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| Focus: Explain the operation of measuring instrument and predict the effects of alterations of its components. | ||||||
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Questions / instructions: |
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mean
score
|
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y4
1999(1995) |
y8
1999(1995) |
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1. What do people use this piece of equipment for? |
not
marked
|
a
|
a
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| If the student doesn't know, tell them it is used to show when a certain amount of time has passed. |
a
|
a
|
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| 2. What is this piece of equipment called? |
eggtimer
|
30
(38)
|
55
(64)
|
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| If the student doesn't know tell them it is an eggtimer. |
a
|
a
|
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| 3. Can you explain how the eggtimer works ? |
When
you turn it over the sand runs
through, taking a fixed amount of time clear and correct |
18
(22)
|
41
(49)
|
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|
limited
understanding
|
63
(72)
|
53
(49)
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| 4. What would happen if: |
a
|
a
|
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| • there was more sand? |
longer
time
|
65
(64)
|
87
(87)
|
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| • there was a bigger hole in the middle? |
shorter
time
|
85
(93)
|
97
(97)
|
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| • the sand had larger grains? |
longer time
|
29
(25)
|
48
(41)
|
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|
might
not go through
|
64
(63)
|
58
(56)
|
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| • the sand was damp? |
stick
together and not go through
|
76
(83)
|
86
(92)
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| 5. How could you change the eggtimer to make the time longer? |
more sand
|
59
(53)
|
77
(71)
|
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smaller
hole
|
18
(18)
|
42
(38)
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larger grains
|
5
(5)
|
11
(11)
|
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| Commentary: Students in 1999 appeared less familiar with this form of eggtimer than the 1995 students. There was, however, no clear difference between the two years in ability to understand the operation of the timer and implications of changes in its components. Year 8 students scored substantially higher than year 4 students on most questions. |
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