Assessment Guide for the Solar Rotation Activity

In Class Assessment:

Success in terms of Goal 2, that students gain improved perspective on the Nature of Science, should be assessed during the class period in which the activity is performed. In a sense, this goal is a part of a larger objective to foster an intellectual and vibrant atmosphere in the science classroom, so assessment for Goal 2 will look at the class as a whole, rather than focusing on each student individually. Recall the quote,

It is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, theoretical models, and the explanations proposed by other scientists. Evaluation includes reviewing the experimental procedures, examining the evidence, identifying faulty reasoning, ...

--NSE Standards, 1996.

As the students develop strategies in their small groups and as the groups discuss results and methodologies with the greater class, how well are students evaluating others' works and ideas? Does the discussion atmosphere "feel scientific?" Use these questions to focus assessment of our success in meeting Goal 2.

Homework and Assessment:

Have students examine the question: When we look at the images of sunspots, how do we know that they are really spots sitting on the sun as it rotates, rather than asteroids orbiting the sun at some distance? Ask the students to write out an explanation (with diagrams) of how they might use the sunspot data to investigate this question and convince a skeptical friend.

Hint: If the spots were orbiting the sun, then their distance to the sun would have to be many times greater than sun's radius to keep them from being quickly pulled in by the Sun's gravity. Draw a diagram of this situation, and try to figure out what a series of sunspot images taken from earth would look like if the spots were really orbiting asteroids.

For an example of a nice argument the kids could use, check out http://solar-center.stanford.edu/sunspots/gproof.html.

Students' submissions for this assignment should be evaluated in terms of the goals:

• Goal 1, to help students develop fundamental abilities that support the ability to perform Science as Inquiry. In particular, evaluate how well the student demonstrates the ability to:
  • Design and conduct a scientific investigation;
  • Think critically and logically to make the relationships between evidence and explanations;
  • Communicate scientific procedures and explanations,

• Goal 3, to improve students' command of practical geometry skills. Does the student's explanation show significant ability to use visualization, spatial reasoning, and geometric reasoning to solve the problem at hand?

Using Assessment to Inform Improvements

Assessment is a vital tool for Scopes for Schools as we seek to improve and evaluate our activities and our program as a whole. Now that you have had a chance to assess this activity, Scopes for Schools would greatly appreciate a chance to learn from both your specific experience with the activity and your general experience as an educator.

We invite any feedback you care to give, and would especially like to hear about:

• How well the activity met it's goals, as demonstrated by the assessment;
• What we can do in terms of altering the activity itself or the assessment techniques to better meet our goals;
• Any suggestions you have ("shoulds" or "should nots") for future teachers who use this activity.