Download - STEMposium Information Guide
GPISD STEMposium
Information Guide 2011-2012
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Table of Contents
Teacher Pages STEMposium Overview
Suggested Calendar and Deadlines
Student Pages
Experimental Design Challenge
Experimental Design Challenge Rubric
Engineering Design Challenge
Engineering Challenge Student Resources
Engineering Design Challenge Rubric
Models in Mathematics Challenge
Models in Mathematics Challenge Rubric
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STEMposium Overview The STEMposium is an alternative to the traditional, district science fair that incorporates scientific process skills in a more authentic, STEM-focused context.
Traditional Science Fair STEMposium
Set amount of winners Anyone that meets Breakthrough or
Commended scores will receive recognition
Judged Evaluated
Individual Cooperative
One “Scientific Method”
Many scientific methods: Engineering Design Process, Experimental Design,
Constructing Models, Descriptive Investigations
Science Only Science, Technology, Engineering, and
Mathematics
Tri-fold Posters and written reports Digital multi-media presentations
Gallery Walk Presentation Scientific Conference Style Presentation
STEMposium Goals
Make the experience positive for each student; every student should come away with a sense of accomplishment.
Students should engage in authentic scientific processes integrating all areas of
STEM while practicing 21st century skills.
Students should use technology effectively and creatively in order to cooperatively communicate their process and results to an audience.
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Major Components The STEM challenge can be divided into three major categories or parts. 1. The Challenge There are three total challenges to choose from this year. A science based challenge, an engineering based challenge, and a mathematics based challenge. Student groups may choose to work on only one challenge for the STEMposium. 2. The Process Science is not just a body of knowledge to be attained, it is also a set of practices used to establish, extend, and refine that knowledge. Additionally, scientific processes and reasoning vary depending on the circumstances. Each challenge takes the student group through a different scientific process. Student groups will need to follow the process outlined in the challenge in order to be successful when scored. 3. The Presentation Science cannot advance if scientists are unable to communicate their findings clearly and persuasively or learn about the findings of others. Engineering cannot produce new or improved technologies if the advantages of their designs are not communicated clearly and persuasively. Mathematicians must also be able to communicate findings and solutions to others. The presentation component of the challenge must be a digital, multimedia presentation. The presentation will be assessed using the rubrics included later in the guide. CSCOPE Integration The STEMposium can be integrated into the existing 4th nine weeks curriculum across subject areas. Science Integration: The lessons in G5 Science Unit 12 cover experimental design and scientific processes. The STEMposium project can extend or even replace the existing lessons. The first lesson pertains to solar cookers and will support the engineering challenge; the second lesson focuses on experimental design and will support the science challenge. Math Integration: The mathematics challenge, building a scale model, is a natural extension or supplement to Unit 14: Measurement Connections ELA Integration: Each challenge requires reflection, analysis, and communication of ideas. Research may also be required. In the beginning of the 4th nine weeks, fifth grade students conducted and completed a research paper using secondary sources. The last writing piece in the 4th nine weeks is the teacher’s genre of choice. Students can compose a research paper describing their problem, process, results and conclusions. This would give them practice composing a paper with both primary and secondary sources of information.
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Participation Any fifth grade student may participate at the campus level. Students will be invited to present and receive recognition at the district level if they receive a breakthrough or commended level score after district scoring. Adult participation: A STEMposium group could be coached in a variety of ways:
5th grade science teachers can coach their entire class during their science block.
GT teachers may choose to coach a group during their pull-out time. 5th grade math teachers may choose to use the math based challenge as
an extension to their measurement unit. Strategists may work with interested teams during an enrichment or
pull-out time. An after-school “club” can be formed for interested fifth grade students. A parent may sponsor a group of fifth graders and coach after-school. Combination of above…
Student participation: The STEMposium is open only to fifth grade students as it applies directly to the grade level’s scope and sequence in Math, Science, and ELA. Group size: Two to four students qualify as a group. Schools may have one group, or several groups, depending on participation level and success of project at the campus level. Scoring Process Student groups will be scored using a 4 point rubric across a variety of categories. Each challenge has a unique scoring rubric. Scoring will happen at two different levels. Campus Scoring: Campuses will conduct a preliminary evaluation and submit those presentations for district scoring that have the best chance of scoring commended or breakthrough levels. District Scoring: The science department will use the rubrics included to evaluate the presentations submitted by 10:00 AM, May 23. Those student groups that receive a score of breakthrough or commended will be invited to present to live audiences at the district STEMposium, June 5.
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Deadlines Deadlines are also included in the attached calendar as a handy reference guide. April 23-April 26: Read and review the material and plan instruction Friday, April 27: Present the STEMposium challenges to the students, allow them
to discuss ideas, and choose a challenge April 30: Email strategists the number of teams participating April 30-May 4: Week One of Challenge May 7-May 11: Week Two of Challenge May 14-May 18: Week Three of Challenge May 21-22: Campus Scores Projects May 23: Submit potential participants’ projects to the district by 10:00 AM May 29: Invites for district STEMposium sent to eligible scoring teams May 30: Qualifying Teams must RSVP event attendance by 10:00 AM May 30-June 4: Practice presentation in front of live audiences for STEMposium June 5: STEMposium at Crockett 5th Grade Center (evening) Additional Information If you would like additional information or clarification concerning the STEMposium Challenge, you or your campus strategist is free to contact me. Holly Mohler [email protected] 972-237-5351
4th Nine-Weeks April/May/June 2012 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Apr 2
3 4
5
6 Easter Holiday
9 Bad Weather Day
10 11 12 13
16
17 18 19 20
23
24 (STAAR GR 3 & 4 Math)
25 (STAAR GR 3 & 4 Reading)
26 (STAAR GR 5 Science)
27 Introduce Challenges
To Students
30 Begin Projects (Week 1) Email strategist the number of
participating teams
May 1 2 3 4
7 Projects (Week 2)
8 9 10 11
14 Projects (Week 3)
15 16 17 18
21 Campus Scoring
22 Campus Scoring
23 Submit to District
by 10:00 AM
24
25 Bad Weather Day
28 Memorial Day 29 STEMposium
invitations sent to qualifying teams
30 Qualifying Teams
Practice Presentation (End of Year Exams- Math and Science)
31 Qualifying Teams Practice
Presentation / Qualifying Teams must RSVP event attendance by 10:00 AM (End of Year Exams-
Math and Science)
June 1 Qualifying Teams Practice Presentation
(End of Year Exams- Math and Science)
4 Qualifying Teams
Practice Presentation 5 STEMposium!
6 Last day of school
Experimental Design Challenge The Challenge Describe, plan, implement, and communicate the results of an experimental investigation of your choice testing one variable. The Process When scientists solve a problem, they use organized methods to gather and interpret data. Experimental design is an organized process where scientists can collect and organize their data and their notes in order to solve a problem. Careful observation and detailed communication are critical skills in this process.
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The Presentation Create a multimedia presentation explaining your group’s experimental investigation and the process your group used to answer your question. You must include:
Pictures of your experiment throughout the investigation, Charts, tables, and/or graphs showing the data collected, Video or audio of your group explaining the design, data
collection, and results (can be incorporated into your visual presentation)
Digital visual presentation tying all components together (Example: PowerPoint, Prezi, Google Docs, Smartboard Flipbook, etc)
All of the questions on the rubric must be answered and found in the presentation to receive credit.
Multi-media presentation must be 5-7 minutes in length.
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Experimental Design Challenge Rubric
Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Is the
investigation
guided by a
question?
Problem/Question
is well-written,
testable, and
guides the
investigation.
Important
background
information in a
paragraph precedes
the
Problem/Question
and guides the
investigation
Problem/Question
can be tested and
investigated.
Background
information is
present but too
broad to guide the
investigation.
Problem/Question
is identified and
relates to the
investigation.
Background
information is
present but not
related to
investigation.
Problem/Question
is not present or
does not relate to
the investigation.
Points:
Is a
hypothesis
proposed
that gives a
possible
answer to
the guiding
question?
The hypothesis
answers the
problem/question
and is based on
information
contained in the
research.
The hypothesis is
worded as an
If/Then statement
and includes the
independent and
dependent
variables.
The hypothesis
answers the
problem/question.
The hypothesis is
worded as an
If/Then statement,
but only includes
an independent or
dependent
variable.
The hypothesis
answers the
problem/question/.
The hypothesis is
related to the
experiment,
without an If/Then
statement.
Hypothesis does
not answer the
problem/question.
The hypothesis is
unrelated to the
experiment.
Points:
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Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Are the
procedures
described in
sufficient
detail to
allow easy
replication
by another
person?
All steps are
numbered and
written in
complete
sentences.
All steps are
written in short,
direct one-step
procedures.
All sizes and
amounts of
materials used are
specified in the
appropriate steps.
Most steps are
numbered and
written in
complete
sentences.
Most steps are
written in short,
direct one-step
procedures.
Most sizes and
amounts of
materials used are
specified in the
appropriate steps.
Some steps are
numbered and
written in
complete
sentences.
Some steps are
written in short,
direct one-step
procedures.
Some sizes and
amounts of
materials used are
specified in the
appropriate steps.
Steps are not
numbered and are
not written in
complete
sentences.
Steps are hard to
follow and written
in long, complex
sentences.
Sizes and amounts
of materials used
are not specified
in the appropriate
steps.
Points:
Is there
evidence that
a well-
planned
experiment
was
conducted?
Identified and
clearly defined
which variables
were going to be
changed
(independent
variables) and
which were going
to be measured
(dependent
variables).
Independent
variables and
dependent
variables are
measurable and all
relevant, necessary
variables are
controlled
(constants).
Repeated trials
used to increase
the reliability of
the results.
Identified which
variables were
going to be
changed
(independent
variables) and
which were going
to be measured
(dependent
variables).
Independent
variables and
dependent
variables are
measurable and
most relevant,
necessary
variables are
controlled
(constants).
Repeated trials
used to increase
the reliability of
the results.
Identified which
variables were
going to be
changed
(independent
variables) and
which were going
to be measured
(dependent
variables).
Some independent
variables and
dependent
variables are
measurable and
some relevant,
necessary
variables are
controlled
(constants).
Only one trial
used.
Variables are not
identified and/or
measurable.
Controlled
variables
(constants) are not
identified.
Only one trial
used.
Points:
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Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Was
appropriate
equipment
and
technology
used to
collect data?
Demonstrated safe
practices and the
use of safety
equipment all of
the time.
Collected all
information using
appropriate tools
and methods.
Measurements
used the metric
system.
Demonstrated safe
practices and the
use of safety
equipment most of
the time.
Collected most
information using
appropriate tools
and methods.
Measurements
used the metric
system.
Safe practices and
the use of safety
equipment not
present.
Collected some
information using
appropriate tools
and methods.
Measurements did
not use the metric
system.
Safe practices and
the use of safety
equipment not
present.
Information
incorrectly
collected.
Measurements did
not use the metric
system.
Points:
Did the
student
measure and
present
quantitative
and
qualitative
data?
Quantitative
(measurable,
numeric) data
accurately
measured and
recorded.
Qualitative data
through the use of
careful
observations and
journal entries
recorded regularly.
Quantitative
(measurable,
numeric) data
measured and
recorded with
only minor errors.
Qualitative data
through the use of
careful
observations and
journal entries
recorded with
some regularity.
Quantitative
(measurable,
numeric) data
measured and
recorded with
only minor errors.
Qualitative data
not collected.
Quantitative and
qualitative data
missing or
containing
substantial errors.
Points:
Are the data
displayed in
an easy-to-
read graph
and/or
table?
All appropriate
simple graphs,
tables, maps and
charts are
constructed using
technology to
organize, examine,
and evaluate
information.
All figures, graphs,
tables are correctly
drawn, numbered,
and contain
titles/captions.
Some appropriate
simple graphs,
tables, maps and
charts are
constructed using
technology to
organize,
examine, and
evaluate
information.
Most figures,
graphs, tables are
correctly drawn,
numbered, and
contain
titles/captions.
Appropriate
simple graphs,
tables, maps and
charts are
constructed
without
technology.
Some figures,
graphs, tables are
correctly drawn,
numbered, and
contain
titles/captions.
Simple graphs,
tables, maps and
charts are missing
or incomplete.
Figures, graphs,
and tables are not
correctly drawn,
numbered, and
contain no
titles/captions.
Total
Points:
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Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Are the data
analyzed to
seek an
answer to the
guiding
question or to
evaluate the
hypothesis?
Information is
analyzed and
interpreted to
construct a clear
answer to the
guiding question
based on direct
and indirect
evidence from the
data.
A statement is
clearly
communicated in
both written and
oral forms about
whether or not the
data supports or
does not support
the hypothesis.
Information is
analyzed and
interpreted to
construct an
answer to the
guiding question
based on some
evidence.
A statement is
included
indicating
whether or not the
data supports or
does not support
the hypothesis
(incorrectly uses
verbiage about
results “proving a
hypothesis right
or wrong”).
Answer to the
guiding question
is only slightly
based on
evidence from
investigation.
A statement is
missing or does
not reference the
data collected in
the investigation.
Answer to the
guiding question is
missing or is not
based on evidence
from the
investigation.
A statement is
missing or does not
reference the data
collected in the
investigation.
Does the
multi-media
presentation
clearly
communicate
how the
group met
the
challenge?
Presentation
moves in a clear,
logical
progression with
smooth transitions
(e.g., is easy to
follow).
Presentation stays
within time limits,
and no part is too
long or too brief.
Multi-media
presentation aides
include features
that effectively
enhance
communication
(e.g., use of
graphics, color,
sound, images, or
animation to help
achieve purpose of
presentation,
convey meaning,
or emphasize key
points).
Presentation is
slightly hard to
follow.
Presentation stays
within time
limits, and no part
is too long or too
brief.
Most multi-media
presentation aides
include features
that effectively
enhance
communication.
Presentation is
confusing or
awkwardly
sequenced.
Presentation
does not stay
within time
limits and some
parts are too long
or too brief.
Multi-media
presentation
aides do not
enhance
communication.
Presentation is
missing or
confusing.
Presentation does
not stay within
time limits and
some parts are too
long or too brief.
Presentation does
not include multi-
media presentation
aides.
Points:
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Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Is group
collaboration
and shared
responsibility
evident
throughout
the
presentation
of the
project?
Presentation is
structured so that
all members of
the group
participate equally
(e.g. everyone
speaks or answers
questions, on
topics of
significance, for
about the same
length of time).
Presentation is
structured so that
most members of
the group
participate
equally.
Presentation is
structured so that
one member takes
lead and all other
members have a
smaller role.
Presentation is
primarily led by
one group
member and
collaboration is
not evident at all.
Points:
Total
Points:
Additional Comments
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Engineering Design Challenge
The Challenge Research, design, create, and test a solar cooker out of basic household materials that will raise the temperature of 50 ml of water in a beaker by at least 5° C. Use simple materials found around your home or school. You may purchase additional materials that you need, but you are NOT to buy a solar cooker kit that has the materials ready for you. The only source of energy used to heat the water will be the Sun. Your solar cooker cannot exceed a size of 30cm x 30cm x 20 cm. Your solar cooker also must be able to have a way for you to insert and remove a beaker of water capable of holding 50ml of water for the test. The Process: When engineers solve a problem, their first solution is rarely their best. Instead, they try different ideas, learn from mistakes, and try again. The series of steps engineers use to arrive at a solution is called the design process.
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STEP 1: Identify the Problem – You should state the challenge problem in your own words. Example: How can I design a __________ that will __________? STEP 2: Identify Criteria and Constraints -- You should specify the design requirements (criteria). Example: Our growth chamber must have a growing surface of 10 square feet and have a delivery volume of 3 cubic feet or less. You should list the limits on the design due to available resources and the environment (constraints). Example: Our growth chamber must be accessible to astronauts without the need for leaving the spacecraft. STEP 3: Brainstorm Possible Solutions – After researching the problem, each person in the group should sketch his or her own ideas as the group discusses ways to solve the problem. Labels and arrows should be included to identify parts and how they might move. These drawings should be quick and brief. STEP 4: Generate Ideas -- In this step, each student in your group should develop two or three ideas more thoroughly. You should create new drawings that are orthographic projections (multiple views showing the top, front and one side) and isometric drawings (three-dimensional depiction). These are to be drawn neatly, using rulers to draw straight lines and to make parts proportional. Parts and measurements should be labeled clearly. STEP 5: Explore Possibilities -- The developed ideas should be shared and discussed among the team members. Students should record pros and cons of each design idea directly on the paper next to the drawings. STEP 6: Select an Approach -- Students should work in teams and identify the design that appears to solve the problem the best. Students should write a statement that describes why they chose the solution. This should include some reference to the criteria and constraints identified above. STEP 7: Build a Model or Prototype -- For this challenge, students will need to build a working prototype to test. STEP 8: Refine the Design -- Students will examine and evaluate their prototype based on the criteria and constraints as well as the data gathered from testing. Groups may enlist students from other groups to review the model and help identify changes that need to be made. Based on criteria and constraints, teams must identify any problems with the model and propose solutions.
Source: http://www.nasa.gov/audience/foreducators/plantgrowth/reference/Eng_Design_5-12.html
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The Presentation Create a multimedia presentation explaining your group’s solar cooker design and the process your group used to evaluate the effectiveness of the solar cooker. Use the rubric for exactly what your presentation should include.
You must include: Pictures of your solar cooker throughout the design process, Charts, tables, and/or graphs showing the data collected when
testing the cooker, Video or audio of your group explaining the design, data
collection, and results (can be incorporated into your visual presentation)
Digital visual presentation tying all components together (Example: PowerPoint, Prezi, Google Docs, Smartboard Flipbook)
All of the questions on the rubric must be answered and found in the presentation to receive credit.
Multi-media presentation must be 5-7 minutes in length.
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Student Research for Engineering Challenge
Additional Information/Research
Your own research as well as the information included here should be helpful during
several of the steps in the engineering design process.
Whole Picture:
Solar box cookers are designed to heat things, mainly to cook food or sterilize water.
Solar box cookers cook through heating of the interior of the box using the energy of the
sun (solar radiation). Sunlight (solar radiation) enters the box and is absorbed and
reflected by the surfaces inside the box.
The albedo of a surface tells how much solar radiation is reflected off of the surface.
Dark surfaces have a low albedo; they do not reflect very much solar radiation, meaning
they absorb a large amount of solar radiation. Light colored surfaces reflect a large
amount of solar radiation.
On the surface of the ground, solar radiation is reflected back into the atmosphere. In a
confined space, such as a solar box cooker, solar radiation can be reflected against other
surfaces, as shown below. This type of heat transfer is called radiation.
Heat is mainly transferred through conduction and convection. If the bottom of a solar
box cooker is a dark material (such as black construction paper) that absorbs solar
radiation, it will transfer that absorbed heat to anything that is touching it through the
process of conduction (direct transfer of heat from one object to another).
The air inside the box is heated through conduction and convection. As air at the bottom
of the box is heated, it rises and is replaced by cooler air from the top of the box. This air
in turn is heated and replaced in a continual circular motion.
For example, if a pot of water is in the solar box cooker, the pot itself will be heated
through direct solar radiation, radiation that is reflected off the sides of the cooker, and
through heat that is conducted from where the pot touches the cooker. The water is heated
through conduction and convection. The heat from the sides of the pot transfers to and
heats the water; convection causes the water to circulate and contributes to the heat gain.
Maximizing the effectiveness of a solar cooker involves balancing heat loss and heat gain.
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Principles of Solar Cooker Design (Student Sheet) Source: http://www.arcticclimatemodeling.org/lessons/acmp/acmp_58_matterandenergy_solarboxcooker.pdf
Greenhouse Effect A solar cooker can work without a transparent lid; however, a transparent lid, such as clear
plastic or glass, will enhance performance by taking advantage of the greenhouse effect. As
visible light (short wavelength) passes through the plastic or glass, it is absorbed and
reflected by the materials within the box. Energy absorbed by the cooker is later radiated
back into the box. Most of this energy now has a longer wavelength, which prevents it from
escaping the glass. Without the lid, much of the energy absorbed by the cooker itself will be
radiated back out of the box.
Glass Orientation If glass or plastic is used, the more directly the glass faces the sun, the greater the solar heat
gain. Although the glass is the same size on box 1 and box 2, more sun shines into box 2,
because it faces the sun more directly.
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Reflectors Reflectors bounce additional sunlight through the glass or plastic and into the solar cooker
box. This additional input of solar energy results in higher cooking temperatures. Single or
multiple reflectors can be added to maximize solar input.
Conduction Conduction is the transfer of heat from one object directly to another. In a solar cooker, heat
is conducted from the bottom plate to the bottom of the pot (or thermometer). This is
important for cooking food. However, heat can also be lost via conduction through the
bottom of the cooker. To reduce this, a plate with spacers can be added to the bottom of the
box.
Radiation While most of the radiation in a solar cooker comes from the sun, the interior of the box,
pots, and bottom plates, also radiate heat. Most of the radiant heat given off by the warm pots
within a solar box is reflected back into the box by the glass and foil; however, some of it is
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lost through the glass or plastic covering. Altering the covering can reduce this heat loss. For
example, glass works better than most plastics.
Convection Convection is the movement of heat in a circular motion, typically through air or water. In a
solar box, heated air molecules rise. Cracks in the box can result in heated air escaping from
the box.
Insulation and Heat Storage Objects have a certain heat capacity, the amount of heat they can hold. Certain objects can
hold large amounts of heat and radiate it slowly. These objects, such as bricks, heavy pans,
and water, increase the effectiveness of the cooker (although they may take longer to heat
up). Adding these materials to the sides or bottom of a solar cooker can increase the heat
storage of the box. Similarly, insulation around the outside of the box can help hold heat
longer.
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Engineering Design Challenge Rubric
Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Was the
problem clearly
identified and
communicated?
Important
background
information in a
paragraph
precedes the
Problem/Question.
Demonstrates a
clear
understanding of
the problem in the
students’ own
words.
Most information
in the paragraph
preceding the
Problem/Question
is relevant.
Demonstrates
some
understanding of
the problem in the
students’ own
words.
Some
information in
the paragraph
preceding the
problem is
relevant.
Problem is stated
without being
placed in the
students’ own
words.
Very little of
the information
in the paragraph
preceding the
Problem/
Question is
relevant or
paragraph is
missing
completely.
Problem is
missing or
unclear.
Points:
Were the
criteria and
constraints
clearly
identified and
explained?
Criteria and
constraints are
identified and
explain how they
relate to the
challenge.
Criteria and
constraints are
identified and
explained.
Criteria and
constraints are
identified.
Criteria and
constraints are
missing or
unclear.
Points:
Were two or
three ideas
developed more
thoroughly by
the group
through design
drawings?
Two or three
design drawings
are included and
thoroughly
developed with
multiple views.
Drawings are neat,
lines are straight,
and parts are
proportional.
All parts and
measurements are
labeled clearly.
Two or three
design drawings
are included and
thoroughly
developed with
only one
viewpoint.
Drawings are neat
and lines are
straight.
Most parts and
measurements are
labeled clearly.
Only one design
drawing is
included.
Drawing is neat
and lines are
straight.
Some parts and
measurements
are labeled
clearly.
Design drawing
is missing.
Points:
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Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Were the pros
and cons of the
more developed
ideas discussed
and recorded?
The pros and cons
of each design
drawing are
clearly
communicated
and recorded.
Pros and cons are
recorded directly
on each of the
design drawings
developed in
Step 4.
All pros and cons
are based on the
criteria and
constraints in the
problem.
The pros and cons
of at least one
design were
clearly
communicated and
recorded.
Pros and cons of
at least one design
were recorded
directly on the
drawings.
Most pros and
cons are based on
the criteria and
constraints in the
problem.
The pros and
cons of one
design were
recorded.
Pros and cons of
a design are not
recorded on the
design drawing.
Some of the pros
and cons are
based on the
criteria and
constraints in the
problem.
The pros and
cons were
missing, vague,
or unclear.
Points:
Was a
statement
developed
explaining
which
approach the
group decided
to use to solve
the problem?
A statement was
developed,
recorded, and
clearly
communicated
describing why
the group chose a
particular
solution.
The statement
referenced and
relied upon the
criteria and
constraints in the
challenge.
A statement was
developed,
recorded, and
communicated
describing why
the group chose a
particular solution.
The statement
referenced the
criteria and
constraints in the
challenge.
A statement
identifying the
solution used to
solve the
problem is
included.
The statement
did not reference
the criteria and
constraints in the
challenge.
A statement is
not included. Points:
Was a working
prototype
developed
based on the
criteria and
constraints in
the problem?
A working
prototype
completely
fulfilling the
requirements in
the challenge was
constructed and
used to collect
data.
Design used an
inventive, unique,
creative approach.
A working
prototype
completely
fulfilling the
requirements in
the challenge was
constructed and
used to collect
data.
A working
prototype mostly
fulfilling the
requirements in
the challenge
was constructed
and used to
collect data.
A working
prototype is
missing, kit-
based, or does
not follow
challenge
requirements.
Points:
24 | P a g e
Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Was
appropriate
equipment and
technology
used to collect
data?
Demonstrated safe
practices and the
use of safety
equipment all of
the time.
Collected all
information using
appropriate tools
and methods.
Measurements
used the metric
system.
Demonstrated safe
practices and the
use of safety
equipment most of
the time.
Collected most
information using
appropriate tools
and methods.
Measurements
used the metric
system.
Safe practices
and the use of
safety equipment
not present.
Collected some
information
using appropriate
tools and
methods.
Measurements
did not use the
metric system.
Safe practices
and the use of
safety
equipment not
present.
Information
incorrectly
collected.
Measurements
did not use the
metric system.
Points:
How effective
was the
prototype in
terms of
heating water
in a 50 ml
beaker?
The working
prototype heated
water in a 50 ml
beaker by more
than 5° C.
The working
prototype heated
water in a 50 ml
beaker by 5° C.
The working
prototype heated
water in a 50 ml
beaker less than
5° C.
Prototype is
missing or
failed to heat
water.
Points:
Did the student
measure and
present
quantitative
and qualitative
data?
Quantitative
(measurable,
numeric) data
accurately
measured and
recorded.
Qualitative data
through the use of
careful
observations and
journal entries
recorded
regularly.
Quantitative
(measurable,
numeric) data
measured and
recorded with only
minor errors.
Qualitative data
through the use of
careful
observations and
journal entries
recorded with
some regularity.
Quantitative
(measurable,
numeric) data
measured and
recorded with
only minor
errors.
Qualitative data
not collected.
Quantitative
and qualitative
data missing or
containing
substantial
errors.
Points:
25 | P a g e
Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Are the data
displayed in an
easy-to-read
graph and/or
table?
All appropriate
simple graphs,
tables, maps and
charts are
constructed using
technology to
organize,
examine, and
evaluate
information.
All figures,
graphs, tables are
correctly drawn,
numbered, and
contain
titles/captions.
Some appropriate
simple graphs,
tables, maps and
charts are
constructed using
technology to
organize, examine,
and evaluate
information.
Most figures,
graphs, tables are
correctly drawn,
numbered, and
contain
titles/captions.
Appropriate
simple graphs,
tables, maps and
charts are
constructed
without
technology.
Some figures,
graphs, tables are
correctly drawn,
numbered, and
contain
titles/captions.
Simple graphs,
tables, maps
and charts are
missing or
incomplete.
Figures, graphs,
and tables are
not correctly
drawn,
numbered, and
contain no
titles/captions.
Points:
Was the design
refined as a
result of
analyzing data
gathered from
testing?
The design was
refined several
times after
analyzing the data
gathered from
testing.
Refinements to
the design were
clearly
documented in
notes and/or
directly on design
drawings.
Reasons for the
refined design
were clearly
communicated in
the presentation.
The design was
refined once after
analyzing the data
gathered from
testing.
Refinements to the
design were
documented in
notes and/or
directly on design
drawings.
Reasons for the
refined design
were
communicated in
the presentation.
The design was
refined once
without
analyzing the
data gathered
from testing.
Refined design
was apparent
from the
presentation.
Refinements to
the design were
not made.
Reasons for the
refined design
were not
communicated.
26 | P a g e
Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Does the multi-
media
presentation
clearly
communicate
how the group
met the
challenge?
Presentation
moves in a clear,
logical
progression with
smooth transitions
(e.g., is easy to
follow).
Presentation stays
within time limits,
and no part is too
long or too brief.
Multi-media
presentation aides
include features
that effectively
enhance
communication
(e.g., use of
graphics, color,
sound, images, or
animation to help
achieve purpose
of presentation,
convey meaning,
or emphasize key
points).
Presentation is
slightly hard to
follow.
Presentation stays
within time limits,
and no part is too
long or too brief.
Most multi-media
presentation aides
include features
that effectively
enhance
communication.
Presentation is
confusing or
awkwardly
sequenced.
Presentation
does not stay
within time
limits and some
parts are too long
or too brief.
Multi-media
presentation
aides do not
enhance
communication.
Presentation is
missing or
confusing.
Presentation
does not stay
within time
limits and some
parts are too
long or too
brief.
Presentation
does not include
multi-media
presentation
aides.
Points:
Is group
collaboration
and shared
responsibility
evident
throughout the
presentation of
the project?
Presentation is
structured so that
all members of the
group participate
equally (e.g.
everyone speaks
or answers
questions, on
topics of
significance, for
about the same
length of time).
Presentation is
structured so that
most members of
the group
participate
equally.
Presentation is
structured so that
one member
takes lead and all
other members
have a smaller
role.
Presentation is
primarily led by
one group
member and
collaboration is
not evident at
all.
Points:
Total
Points:
Additional Comments
27 | P a g e
Models in Mathematics Challenge The Challenge Design and create a large model of a candy bar in the shape of a rectangular prism. Identify the scale factor used and justify that the dimensions of the final product are to scale. The Process: You are going to design a larger model of a candy bar of your choice as an advertising prop. As a graphic designer, you must take the following steps: Identify Object to Be Modeled
Choose a candy bar to model that is shaped like a rectangular prism. Determine Building Materials
Decide which materials to use to build the scaled model. Consider the materials used as they will be reviewed for appearance and
appropriateness. (Will the material make the model too light, too heavy, too fragile, etc.? Will the material be attractive?)
Decide how the graphic art on the wrapper will be created on the scaled model. (Will they be made out of other materials? Will they be painted on?)
Determine Scale Factor
Determine how the model will be used to advertise the candy bar. (Will the model hang in a store window? Or will it hang over display in a store?)
Determine the desired size of the model based on its use. Determine the desired dimensions of the model candy bar. Choose a scale factor, between 3-8, to use that will yield the desired size.
Take Measurements and Draw A Sketch
Determine the unit of measurement to be used, centimeters or inches. Take measurements of the original candy bar. Measure and record the length, width, and height of the candy bar. Measure the length and width of the graphics/logo on the candy bar wrapper. Draw a sketch of the candy bar (complete with wrapper art) and label each of
the dimensions including the unit of measurement.
28 | P a g e
Apply Scale Factor Apply the scale factor to each of the recorded measurements of the candy bar.
Length_____ x (scale factor) = _________ Width _____ x (scale factor) = _________ Height_____ x (scale factor) = _________
Apply scale factor to the dimensions of the graphic art on the label. Length ______x (scale factor) = ________ Width ______x (scale factor) = _______
Sketch the scaled model dimensions. Was the scale you used appropriate? Will it work for your advertisement
purpose? Adjust scale factor if necessary to achieve desired size.
Create Model
Determine and record the surface area of the scaled model. Find the area of each of the models’ faces. Find the total area of all the faces of the scaled model.
Determine and record the volume of the scaled model. Draw sketches of the scaled model that includes the surface area and volume
labeled. Build the model using the surface area and/or volume out of the materials
chosen. Create the appropriately sized graphic art from the label on the scaled model. Take pictures during the building process to be used in the presentation.
Reflection
How your scaled model will be used to help advertise the candy bar? What were some challenges you faced during the process of building your
model and how did you overcome them? What are some of the weaknesses and strengths of your scaled model vs. the
original candy bar? How will you justify or prove that your model is built to scale?
29 | P a g e
The Presentation: Create a multimedia presentation explaining the purpose of your scaled model, the process you used to create the model, and how you can justify that the model was built to scale.
You must include: Why is knowing how to scale objects important? What are some other real life examples of where scale models are used?
o Why knowing how to scale objects is important including real life examples
o Identify the scale factor used and why it was chosen o Explanation of the calculations used to scale up the model o Pictures of scaled model throughout the process o Justification of why you know your model is to scale o Video or audio of your group explaining the design, process, sketches,
calculations, and justification o Digital visual presentation tying all components together (Example:
PowerPoint, Prezi, Google Docs, Smartboard Flipbook) o Multi-media presentation must be 5-7 minutes in length.
30 | P a g e
Models in Mathematics Challenge Rubric
Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Is there
evidence that
of a well-
planned
model?
Building materials
are chosen based
on appearance and
appropriateness
and explained.
Scale factor is
determined based
upon the use of the
model and clearly
communicated.
Building
materials are
chosen based on
appearance or
appropriateness
and explained.
Scale factor is
determined based
upon the use of
the model and
communicated.
Building
materials are not
chosen based on
appearance and
appropriateness
and explained.
Scale factor is
between 3-8.
Building
materials are not
referenced.
Scale factor is
not referenced.
Points:
Was a sketch
drawn
carefully to
scale with
proportional
dimensions?
Drawings are neat,
lines are straight,
and parts are
proportional.
All parts and
measurements are
labeled clearly.
Drawings are neat
and lines are
straight.
Most parts and
measurements are
labeled clearly.
Drawing is neat
and lines are
straight.
Some parts and
measurements are
labeled clearly.
Design drawing
is missing.
Points:
How was the
scale model
designed and
constructed?
Scale Model
shows evidence of
very careful
craftsmanship and
the design is to
scale and detailed.
Scale Model
shows evidence
of careful
craftsmanship to
scale and the
design is to scale.
Scale model lacks
evidence of
careful
craftsmanship.
Design and
construction are
incomplete.
Points:
31 | P a g e
Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Did you
include a
group
analysis and
reflection of
your
challenge?
Includes
thoughtful
reflection and
careful analysis of
challenges,
strengths,
weaknesses, and
justifications of
the solution.
Includes some
reflection and
careful analysis of
challenges,
strengths,
weaknesses, and
justifications of
the solution.
References
challenges,
strengths, and
weaknesses.
Analysis and
reflection
missing or
unclear.
Points:
Does the
multi-media
presentation
clearly
communicate
how the group
met the
challenge?
Presentation
moves in a clear,
logical
progression with
smooth transitions
(e.g., is easy to
follow).
Presentation stays
within time limits,
and no part is too
long or too brief.
Multi-media
presentation aides
include features
that effectively
enhance
communication
(e.g., use of
graphics, color,
sound, images, or
animation to help
achieve purpose
of presentation,
convey meaning,
or emphasize key
points).
Presentation is
slightly hard to
follow.
Presentation stays
within time limits,
and no part is too
long or too brief.
Most multi-media
presentation aides
include features
that effectively
enhance
communication.
Presentation is
confusing or
awkwardly
sequenced.
Presentation does
not stay within
time limits and
some parts are too
long or too brief.
Multi-media
presentation aides
do not enhance
communication.
Presentation is
missing or
confusing.
Presentation
does not stay
within time
limits and some
parts are too
long or too
brief.
Presentation
does not include
multi-media
presentation
aides.
Points:
32 | P a g e
Category Breakthrough
(4)
Commended
(3)
Proficient
(1-2)
Emerging
(0) Points
Is group
collaboration
and shared
responsibility
evident
throughout the
presentation of
the project?
Presentation is
structured so that
all members of
the group
participate
equally (e.g.
everyone speaks
or answers
questions, on
topics of
significance, for
about the same
length of time).
Presentation is
structured so that
most members of
the group
participate
equally.
Presentation is
structured so that
one member takes
lead and all other
members have a
smaller role.
Presentation is
primarily led by
one group
member and
collaboration is
not evident at
all.
Points:
Total
Points:
Additional Comments