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Charlotte Amalie High School Science Department
Build a Motion Project (Windmill Fan)
Objectives: In this project, students will be able to:
Construct a windmill fan
Relate the force of the wind to the motion of the windmill fan.
Materials: square piece of paper blu-tac, knitting needle or sharp pencil, paper fastener, bead
(the center hold should be wide enough to slide onto the paper fastener), drinking straw.
Instructions:
1) Cut around the outside edges of the square and decorate your piece of paper front and back
(eg. use bright colors, glitter, patterns).
2) Fold the paper in half along one dotted line, and then unfold the paper again. Repeat for the
second dotted line.
3) The point where the two folds meet is the center of your paper. From the center measure,
4cm along each fold and mark a pencil dot. Cut along the folds from each outside corner into
the dot.
4) Roll some blu-tac into a ball and place it under the center spot of your paper. Use a knitting
needle or sharp pencil to push a small hole through the center. Do the same on one side of each
corner as marked on the paper.
5) Fold each of the corner pieces in towards the center so the holes line up with the hole in the
middle. Push a paper fastener through all five holes.
6) Thread a bead onto the back of the paper fastener. This will stop the paper wings of your
windmill rubbing against the straw and help it spin better.
7) Measure down 2cm from the top of your straw and using the same method above; make a
small hole going through the front and back.
8) Push the paper fastener through the hole and fold the ends back to hold your windmill
together.
Rubric for Grading:
Charlotte Amalie High School Science Department
Newton's Law of Motion Brochure
Objectives: In this project, students will be able to:
Interpret Newton’s three laws of motion by creating a brochure.
Describe the Laws of motion through the information in the brochure.
Assignment: Construct an informative brochure covering Newton’s Three Laws of Motion.
The front cover should have a picture of Newton, a brochure title, your name, my name, and your block. The back cover of the brochure should have a short biography of Isaac Newton. Each page of the tri-fold brochure (1 page for each law) should have the specific law defined, a picture (photo, picture, or drawing) illustrating the Law, formulas when applicable, and a description of how the picture represents the law (draw vectors to represent forces when applicable.) Students should cite any sources used to make the brochure: notes, textbook, internet sites, etc.
How to make a brochure in Microsoft Publisher?
1. Click File, and click New.
2. Scroll through the options, select a brochure you like, and click Create. If you do not see
one, search for “Brochure” in the Search window and select one from the results.
3. Click in any area of the brochure and begin typing over the placeholder text.
4. Right-click any picture, select Change Picture, and make the appropriate selection to add
images.
5. Repeat as desired, until the template is complete.
6. Click File, then Save As, type a name for the file, and click Save.
Charlotte Amalie High School Science Department
Conservation of Energy Interview
Objective: Student will be able to: acquire information about the condition of energy sources on
island.
Assignment: Interview a local Water and Power Authority (WAPA), Department of Planning and
Natural Resources (DPNR), Coastal Zone Management (CZM) person in order to find out the
following:
1. Identify energy and water conservation- using equipment and practices
2. Check energy efficiency ratings- water conservation ratings and how building and
equipment’s are operated and maintained
3. Recommended ways to conserve energy and water
Interview:
1. Create 15 questions for the interview that will help accomplish your objective. Four of
those questions should cover demographics (What is your full name? Where do you work?
What is your position? How long have you been working at _____? etc.). Eleven questions
should be related to the objective of your interview. (What is being done to conserve
energy? What are ways you recommend to conserve both energy and water? etc.).
2. Make an appointment to interview WAPA, DPNR, CZM personnel with knowledge of
energy and water conservation.
3. Interview person in a timely manner. Be polite and use proper interviewer skills.
4. Type the questions and write out the answers given by the interviewee.
5. After the interview, have the interviewee sign and date the bottom of the interview sheet.
6. Turn in interviews questions and answers to teacher.
Charlotte Amalie High School Science Department
Wave Types Poster
Objectives: Students will be able to:
Compare and contrast in visual form the following waves: transverse, longitudinal and surface waves.
Assignment: Create a science poster regarding wave types. The poster must compare and contrast
the properties of transverse, longitudinal and surface waves. Explain, label and use graphics,
illustrations or drawings to depict this investigation.
Science Poster Rubric
CATEGORY 5 4 3 2 Score
Graphics -
Clarity
Graphics are
all in focus
and the
content easily
viewed and
identified
from 6 ft.
away.
Most
graphics are
in focus and
the content
easily viewed
and identified
from 6 ft.
away.
Most
graphics are
in focus and
the content is
easily viewed
and identified
from 4 ft.
away.
Many
graphics are
not clear or
are too small.
Graphics -
Relevance
All graphics
are related to
the topic and
make it easier
to
understand.
All borrowed
graphics have
a source
citation.
All graphics
are related to
the topic and
most make it
easier to
understand.
All borrowed
graphics have
a source
citation.
All graphics
relate to the
topic. Most
borrowed
graphics have
a source
citation.
Graphics do
not relate to
the topic OR
several
borrowed
graphics do
not have a
source
citation.
Labels All items of
importance
on the poster
are clearly
labeled with
labels that
can be read
from at least
3 ft. away.
Almost all
items of
importance
on the poster
are clearly
labeled with
labels that
can be read
from at least
3 ft. away.
Several items
of
importance
on the poster
are clearly
labeled with
labels that
can be read
from at least
3 ft. away.
Labels are
too small to
view OR no
important
items were
labeled.
Content -
Accuracy
At least 7
accurate facts
are displayed
on the poster.
5-6 accurate
facts are
displayed on
the poster.
3-4 accurate
facts are
displayed on
the poster.
Less than 3
accurate facts
are displayed
on the poster.
Attractiveness The poster is
exceptionally
attractive in
terms of
design,
layout, and
neatness.
The poster is
attractive in
terms of
design,
layout and
neatness.
The poster is
acceptably
attractive
though it
may be a bit
messy.
The poster is
distractingly
messy or
very poorly
designed. It is
not attractive.
Grammar/
Spelling
There are no
mistakes on
the poster.
There is 1-3
mistakes on
the poster.
There are 4-6
mistakes on
the poster.
There are
more than 6
mistakes on
the poster.
Total
Charlotte Amalie High School Science Department
Electrical Charge and Force PowerPoint
Objectives: Students will be able to:
Create and manipulate a multimedia (MS PowerPoint) presentation
Explain electric charge and force by utilizing MS PowerPoint slides
Requirements:
Create a ten slide PowerPoint. The first slide should include your name, the class and the
title. Use the main detailed of this section (Electric Charge and force and Current) to
create the body of your PowerPoint.
Use of color and text about your topic should be evident on every slide.
Be ready to present.
How to make a Power Point?
Step 1: Open Microsoft PowerPoint.
Step 2: Go to File at the top of the screen and click New. A box that says “New Presentation” should appear on the right side of your screen.
Step 3: In the “New Presentation” dialog box, click on “From Design Template.” You may then scan through design templates and choose one that you like.
Step 4: Slide Design Select a design template by clicking on the template you like. You may choose a different color for your template by clicking on “Color Schemes” in the “New Presentation” dialog box.
Step 5: Slide Layout Change the Slide Layout. You may change the slide layout (how information is presented in the slide) by going to the top of the screen and clicking on “Format” – “Slide Layout.” A box will appear on the right side of your screen (where “New Presentation” appeared) labeled “Slide Layout.” You may select a design by clicking on it.
Step 6: Adding Text Enter your text by clicking and then typing in the box titled “Click to Add Text” or “Click to Add Title.”
Step 7: Adding Pictures You may add pictures by clicking on the box that says “Click to add content.” Inside that box, there will be a smaller box with six icons. Click on the icon that looks like a photograph of a mountain. A new window will open, allowing you to browse for a picture on your computer or a CD. Once you find your picture, click on it and then click “Insert.”
PowerPoint Rubric
Exemplary Accomplished Developing Beginning
Organization Information
presented in
logical,
interesting
sequence
Information in
logical sequence
Difficult to
follow
presentation--
student jumps
around
Cannot
understand
presentation--
no sequence of
information
Subject
Knowledge
Demonstrates
full knowledge
by answering all
class questions
with
explanations
and elaborations
At ease with
expected
answers to
questions but
does not
elaborate
Uncomfortable
with information
and is able to
answer only
rudimentary
questions
Does not have
a grasp of the
information.
Cannot answer
questions
about subject
Graphics Explain and
reinforce screen
text and
presentation
Relate to text
and presentation
Occasionally
uses graphics
that rarely
support text and
presentation
Uses
superfluous
graphics or no
graphics
Research Uses a variety
of sources in
reaching
accurate
conclusions
Uses a variety
of sources in
reaching
conclusions
Presents only
evidence that
supports a
preconceived
point of view
Does not
justify
conclusions
with research
evidence
Screen Design Includes a
variety of
graphics, text,
and animation
that exhibits a
sense of
wholeness.
Creative use of
navigational
tools and
buttons
Includes a
variety of
graphics, text,
and animation.
Adequate
navigational
tools and
buttons
Includes
combinations of
graphics and
text, but buttons
are difficult to
navigate. Some
buttons and
navigational
tools work
Either
confusing or
cluttered,
barren or stark.
Buttons or
navigational
tools are
absent or
confusing
Oral
Presentation
Elocution/Eye
Contact
Maintains eye
contact and
pronounces all
terms precisely.
All audience
members can
hear
Maintains eye
contact most of
the time and
pronounces
most words
correctly. Most
audience
members can
hear
presentation
Occasionally
uses eye contact,
mostly reading
presentation,
and incorrectly
pronounces
terms. Audience
members have
difficulty
hearing
Reads with no
eye contact
and incorrectly
pronounces
terms. Speaks
too quietly
Charlotte Amalie High School Science Department
Create a No Magnet Motor
Objectives: Students will be able to:
Create a motor without a magnet
Explore the concepts of electricity, magnetism, armature, polarity, DC motor
Materials/ Instructions:
No Magnet MOTOR RUBRIC
The operation of the No Magnet Motor is assessed by a 10 point scoring rubric.
Distinguished
(10 points)
Proficient
(7 points)
Developing
(4 points)
No Attempt
(0 points)
During a fixed 30
second period the
motor runs
continuously for at
least 20 seconds. A
gentle push may be
used to start the
motor spinning.
During a fixed 30
second period the
motor runs
continuously for at
least 20 seconds with
3 or less adjustments
from the student,
other than a gentle
push to start the
motor spinning.
During a fixed 30
second period the
motor did not run
continuously for 20
seconds. OR The
student made four or
more adjustment to
make the motor for
20 seconds.
The student did not
construct a motor or
was unwilling to
operate the motor.