 40% and 60% in end of year
examination.The cognitive levels for the assessments of content in grade 4-6 consists of low
order questions which measured of 50% for instance state,name and label in the level of
knowing science and technology. In middle order questions, which measure 35% in
Understanding science and technology and applying scientific and technological knowledge
for example predict,compare,plan and more. Lastly for Evaluating, analysing, synthesising
scientific and technological Knowledge, there is higher order questions measuring 15% for
example evaluate,interpret and more.

In grade 7-9 , these cognitive skills apply to the specific aims as well however ,the low order
questions are measured 40%,middle order questions as 45% and high order questions of
15%.In grade 7, the assessments include practical tasks and investigation, and Content,
concepts and skills within all topics, including knowledge of investigations and also in
practical work must be assessed during the written exams.

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 Projects can be done any time of the year, but it is only included in the 4th term mark. In
grade 4-6 , assessments include practical tasks and technological processes, and the class
tests and examinations must include questions on both natural science and technology
In grade 7 technology , there is mini pats and enabling tasks .Technology the “enabling”
activities that precede into the Mini-PATs are designed to help learners acquire the
knowledge, abilities, and values they need to be prepared for formal assessment. Learning
assessments must be developmental. These enabling assignments can be graded by
students or teachers.Learners are actively involved in evaluation through self- and peer-
assessment. This is crucial because it enables students to analyse their own performance
and learn from it..In the mini pat Mini pat These tasks are structured according to the design
process: Investigate – Design – Make – Evaluate

Making sure that students are appropriately and carefully guided through tests and topics
will get them ready for the grade 7 curriculum. Students need to be given a solid, clear
framework that is reinforced by problems and concepts that can stretch their thinking and
satisfy their interests. Teachers can accomplish this by giving resources and scaffolding
developmental questions. I firmly feel that the transition from grade 6 to grade 7 should go
well if the following is followed.

Word count:1523

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POE Task 3 — Design an assessment for Grade 7 to investigate an
electromagnet

In this section , you will be introduced to magnets and electrostatics. We will be

looking at the difference between magnets and electromagnets. Work in pairs in
order to conduct this investigation.

What is magnetism?

The force that draws (attracts) or pushes (repels) a metal-containing object

toward or away from a magnet is known as magnetism. A magnet may affect
objects in the space around it by applying a force. The force is weaker the farther
the thing is from the magnet. The magnetic field is that area.

A permanent magnet is a magnetic object that maintains its magnetism even

after being taken out of a magnetic field. In other words, its magnetism is
permanent and present at all times.

Activity 1: Practical
MARKS:10
1.1 Find out which substances will stick to a permanent magnet. Record your
findings on a table such the one below. [5]

SUBSTANCE Magnetic Not magnetic

Wood
Plastic
Iron
Paper
Copper
Rubber shoe sole
Aluminium or foil

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 Silver coin
Chalkboard
Activity 2: The ma
1.2 Does a magnet have to touch a magnetic object to attract it?[1]

Question 2

In the image below iron filings are used to illustrate the pattern that a magnetic field
exerts.

Iron filings on the bottom The magnetic field produced by magnets is visible in iron filings.
of a horseshoe magnet. Can you explain why the patterns are different?

2.1 Write two sentences explaining what you think is happening in the images
above.[1]

2.2 Try to identify the North and South Poles as indicated on the left and on the
right of the image above.[1]

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 2.3 Answer the following questions: [2]

a. Are all materials attracted to a magnet?

b. What materials would not be attracted to a magnet?
c. Make a freehand sketch, in your book, showing how a magnetic field
forms around a single magnet.

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 Electromagnets
QUESTION 2

We will now examine a highly fascinating phenomenon: the interaction between

electricity and magnetism.

Magnets made with electricity are called electromagnets. They aren't always
magnetic.
They only act as magnets when conducting wire that is wound around them is
electrically charged. They stop being magnetic when the electricity is turned off.

Scrap material may be easily separated using electromagnets. In rubbish dumps,

scrap material is frequently a mix of metals and non-metals. The metals that include
iron are known as ferrous metals, and they are still valued. Manual waste sorting
requires a lot of time.
Ferrous metals (metals containing iron) are attracted to magnets. An electromagnet is
passed through the waste material and all the ferrous metals stick to it. The
electromagnet is then moved over a collection bin. When the electromagnet is
switched off, the ferrous metals are no longer attracted to it and they fall into the bin.

Electromagnets are frequently used as parts in other electrical devices in addition to

their usefulness in sorting waste metal. Several examples include:
• motors: to rotate the motor,
• loudspeakers: an electromagnet
• computer hard drives: electromagnetism is used to write and store data

Pa per cone

Small
ele ctr omagne t

Permanent E le ctr omagnet

m agne t

Loudspeaker

In all these applications, the fact that the magnetic force can be controlled by switching
the electric circuit on and off is the property that makes the electromagnet so useful.

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 Making an electromagnet (PAIR WORK)

MARKS:15
Instructions:
✓ You will be working in pairs
✓ Materials will be provided and please take responsibility for materials used
✓ Please complete checklist and always refer to it
✓ If you are unsure, ask the teacher. Safety first
✓ Make sure you are precise

You will need:

• A large iron nail (approximately 50mm or 60mm long)
• Thinly coated copper wire
• A dry-cell battery, e.g. a penlight battery
• Electrical tape
• A pair of scissors or a wire cutter
• Iron filings, paper clips and other magnetic items.

Method

A simple electromagnet

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 Symbol for an electromagnet

Answer the question below:

What is the difference between a magnet and an electromagnet?
(In your own words)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

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 CHECKLIST (Yes/No) Please provide a small
description/experience

Recognise and
understand key
concepts and ideas

Follow instructions;
measure accurately

Am I using the given

materials in the right
manner?

Work safely and neatly

Understanding what I
am required to do?

Applying skills that I

have learnt over the
course

Am I working well with

my partner?

Draw conclusions
giving reasons

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 CATERGORY 4 3 2 1 0

IDENTIFYING AND Made use of Effort made in using Lack of information Information was
CLARITY information information. used.Answers are not used
extraordinary well, Answers are visible sensible , Pair work correctly,answers
Answering of Pair work showed showed lack of are not clear. No No attempt made
questions Is clear adequate teamwork teamwork in the teamwork
Pair work has in the making.Checklist is visible.Checklist
to answer question
shown successful making.Checklist is incomplete was not used or conduct the
teamwork in the completed partially. investigation
making.Checklist is
correctly
completed
successfully

SCIENTIFIC Explanations by Explanations by Explanations by Explanations by

KNOWLEDGE learner indicate a learner indicate an learner indicate lack learner indicate little
relatively accurate understanding of of accurate or no understanding
(QUESTIONS understanding of magnets and understanding of of magnets and
ANSWERED magnets and electromagnets. magnets and electromagnets.
CORRECTLY) electromagnets. electromagnets.
Learners has Learners has
Learners has obtained more than Learners has obtained less than
obtained more than 10 questions correct obtained more than 5 questions correct
15 questions correct 5 questions correct.

GATHERING Learners have Learners have Learners have Learners have not
followed followed instructions followed instructions followed
instructions and and methods and methods poorly instructions and
methods correctly adequately methods
All materials

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 included and used Most materials Few materials No materials
in the correct included and used in included and used in included and used
manner. the correct manner. the correct manner in the correct
manner

RECORDING AND Excellent care taken Great care taken in Little care taken in No care taken in the
PRESENTING in the investigation the investigation the investigation investigation
process so that the process so that the process so that the process so that the
electromagnet is electromagnet is electromagnet is electromagnet is
neat,follows plan neat,follows plan neat,follows plan neat,follows plan
accurately and accurately and works accurately and accurately and
works accordingly accordingly works accordingly works accordingly

End product works End product needs Finish product does Finish product does
effectively assistance not work not work
continuously

TOTAL 25

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