The document provides a student response worksheet for a question about simple machines found on a bicycle. It includes:
1) An illustration of a bicycle labeled to identify the wheel-and-axle, pulley (chain and gears), and lever (pedals).
2) Scoring guidelines for evaluating student responses describing where the simple machines are located and how they transfer energy.
3) Annotated examples of high-scoring student responses that accurately describe the location and function of the lever, pulley, and wheel-and-axle on a bicycle.
The document provides a student response worksheet for a question about simple machines found on a bicycle. It includes:
1) An illustration of a bicycle labeled to identify the wheel-and-axle, pulley (chain and gears), and lever (pedals).
2) Scoring guidelines for evaluating student responses describing where the simple machines are located and how they transfer energy.
3) Annotated examples of high-scoring student responses that accurately describe the location and function of the lever, pulley, and wheel-and-axle on a bicycle.
The document provides a student response worksheet for a question about simple machines found on a bicycle. It includes:
1) An illustration of a bicycle labeled to identify the wheel-and-axle, pulley (chain and gears), and lever (pedals).
2) Scoring guidelines for evaluating student responses describing where the simple machines are located and how they transfer energy.
3) Annotated examples of high-scoring student responses that accurately describe the location and function of the lever, pulley, and wheel-and-axle on a bicycle.
The document provides a student response worksheet for a question about simple machines found on a bicycle. It includes:
1) An illustration of a bicycle labeled to identify the wheel-and-axle, pulley (chain and gears), and lever (pedals).
2) Scoring guidelines for evaluating student responses describing where the simple machines are located and how they transfer energy.
3) Annotated examples of high-scoring student responses that accurately describe the location and function of the lever, pulley, and wheel-and-axle on a bicycle.
Bicycle Design Use the illustration of a bicycle below to answer question 23.
23. A bicycle is a composite of several simple machines.
a. Describe where these simple machines are found on a bicycle: lever, pulley, and wheel-and-axle. b. Describe how each is used to transfer energy.
PLEASE STOP! 26 DO NOT GO ON TO THE NEXT PAGE. THIS TEST FORM RELEASED FOR SCHOOL USE SPRING 1999. KY Grade 11 Form 4a 1998-99 199899 CATS ASSESSMENT Open-Response Item Scoring Worksheet
Grade 11 Science The academic expectation addressed by Bicycle Design is 2.3 Students identify and analyze systems and the ways in which their components work together or affect each other. The core content assessed by this item includes Content Objects change their motion only when a net force is applied. Laws of motion are used to predict and/or calculate the effects of forces on motion of objects.
Bicycle Design Use the illustration of a bicycle below to answer the questions.
A bicycle is a composite of several simple machines.
a. Describe where these simple machines are found on a bicycle: lever, pulley, and wheel-and-axle. b. Describe how each is used to transfer energy.
Bicycle Design 1 SCORING GUIDE Grade 11 Science
Score Description 4 The response is complete and shows a solid understanding of simple machines and how they are used to transfer energy. There is a clear and accurate description of where each of the three simple machines is found on a bicycle and how each transfers energy. 3 The response shows an understanding of simple machines and how they are used to transfer energy. There is a clear description of where at least two of the simple machines are found on a bicycle and how each transfers energy. The response may lack detail or contain minor errors or misconceptions. 2 The response shows a limited understanding of simple machines and how they are used to transfer energy. There is a description of where at least one of the simple machines is found on a bicycle and how it transfers energy. The response may contain errors, misconceptions, and omissions. 1 The response is incomplete and shows a minimal understanding of simple machines and how they are used to transfer energy. There is a description of where the simple machines are found or a description of how they transfer energy, however, the response is mostly incorrect and contains major errors and omissions. 0 Response is totally incorrect or irrelevant. Blank No response.
Science Behind the Question:
Examples of where the simple machines can be found on a bicycle: wheel and axle pedals and crank; back wheel and axle lever steering; pedals and crank; gear shift; brakes pulley, chain and gear
Examples of energy transfer through these simple machines:
energy on the pedals is transferred to chain energy on handlebars used to turn the wheel energy on the brake handle transferred to brake pad energy of the rear wheel and axle transferred to the road
Student Response Student clearly and accurately describes where a There are three simple machines found on wheel-and-axle can be found on a bicycle (i.e., in the a bicycle: lever, pulley, and wheel-and-axle. front and rear wheels) and what a wheel-and-axle
Wheel-and-axle is the most obvious. The bike does. The drawing clarifies the description and contains wheels and axles in the front and rear shows the relevant motion. wheels. A wheel-and-axle is simply a wheel that rotates on an axle as shown below.
Student clearly and accurately describes where a
A second machine is the pulley. It is located pulley can be found on a bicycle (i.e., chain and
where the bicycle chain and gears are. The chain gear) and what this pulley does. The drawing is wrapped around the pulley which turns and clarifies the description and shows the relevant causes the wheel to turn on its axle. motion.
Student clearly and accurately describes where a
The third machine is the lever. The pedal is lever can be found on a bicycle (i.e., the pedals) and what this lever does. Again, the drawing clarifies the
a lever. When force is applied to the lever it
moves down, and causes the pulley to turn. description and shows the relevant motion.
Student clearly and accurately describes how the
When you ride a bike, energy is transferred simple machines transfer energy to make a bicycle
from the force of your legs to the lever (pedal). move. The description is supported by information Energy goes from the lever to the pulley (chain provided throughout the response. and gear), and finally to the wheel and axle, and then to the ground under the wheel, which makes your bike move. Overall, the response demonstrates a solid understanding of simple machines and how they are used to transfer energy.
Student Response Student clearly and accurately describes where a lever,
pulley, and wheel-and-axle can be found on a bicycle
A. The lever on a bicycle is the brake lever (i.e., leverbrake lever on handlebars; pulleychain located on the front handle bars. The pulley is and gear; wheel-and-axlefront and rear tires). the chain and gear that help make the bike run, and the wheel and axle are in the front and back tires.
The student clearly and accurately describes how the B. The bikes pulley transfers energy from simple machines transfer energy to make a bicycle the persons body to the chain. The chain then move. sends the energy to the wheel-and-axle which transfers it to the tire and then onto the road causing movement. The lever stops the movement by sending the energy from the tire to the brake pads where it is absorbed and Overall, the response demonstrates a solid understanding neutralized. of simple machines and how they are used to transfer energy.
Student Response Student accurately describes where a lever, pulley, and The lever is the pedal. The pully is the wheel-and-axle can be found on a bicycle (i.e., lever chain, sprockets, and gears And the wheel and
pedal; pulleychain, sprockets and gears; wheel-and- axle are in the front and the back where the axlefront and rear wheels and axles). wheel and axles are. In the transfer of energy, energy is passed Student explains how the simple machines transfer from one's body through the legs to the pedals. energy, but the explanation lacks some detail (e.g., omits From the pedals the energy is carried along that the wheel and axle transfers energy to the ground the chain by means of the pulleys. The energy which finally moves the bike forward). from the pulleys finally reaches the wheel and axles causing the bicycle to move in a forward motion. That concludes the following energy of a bicycle. Overall, the response demonstrates an understanding of simple machines and how they are used to transfer energy.
Student Response Student accurately describes where a lever and pulley
can be found on a bicycle (i.e., leverpedals; A lever is the pedal in which you push down pulleycrank), though some details are omitted (e.g.,
on to turn the crankshaft, which is a example both the crank and the chain are necessary for the of a pully. The wheel and axle is the handlebars pulley to work). The description for the handlebar is and the shaft that connects it with the wheel incorrect (i.e., the handlebar is a lever, not a wheel). to turn. Student describes how the simple machines transfer Energy is transferred when a person
energy, but the description is incomplete and lacks pushes on the levers to turn the pully, which some clarity. makes the wheels turn and the bike go forward. Energy is spent turning the wheel and axle or handlebars also. Overall, the response demonstrates a limited understanding of simple machines and how they are used to transfer energy.
Sample 1-Point Response of Student Work
Student Response The student attempts to describe where the simple
machines are found on a bicycle and how they transfer On a bicycle there are several simple energy, but much of the response is incorrect or lacks machines such as: lever, pulley, and wheel-and-
clarity. For example, a bicycle itself is not a lever, nor are
axle. Each of these are very important on a the pedals by themselves a pulley system. Similarly, bicycle. They are all used to transfer energy. while the student does address the concept of energy The lever is the bicycle itself. It is used to transfer from the pedal to the wheel, he or she confuses a keep the bicycle up and together. The pulley chain and wheel and a wheel and axle. is the pedal. This is where the rider uses the force of their legs to make the bicycle move. Then there is the wheel-and-axle. This is the Chain and wheel. When the rider is pedaling the chain moves and this causes the wheel to Overall, the response demonstrates a minimal turn, which allows the bicycle to move. understanding of simple machines and how they are used to transfer energy.
The open-response item Bicycle Design was designed to assess students ability to (1) break down a complex, but very familiar, machine into simple machine components and (2) describe how these simple machine components, in combination, transfer energy as a bicycle operates. The instructional strategies below present ideas for helping students practice and master these skills and concepts.
Discuss the following concepts and skills with students:
The differences and connections between force, motion, and energy Types of simple machines and how they can be coupled to create complex machines How to analyze complex machines into component simple parts that transfer force and hence motion and energy Have students work individually, in pairs, in small groups, and/or as a class to complete any or all of the following activities: Identify and obtain detailed drawings or photographs of complex machines (e.g., farm equipment, construction machines). Prepare transparent overlays that identify the components of the machines. Categorize these components into simple machine types. Write descriptions and/or present oral reports on how each part works to change motion and/or transfer energy. Construct a Rube Goldberg machine to, for example, collect water from a dripping tap and set off an alarm bell and crack a nut when a certain time has elapsed. For each component (step), identify the type of simple machine used and prepare a written description of how the motion/energy is changed and transferred. Give a prize to the group that includes (in their working model) the most simple machines. Create a Name that Simple Machine game that requires players to identify simple machines, describe their functions, and explain how they help do work in commonly-used machines.
