Authentic Task 1

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY
NORTH LA UNION CAMPUS

Bacnotan, La Union, Philippines
College of Education
Email address: [email protected]
Telephone number : (63) (072) 242 – 11 – 17 loc. 242
Secondary Education Department
SESE 110 (Electricity and Magnetism), SESE 111 (Waves and Optics), SESE 112 (Fluid Mechanics)
Authentic Task Part 1: Creating a Physics Kit for High Schoolers

Overview
In this task, preservice science education students will design and create a comprehensive physics
kit aimed at high school students. The kit will include hands-on experiments and activities that align
with key physics concepts in the curriculum (waves and optics, electricity and magnetism, fluid
mechanics). This project will foster creativity, collaboration, and practical application of physics
education principles.
Objectives
With this authentic task, preservice science education students will able to:
• apply physics concepts in a practical context;
• develop skills in instructional design and curriculum development;
• enhance teamwork and communication skills through collaborative project work;
• create engaging learning materials that promote inquiry-based learning; and
• demonstrate and explain a physics concept using the physics kit.
Task Components
1. Research Phase
• Identify Key Concepts: Research the high school DepEd Matatag physics curriculum to identify
essential topics that align with your enrolled courses (e.g., properties of waves, types of
charging, hydrostatic pressure).
• Target Audience Analysis: Understand the learning styles and needs of high school students
to tailor the kit’s content accordingly.
2. Design Phase
• Kit Components: Decide on the contents of the kit. Each kit should include:
• Experiments: 2 hands-on experiments that illustrate key physics concepts (e.g.,
building a simple circuit, creating a pendulum).
• Instructional Materials: Create clear, step-by-step instructions for each experiment,
including objectives, required materials, procedures, and safety guidelines.
• Assessment Tools: Develop quizzes or reflection questions to assess understanding and
encourage critical thinking.
3. Development Phase
• Material Sourcing: Identify affordable and accessible materials needed for the experiments.
Consider sustainability in material selection.
• Prototype Creation: Assemble a prototype of the physics kit. This may include creating
physical models or digital resources (like videos or interactive guides).
4. Demonstration Phase
• Class Demonstration: Explain the physics concept you have chosen using the physics kit in
class.
• Feedback Collection: Gather feedback from the instructor about the clarity of instructions,
engagement level, and educational value of the activities.
5. Reflection and Revision Phase
• Analyze Feedback: Review feedback to identify strengths and areas for improvement in the
kit.
• Revise Kit Components: Make necessary adjustments to the experiments, instructions, or
materials based on the feedback received.
Rubric in Assessing the Physics Kit and Demonstration
Exemplary Proficient Satisfactory Needs Improvement

Criteria (4 points) (3 points) (2 points) (1 point)
All physics
Some concepts are
concepts are Most concepts are Many concepts are
Content accurate, but
accurate and accurate with inaccurate or poorly
Accuracy significant errors
clearly minor errors. explained.
exist.
articulated.
Extremely
creative; Creative elements
Limited creativity; Lacks creativity; does not
Creativity and engages present; engages
some engagement engage students
Engagement students students most of
with students. effectively.
effectively the time.
throughout.
Instructions are Instructions are

Instructions are Instructions are unclear
Clarity of clear, detailed, somewhat unclear;
mostly clear, with or incomplete, causing
Instructions and easy to some steps may
minor ambiguities. confusion.
follow. confuse.
Demonstrates
Good presentation Fair presentation
excellent
Demonstration skills; mostly skills; limited Poor presentation skills;
presentation
Skills engaging for engagement during fails to engage students.
skills; highly
students. the demo.
engaging.
Provides
Assessment thorough Provides adequate Limited assessment No assessment tools
Tools assessment assessment tools. tools. provided
tools.
All materials are Most materials are Some materials are

Materials are poor quality
Material Quality high quality and good quality; questionable;
or unsafe; safety is not
and Safety safety protocols safety protocols safety protocols
considered.
are followed. mostly followed. are not clear.

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DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

NORTH LA UNION CAMPUS

Authentic Task Part 1: Creating a Physics Kit for High Schoolers

Exemplary Proficient Satisfactory Needs Improvement

Instructions are Instructions are

All materials are Most materials are Some materials are

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