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Electrical Circuits and Switches
Rubric

Contributed by: Council of Chief State School Officers (CCSSO)

Item Description:
The following event deals with switches and how they can be modified for persons who do not have the use of their hands. In the first question students are asked to design (draw), and describe a simple circuit and switch. Then, in the second question students are asked to design and describe a modified switch. Answers to each may be found in either question.

Before students work with switches, they first need a basic understanding of what a simple circuit is and how to construct one. This is why the first criterion (1) looks at whether or not students can at least draw a circuit with a battery and a light bulb. To be considered complete, a continuous path must lead from one end of the battery to the bulb or bulb holder and back to the other end of the battery. Switches are optional here but the circuit should look similar to Figure 1 in the student directions. Connections to the battery must be distinct. Students are not asked to label anything in the first question but if a circular path is not clear in any design, credit for a complete circuit cannot be given.

The following three criteria focus on switches. Criterion 2 looks simply for a circuit and switch that would effectively work to power and control a light. Criterion 1 and 2 give a student two points for a working circuit and switch. Some students may provide a short circuiting switch which is basically a wire that when hooked up, bypasses the light and turns it off. Again, labeling is not a factor as long as the paths are clear and the only intentional break is at the switch.

How students design a switch, for someone who does not have the use of the hands, is the main focus in this event. Criterion 3 looks at the design itself. Here, students must label the switch as such or at least label the main parts of it to show a clear switch design. If no labeling of the switch is provided, no credit can be given. If the switch is labeled and the design could be controlled without the use of hands, then credit should be given. A switch that calls for the rolling up of aluminum foil with the feet or fastening an alligator clip by mouth, may seem impossible, but are challenges disabled people face everyday. The student's design is limited to the materials listed in the student directions.

Finally, criterion 4 looks at the student's description of how their switch works. The student must address the use of some other body part like the elbow, foot, or mouth and how the part operates the switch. The student may receive credit here if there is no drawing but rather a clear description of how a person would operate the switch.


The Item:
Question #1: Draw your circuit and switch. Explain how the switch works.
Question #2: Now figure out how you could change the design of the switch so that a person without the use of his or her hands could use it. Draw a diagram of your circuit showing the changes to the circuit and switch that would allow a person to turn it off and on without the use of hands. In your drawing, you must show all parts of the circuit and the switch. Each of the parts must be clearly labeled. Explain how this switch works.


MAIN CONCEPTS

  1. A complete circuit is one in which you can start at one end of the battery and follow the circuit path around to the light bulb or light bulb holder and back to the other end of the battery. Normally, the only break in a complete circuit is at the switch.
  2. A complete working circuit with a switch clearly shows all of the circuit component connections and its design shows that it would effectively power and control the light.
  3. Students should be able to draw and label their modified switch idea. A clear design requires little, if any, explanation. The modifications should allow a person, without the use of his or her hands, to control the light.
  4. Students should be able to describe how their modified switch works. How a disabled person actually controls the light without their hands is important to designing a modified switch. Drawings can not always clearly show alterations in how a modified switch is intended to be used.


Scoring Rubric Summary

Criterion 1: 1) Provides a complete circuit.
Criterion 2: 1) Provides a complete working circuit and switch.

OR

2) Provides a complete working circuit and modified switch.

OR

3) Provides a complete working circuit and short circuiting switch.
Criterion 3: 1) Clear drawing of modified switch. (Switch or main parts must be labeled!)
Criterion 4: 1) Clear description of how modified switch works.



Electrical Circuits and Switches Rubric

(The following criteria may be met in either question one or question two.)
(Descriptions can be helpful in clarifying parts of the circuit and switch drawings that are not clearly labeled.)
Criterion 1: 1) Provides a complete circuit (switch is optional here), that clearly shows a circular path from one end of the battery to the bulb or bulb holder and back to the opposite end of the battery. Switch, if included, is the only place a break in the circuit may appear.
Criterion 2: 1) Provides a complete circuit with a simple hand operated switch, that would effectively work to power and control the light.

OR

2) Provides a complete circuit with a modified (no hands) switch, that would effectively work to power and control the light.

OR

3) Provides a complete circuit with a short circuiting switch that would effectively work to power and control the light.
Criterion 3: 1) Provides a switch design that could be operated by a person who did not have the use of their hands. The switch or its main parts must be labeled to receive a point.
Criterion 4: 1) Provides a clear description of how a person operates the switch without their hands. One example might call for a person to use their mouth to disconnect a clip lead.

 


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