Baseball assessment context

10.A Apply scientific ideas to explain why some collision-related phenomena resulted in damage while others did not and explain how the contributing factors (energy, matter, peak forces) could change to result in different collision outcomes.

Look for students to use the ideas off of the Big Ideas poster. In box 1, look for these ideas:

representing the kinetic energy of the moving object as greater than the nonmoving object

forces due to air resistance and friction acting on the moving object before the collision

force arrows that are representative of the relative amounts of force acting on the moving object in the proper direction and whose arrow tips are touching the surface the force is acting on

In box 2 look for these ideas:

objects bending or deforming (momentarily or permanently)

each object experiencing the same amount of peak force but in opposite directions

energy being transferred in the system between the colliding objects at the moment of contact

In box 3 look for these ideas:

changes in speed being represented as a larger factor than changes in mass in reducing or increasing kinetic energy of the moving object(s)

greater or less air resistance and friction causing the increase or reduction of kinetic energy of the moving object(s) before the collision

changes listed above having an effect on the amount of deformation of each object at the moment of collision

changes in the amount of deformation of each object corresponding to whether it exceeds the elastic limit of the object or not to account for whether it is damaged or not

As students hand in Explaining a Collision, check the handout for the ideas above. If an idea is missing or misrepresented, revisit the Big Ideas poster with the student(s) before the assessment on day 2. Use the Big Ideas poster for a checklist and make sure the student(s) sees that a concept is missing or that a concept may be misrepresented. Direct the student(s) to look back at representations in Lessons 6-8 that show changes in friction, air resistance, and kinetic energy. If the idea comes from Lesson Set 1, use the Lesson 6 What We Have Discovered poster as a physical checklist for the students. This more-detailed list may provide a needed scaffold for students.

If intervention at this stage is warranted, use the DQB check-in the next day as a secondary formative assessment. Ask questions specifically targeted to the related topics above from the DQB and have students turn and talk with a partner about their answers. Listen to those specific students who had required intervention to assess if they now are using the target understandings.