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Concrete sculpture – AT

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Science

Year 8

Satisfactory

Concrete sculpture

Summary of task

In prior learning activities, students learnt concepts and performed experiments relating to chemical and physical changes. They performed a research investigation into the rock cycle with a particular focus on the processes of weathering and erosion.

This task was a component of a cross-curricular STEAM project in which students were asked to design a garden sculpture to be placed within the school gardens. They were to create a model of the sculpture and pitch their idea to a panel for consideration.

Prior to creating the sculpture, students needed to find the best mixture of aggregate, sand and concrete to be used as building material. Students were asked to design and conduct tests that would replicate weathering and erosion processes using different concrete mixtures of their choice. As summative assessment, students were asked to submit an investigation report that detailed students’ experimental designs, results and conclusions regarding the best concrete mixture. Students were also asked to demonstrate their understanding of how concrete used as building material relates to the natural rock cycle.

Students were provided with scaffolds to complete during the research and design phases to encourage a firm understanding of the concepts of a fair test.

Achievement standard

By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the timescales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. They reflect on implications of these solutions for different groups in society.

Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.

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Defines 'concrete' and explains how it is similar to natural rocks
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Describes rock cycle, refers to diagram and timescales
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Includes aim of investigation and details of experimental design
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Uses scientific reasoning to support hypothesis

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Describes experimental methods in detail

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Describes test results supported by detailed observations
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Presents numerical results in table

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Explains how one of the tests was unfair
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Explains how results support only certain aspects of hypothesis
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Describes safety precautions
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Restates aim and summarises how investigation was conducted
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Identifies optimal mixture
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Suggests improvements to experimental method for future investigations
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Provides list of resources used to research topic of investigation