This document contains a rubric for assessing student knowledge and understanding of electrical circuits. It provides descriptors for four achievement levels on two criteria: knowing and understanding scientific knowledge, and applying information to make scientifically supported judgments. For each level of achievement, examples are given of tasks students could complete that demonstrate their level of knowledge and skills. These include recalling or stating scientific terms, interpreting circuit diagrams, analyzing circuits, and explaining phenomena. Scoring is out of a maximum of 8 for each criterion.

1. Name: __________________________________ Date: _________ Class: ___________
Criteria: Knowing and Understanding
Maximum 8
Criterion A: Knowing and understanding _______/ 8
Strands: i and iii
Achievement
level
Level descriptor
0 The student does not reach a standard indicated by any of the
descriptors below.
1-2
i. recall scientific knowledge
iii. apply information to make judgments
3-4
i. state scientific knowledge
iii. apply information to make scientifically supported
judgments.
5-6
i. outline scientific knowledge
iii. interpret information to make scientifically supported
judgments.
7-8
i. describe scientific knowledge
iii. analyse information to make scientifically supported
judgments.
Command Terms:
Analyze: break down in order to bring out the essential elements or structure. To identify parts
and relationships, and to interpret information to reach conclusions.
Apply: use knowledge and understanding in response to a given situation or real
circumstances.
Describe: give a detailed account or picture of a situation, event, pattern or process.
Interpret: use knowledge and understanding to recognize trends and draw conclusions from
given information.
Outline: give a brief account
Recall: remember or recognize from prior learning experiences.

2. Solve: obtain the answer(s) using appropriate methods
State: give a specific name, value, or other brief answer without explanations or calculation.
Suggest: propose a solution, hypothesis or other possible answer.
Strand i
Recall scientific knowledge:
Level 1-2.
Recall scientific knowledge fill the table below:
a) Flow of electrons is known as _____________________.
b) The units for the measurement of current are _________________.
c) A circuit in which there is only one path for the current to flow is called _________.
d) In a circuit energy is provided by the ____________________.
e) The measure of how much an electrical component opposes the flow of current is called
__________________
State scientific knowledge and Select the appropriate answer for the following questions:
Level 3-4.
a. From the four circuits shown, which will have 'the brightest lit lamp or lamps'? Note
that the bulbs and batteries are identical
b. Which of the circuit symbols means a 'meter for measuring potential difference'?
c. Look at the circuit diagrams and answer the questions

3. i. Choose two circuits that have two bulbs controlled by one switch
________________________
ii. How could you increase the brightness of the bulb in circuit H
_____________________________________
iii. Choose a circuit with an ammeter in the correct place
____________________________________________
iv. Choose two series circuits that have brighter bulbs than circuit C
____________________________________
v. Why doesn’t the bulb light in circuit A?
_____________________________________________________
vi. Choose a circuit which has a brighter bulb than circuit H
__________________________________________
Outline scientific knowledge. Level 5-6
A hair dryer uses both copper and nichrome wires.
Copper has low resistance while nichrome has high resistance.

4. a) Which material, copper or nichrome, should be used for the heating element, and for
the external wire?
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b) Provide scientific reasoning of your choice.
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Level 7-8.
Describe scientific knowledge.
Look at the circuit diagrams below and answer the questions
i) Which is the series circuit in the above diagrams?
__________________________________________________________________
ii) Which circuit is called open circuit in the diagram?
__________________________________________________________________
iii) In which circuit the bulbs will be brighter when the circuits are closed.
__________________________________________________________________
iv) In which circuit, current is the same throughout.
__________________________________________________________________
v) What is the advantage of parallel circuit over series circuit?
__________________________________________________________________
x) Besides voltage what are the two variables in both the circuits?
__________________________________________________________________
Strand iii
Level 1-2
Apply information to make judgments

5. Apply information to make scientifically supported judgments.
Students examine types of chargings. They observed
a phenomenon which is described in the picture below.
Students conclude that this is charging by induction.
Do you agree or disagree with students?
Provide reasoning of your choice.
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Apply information to make scientifically supported judgments. Level 3-4
Find one mistake in the given electrical circuit, redraw the correct version near the scheme and
prodive scientific reasoning for it.
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Level 5-6
Interpret information to make scientifically supported judgments.
a) What type of circuit given in the scheme below _________________________
b) Calculate characteristics of circuit that are missing:

6. You can provide calculation below:
c) What happens to the light in a series if one light goes off? Why?
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Level 7-8
Interpret information to make scientifically supported judgments.
Analyse information to make scientifically supported judgments.
During demonstrations students observed one of the effects of electricity. Define which type
of effects is given. Apply information to make scientifically supported judgments.
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7. __________________________________________________________________________________
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