NCEA

Science - annotated exemplars level 1 AS90943

Investigate implications of heat for everyday life (1.4)

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Low Excellence

Commentary

Student response
Student 1 (PDF, 12KB)

For Excellence, the student needs to investigate, comprehensively, implications of heat for everyday life. This involves providing reasons and linking them in a way that clearly explains the science that is involved in an issue that students encounter in their everyday lives. Implications for heat should include conduction, convection and radiation.

The student has investigated the science of heat transfer in clothing, and comprehensively explained the implications for everyday life. Reasons have been provided why wool and polypropylene reduce heat loss caused by conduction and convection (1) and clearly linked to the science of heat transfer in clothing. Radiation heat loss is also mentioned (2).

For a more secure Excellence, the student could provide more evidence to fully link the science to the implication(s) on society. For example, the student could discuss more fully the role of radiation as a form of heat loss that cannot be fully prevented but can be slowed down.

High Merit

Commentary

Student response
Student 2 (PDF, 12KB)

For Merit, the student needs to investigate, in depth, implications of heat for everyday life. This involves providing reasons for the way science is involved in an issue that students encounter in their everyday lives. Implications for heat should include conduction, convection and radiation

The student has investigated the science of heat transfer in clothing, and shows an in-depth awareness of the implications for society. For example, some reasons are provided as to how polypropylene and wool reduce heat loss by convection (1) and conduction (2), and awareness is communicated for how this affects society’s choice of clothing in order to keep warm (3). Radiation is mentioned.

For Excellence, the student could comprehensively explain radiation, and how certain clothing can slow heat loss by radiation but never fully stop it.

Low Merit

Commentary

Student response
Student 3 (PDF, 11KB)

The student has explained in some depth the science of heat transfer inclothing, and shows an awareness of how conduction (1), convection (2) and radiation (3) are slowed in insulated clothing and therefore keep people warm. For example, the student describes the effects of air being trapped in pockets.

For a more secure Merit, the student could explain, in greater depth, convection, conduction and radiation, and link the explanation to clothing, showing an in-depth awareness of the choice of clothing used for keeping people warm.

High Achieved

Commentary

Student response
Student 4 (PDF, 32KB)

For Achieved, the student needs to investigate implications of heat for everyday life. This involves showing awareness of how science is involved in an issue that students encounter in their everyday lives. Implications should include convection and conduction.

The student has described two methods of heat loss: conduction (1) and convection (2). They have communicated an awareness of how certain clothing slows down heat loss. For example, the student describes the effect of air moving away from a warm body.

To reach Merit, the student could explain in greater depth both conduction and convection, and link the explanation to show an in-depth awareness of the choice of clothing used for keeping people warm. They also need to describe radiation.

Low Achieved

Commentary

Student response
Student 5 (PDF, 32KB)

The student has described two methods of heat transfer inclothing: conduction and convection (1). An awareness of how the science of heat transfer, affects the choice of clothing to keep people warm has been communicated to some extent. For example, the implications of air pockets in swanndris are recognised (2).

For a more secure Achieved, the student could describe the science of heat transfer behind convection and conduction, and show an awareness of how these methods of heat transfer affect the choice of clothing worn by people to keep warm.

High Not Achieved

Commentary

Student response
Student 6 (PDF, 32KB)

The student has described heat transfer in clothing in the form of convection only (1).

To reach Achieved, the student could clearly describe the science behind heat transfer and describe convection and conduction. Links between heat transfer and conduction could be established in greater detail. For example, the student could state that conduction involves heat transfer (loss) in the solid fibres, and point out that wool fibres are poor heat conductors.