Kinetic Energy: Yo-Yo Instructor Guide · example, chemical energy in a battery is converted to electrical energy, or the grav-itational kinetic energy of falling water is converted

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Design Criteria WorksheetAssessmentsPre-Test

Post-Test

Assessment RubricsPre- and Post-Test Evaluation Rubric

Prerequisite Skills Preparation Rubric

Understand Phase Evaluation Rubric

Explore Phase Evaluation Rubric

Define Phase Evaluation Rubric

Ideate Phase Evaluation Rubric

Prototype Phase Evaluation Rubric

Refine Phase Evaluation Rubric

Solution Phase Evaluation Rubric

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Getting StartedProject Brief

Project Overview

Concepts Addressed

Learning Objectives

Prerequisites

Key Terms

Guiding Questions

Teacher Preparation

Project OutlineOption 1

Option 2

Differentiated Instruction

Non-Native Speakers

Special Needs Students

STEAM ConnectionsMake It

Assessment Processes

Kinetic Energy: Yo-YoInstructor Guide

Autodesk Digital STEAM Workshop—Kinetic Energy: Yo-Yo—Instructor’s Guide 2

Project BriefPotential energy is a term used to describe the possible energy that a body or system can produce. Poten-tial energy can be used broadly to describe stored energy. There are several categories of potential energy. Potential energy can be illustrated by a ball resting on a tabletop or a roller-coaster car at the top of a steep drop prior to descending. The stored energy results from the difference in their position relative to Earth and its gravitational pull. Kinetic energy refers to the energy an object possesses from being in motion. For example, a motorcycle uses energy (fuel) to gain speed. This is the same thing as saying that the motorcycle transfers energy from a chemical source into kinetic energy. In order to stop, the motorcycle would have to lose its kinetic energy. This could be accomplished in many ways such as braking, an impact, or by simply slowing down over time by stopping the flow of fuel and allowing friction to bring the motorcycle to a stop. “Design thinking” linked to this project starts by formulating and answering some key questions:

• How is potential energy converted to kinetic energy in a yo-yo?• What is the ideal diameter and mass of a yo-yo?• What features of a yo-yo will maximize spinning?• How does an understanding of center of gravity impact the design of a yo-yo?• What are the best materials for the construction of the yo-yo body?• How might the length, diameter, and material of the string influence the movement of a yo-yo?• What are some design features that might enhance the market appeal of a yo-yo?

Process A good example of potential energy can be seen in a yo-yo. When the yo-yo is released from the user’s hand, it begins to spin and fall. Upon release, the yo-yo’s potential energy begins to convert to kinetic en-ergy, which causes it to spin and fall. This potential energy was originally imparted to it when the user lifted the yo-yo up. When the yo-yo is climbing its string, it is converting and storing the spinning kinetic energy back into potential energy. The technical videos in this project guide you through the process of designing a simple yo-yo using Autodesk® 123D® Design. Hopefully, after learning the basics of the software, students can develop their own designs for objects or systems that are influenced by potential and kinetic energy.

Design considerations used in the example project are as follows:

• Purpose: Design a simple yo-yo as a way of demonstrating potential and kinetic energy.• Target market: All ages.• Size limitations: Maximum 3-inch diameter.• Materials to be used: Wood, metal, and plastic.• Scheduling requirements: 1–2 hours for design thinking video and technical video tutorial.

Getting Started


Software: Autodesk 123D Design

Time: Option 1: 2 hours Option 2: 5–10 hours Difficulty: Option 1: Beginner Option 2: Intermediate Subject: Science, Technology, Engineering, Math, Art

Concepts Addressed• Energy is the capacity to do work. In physics, work occurs when a force moves an object though a distance. Work is de-fined by the mathematical calculation of W = F • x. (W= work, where F is the applied force and x is the distance moved or the displacement.)• Energy is classified under two major categories: potential and kinetic energy. Potential energy is stored energy waiting to be used, such as the energy in a stretched out rubber band or the energy stored in a battery or spring. • Kinetic energy is the energy of mo-tion such as the motion of a vehicle, a ball falling to earth, or heat waves generated from a radiant space heater.• According to the first law of thermo-dynamics, energy can be neither created nor destroyed. Energy is constantly being converted from one form to another. For example, chemical energy in a battery is converted to electrical energy, or the grav-itational kinetic energy of falling water is converted into mechanical and electrical en-ergy in hydroelectric dams.

Project Overview

Project Overview This project is framed by two overarching goals: 1) to help students understand why engineers, designers, and scientists must apply knowledge of scientific principles such as potential and kinetic energy for the development of products or systems, and 2) to provide students with technical skills related to effectively using Autodesk® 123D® Design. The curriculum content provided in this project offers students two options for classroom or after school learn-ing:

Option 1: Start by having students view the Design Thinking video to gain a basic understanding of potential and kinetic en-ergy and its impact on the design of prod-ucts and systems. The pre-test and Guiding Questions provided in this lesson plan can facilitate student discussions to strengthen their understanding. Next have students use the technical videos to build and refine their skills in using 123D Design. These videos will guide students through the process of replicating a virtual model of a yo-yo.

Option 2: Have students complete all of Option 1. Next, engage students in a design challenge where they must apply their un-derstanding of potential and kinetic energy and technical skills in using 123D Design to create and present a design for a for a yo-yo. Encourage students to supplement the resources provided in this project with other sources of knowledge that can include their texts, teachers and the wide array of online science resources.


• Demonstrate an ability to apply com-mands such as patterns, scale, and mirror-ing of geometry.• Understand the potential of convert-ing 123D models into physical prototypes via technologies that include 3D printing and laser cutting facilitated by Autodesk® 123D® Make.

Academic Content Students will be able to: • Explain the principles of energy and work.• Explain the differences between po-tential and kinetic energy.• Explain the idea around conservation of energy, where energy is neither lost or created but is converted.• Explain how the reduction of friction, and the conversion of kinetic energy into heat, is critical in the operation of products and other mechanical systems.• Explain how the conversion of energy is critical to environmental sustainability.• Explain the key forms of energy that fall under the categories of kinetic and po-tential energy.

PrerequisitesOption 1• Review of Design Thinking video for potential and kinetic energy.• Review of potential and kinetic ener-gy technical videos.

Option 2• Review of Design Thinking video for potential and kinetic energy.• Review of potential and kinetic ener-gy technical videos.

• Friction within a system (such as an internal combustion engine) causes the conversion of mechanical kinetic energy into heat or thermal energy, which is gen-erally lost and degrades the performance of system.• Fuels, such as gasoline, store poten-tial chemical energy, which is converted into kinetic energy when combusted.• Potential energy can be stored in mo-lecular bonds. This energy can be released through the application of energy.• The kinetic energy of a moving vehi-cle is converted to heat energy from friction when brakes are applied. Innovations in sustainable design focus on minimizing the loss of thermal energy through friction with systems, such as regenerative braking, that capture a large portion of the kinetic energy and convert it into electrical energy stored in a batteries as potential energy for future use.

Learning ObjectivesAfter completing this lesson, students will be able to demonstrate growth in the fol-lowing areas.

Process Skills and Knowledge Students will be able to:• Effectively interact with the 123D Design user interface.• Demonstrate an ability to use 2D sketch tools in the software.• Demonstrate an ability to use 3D form-generation tools in the software.• Demonstrate an ability to assemble components using constraints.• Demonstrate an ability to alter mate-rial/finish choices for a model.


• Review and preparation of curricular materials that include pre-tests and post-tests, Design Criteria Worksheets, and Guiding Questions. Prepare to discuss STEAM connections and to guide students through the design challenge presented in Option 2. Teachers in math and science should determine which concepts and operations will be emphasized in the design challenge, and modify the student assessment to include those elements

Key TermsAcceleration is a change in speed over a period of time; the higher the acceleration, the faster the change in speed. For example, if a car goes from 0 miles per hour (mph) to 60 mph in 2 seconds, it is a higher acceleration than if the car goes from 0 mph to 40 mph in 2 seconds. Acceleration is a rate of change of speed; NO change means NO acceleration. If something is moving at constant speed it is NOT accelerating.Calorie is the amount of energy, or heat, it takes to raise the temperature of 1 gram of wa-ter by 1 degree Celsius (1.8 degrees Fahrenheit). One calorie is equal to 4.184 joules. Foods possess potential energy in the form of calories.Coefficient of friction is the measurement of the level of friction embodied in a particular material. The formula is µ = f/N, where µ is the coefficient of friction, f, is the amount of force that resists motion, and N is the normal force. Normal force is the force at which one surface is being pushed into another. Drag is a term used in fluid dynamics that is sometimes referred to as air resistance or fluid resistance. Friction is one of multiple factors that influence the amount of drag encountered by a body moving through a fluid such as air or water. First Law of Thermodynamics states that energy can be changed from one form to an-other, but it cannot be created or destroyed.Force causes masses to accelerate; they are influences that cause a change of movement, direction, or shape. When you press on an object, you are exerting a force on it. When a robot is accelerating, it does so because of the force its wheels exert on the floor. Force is measured in units such as pounds or newtons. For instance, the weight of an object is the force on the object due to gravity (accelerating the object towards the center of the earth).Kinetic energy is the energy possessed by a body in motion. It is calculated as one half the mass of the body times the square of its speed.Kinetic friction (or dynamic) friction occurs when two objects are moving relative to each other and rub together (like a sled on the ground). Potential energy is stored energy, such as the energy stored chemically in a battery, the gravitational energy due to the position of a body such as roller coaster car sitting at the top of the drop, the energy stored in a spring, or energy stored in molecular bonds. Power is defined as the rate that work is performed. It can be thought of as how fast the energy that is required to do the work is expended. Units of power that are commonly used include horse power, and Watts (also known as joules per second).


Rotational speed refers to how fast something is moving in a circle. It is measured in units of angular-distance per time (that is, degree per second) or rotational cycles per time (that is, revolutions per minute). When a person talks about “rpm,” he or she is referencing rota-tional speed (for example, the rpm of a car engine refers to how fast the engine is spinning).Static friction is friction between two or more solid objects that are not moving relative to each other.Work is the measure of force exerted over a distance. For instance, if it takes 10 pounds of force to hold an object, it would then take a certain amount of work to lift this object 10 inches, and would take double the work to lift it 20 inches. Work can also be thought of as a change in energy.

Guiding Questions• What is the relationship between energy and work ?• Why is it important to recognize that energy is neither created nor destroyed but can be converted from one form to another? • What are some of the key forms of potential energy (stored energy), and how can the conversion of that potential energy be released and controlled?• Why is heat or thermal energy an often unwanted result of frictional forces acting on moving bodies?• How does the position of an object relate to its potential energy and the subsequent kinetic energy that can be released when it falls from that position as the result of gravita-tional acceleration?• How can the potential energy stored in molecular bonds be released and converted to other forms of energy?• How is the control of energy conversion being used to promote environmental sus-tainability?• What is the relationship between calories in food, potential energy, and kinetic ener-gy?

Teacher Preparation 1. Read the Design Thinking Guide.2. Watch all of the videos included in the Project Overview and Project Packet.3. Be prepared to partner with your students in learning the new software techniques.4. Show students how to find help in the curriculum and use the software Help feature.5. Point out which videos the students need to catch up on if they need reference.


Option 1Hour 1: Students should view the Design Thinking video. Next, engage students in a dis-cussion on potential and kinetic energy using the pre-test and the guiding questions from this lesson plan to facilitate the discussion and identify the students’ prior knowledge on the subject.Hour 2: Students should follow the technical video in order to learn how to utilize 123D Design for modeling a yo-yo.

Option 2Option 2 engages students in a design challenge where they must apply their understanding of potential and kinetic energy and technical skills in using 123D Design to create and pres-ent a design for a child’s toy that utilizes a mechanical system to store energy that is subse-quently released to create motion.

1. Understand: Begin this project by reviewing the Design Criteria Worksheet. This will help students develop a framework for the project.

2. Explore: Through the Explore process you want students to expand their understand-ing of potential and kinetic energy found in mechanical systems that can be used in toys. This can be achieved through research as well as through play and observation of children interacting with toys.

3. Define: This critical phase in the design process involves establishing criteria for the design of the mechanical toy related to such as factors as the potential users of the toy, the type of movement desired for the toy, the need to maintain safety when operating the toy, and its cost. The Design Criteria Worksheet will facilitate this phase.

4. Ideate: This is the time for students to come up with as many ideas as possible for their design solution. This creative phase should be guided by the design criteria. The pro-cess can begin with sketches developed on paper. Students can then apply their 123D De-sign skills to quickly generate virtual models.

Project Outline


5. Prototype: Depending on the time available, students might create physical models and virtual prototypes in order to evaluate features such as mechanical function or user in-terface. If feasible, design models generated in 123D Design can be transformed into physi-cal prototypes by using 3D printing or by importing files into 123D Make for the production of laser-cut components.

6. Refine: As the name suggests, this is where students fine-tune their ideas. This can be accomplished by refining 123D models and/or making improvements to any physical models or prototypes. Encourage students to engage in the mental practice of asking if the details they are incorporating help to define a design that fulfills the functional and emotional needs that were established in the Define phase. To further expand and communicate their ideas, students may want to integrate the virtual models created in 123D Design into an animation sequence.

7. Solution: This is the time when students organize their work from phases 1–6 and present their design solution to others. This stage is important with respect to solidifying a student’s understanding of the Design Challenge and related science concepts. It also can play a key role in helping them develop important 21st century skills related to research, writing, speaking, and the effective use of media.


Differentiated Instruction• Encourage students to review the lesson and skills videos in small groups.• Have small teams of students collaborate to complete one design criteria matrix by dividing up the work.• Identify specific websites that students can use for the Define and Explore stages. • Provide some students with a set of predefined design criteria and background content to modify the Define and Explore stages. • Have small groups collaborate on the Ideate, Refine, Prototype, and Presentation stages. Have some students focus on the development of physical sketches and sketch models while collaborating with team members who focus on digital prototyping.• Provide students with self and peer evaluation forms to be filled out at the completion of each phase.• Provide students with models of successful student presentations with clear examples of each Design phase.

Non-Native Speakers• Encourage students to tap into their own culture and life experience to discover prior knowledge of the project topic. • Provide English/first language translation dictionaries and/or electronic translation devices.• Allow the student to prepare materials in their primary language and have it translated later.• Pair ELL students with native English speakers.• Provide a translator for viewing of videos.

Special Needs Students• Provide prefabricated modeling components.• Engage the help of aides to assist in physical sketch modeling and prototypes.• Accommodate students by allowing additional time and/or reducing the scope of project requirements.• Provide any necessary accommodations for access to technology such as alternative input devices, larger font sizes, speech recognition, and so on.


GScienceA remarkable example of energy conversion in nature is photosynthesis, a term derived from the Greek words photo for “light” and synthesis meaning “putting together.” Photosynthesis enables plants and organisms such as algae to convert light energy (that is, electromagnetic energy) derived from the sun into chemical energy that can be used to fuel the organism. This is achieved by combining light with water and carbon dioxide to produce sugar and oxygen. This conversion of energy is essential to life on Earth to generate foods to be con-sumed by other organisms. The intake of carbon dioxide and subsequent release of oxygen is also critical to combat global warming. Investigate how the potential energy stored in plants is subsequently released and used as kinetic energy in human and animal activity. Ex-plore other ways in which the electromagnetic energy from the sun is being harnessed and converted as a source of renewable energy. Investigate how an understanding of photosyn-thesis might play a pivotal role in the production of food for exploration on planets such as Mars.

Potential energy that results from the position of a body plays a key role in the generation of electricity through hydroelectric dams. Explore the process of hydroelectric power. Inves-tigate the relationships between the volume and elevation of a body of water in a dam and the amount of electrical energy that can be generated.

"TechnologyRegenerative braking systems are being developed to improve energy efficiency in vehicles by converting heat energy that is normally wasted (and destructive) into chemical potential energy stored in batteries for future use as electrical energy. Investigate new developments in regenerative braking including an exploration of innovations in battery technologies that are making regenerative braking systems more efficient and cost effective.

An intriguing development in vehicle technology is the flywheel hybrid that directly stores energy from braking as mechanical potential energy in a flywheel. This approach to conserv-ing and converting energy eliminates or minimizes the need for storage batteries. Investi-gate innovations in this area. What types of materials and flywheel systems are being used to maximize vehicle efficiency and reduce cost and weight? How might the use of this type of energy conversion promote environmental sustainability in other areas, such as commer-cial building design, where large energy-consuming mechanical systems are used for plumb-ing, water, air purification, heating, ventilation, and air conditioning?

STEAM Connections


JEngineeringThe law of energy conservation states that energy cannot be created or destroyed; it can only be converted. Explore how this law impacts the design of products and systems. Based on this law, what often happens when kinetic energy is converted to thermal or heat ener-gy in a system or product? What steps do engineers and designers take to ensure that the energy that is converted from one type to another in a system can be kept within that sys-tem? How do engineering practices that minimize energy loss in a system impact effort to promote environmental sustainability?

An important part of engineering involves the production and control of sounds, such as in the design and use of musical instruments or design of recording studios and performance halls. Sound involves the movement of energy in the form of waves through a substance such as air. These waves are generated when a force (such as a physical force applied to a drum or guitar string) causes vibrations. In the case of music, the kinetic energy in the mov-ing air molecules transfers sound energy to our ear drums for processing by our brains. In order to design products that help transmit and control the quality of sounds, designers and engineers must have a firm grasp on how the kinetic energy of sound waves travel and are impacted by their interaction with environment. Explore the field of acoustics to deepen your understanding of sound waves, how they are produced, transmitted, and recorded to maximize quality.

FArtAn exciting area of artistic expression involves the creation of kinetic sculpture. As the term implies, kinetic sculpture involves movement and consequently entails the conversion of po-tential into kinetic energy. Explore the work of Dutch artist Theo Jansen, who has spent the past 15 years developing and perfecting huge animated sculptures called strandbeests. In-vestigate how the designs convert energy from sources such as the wind to transform these large structures into amazing lifelike creatures. Examine how he has implemented engineer-ing design solutions that attempt to minimize energy loss due to friction.

A vital part of the performing arts involves dance and body movement, ranging from tra-ditional ballet to contemporary forms of hip-hop and interpretive dance. Regardless of the form, dancers are constantly storing energy (potential) and releasing energy (kinetic) as they move from a bent knee or crouching position to a leap. Examine how dancers in different genres store energy to maximize the height of a jump. Investigate the relationship between the dancer’s physique relative to their ability to store potential energy and convert that to kinetic energy of movement.


]Math Hydroelectric dams produce electricity by using the stored potential energy in the water stored behind the dam. Explore the volume and elevation of water in some of the world’s largest dams, and calculate how much of the potential energy could be converted to useful kinetic energy that could turn turbines and generate electricity. How would expanded use of hydroelectric power decrease reliance on fossil fuels?

The relationship between potential and kinetic energy is a vivid aspect of gymnastics. Both men and women competing in the Olympics perform on the vault, where they run and jump onto a spring board and leap into the air using their hands to spring off the vault, and then attempt to stick the landing by hitting the mat with two feet. In order to get the necessary height, kinetic energy is converted to potential energy when the spring board compresses. This potential energy is quickly converted to kinetic energy as the gymnast launches into the air. Investigate how to calculate the kinetic and potential energy involved in this event. How would it vary based on the size and mass of the gymnast? How can a gymnast’s form impact the amount of angry involved in their event?

Make ItWhen you ask adults what they remember most about school, the answer often refers to something they produced―something they built, wrote, performed, or generated through some form of visual media. Such activities can take extra time, but the benefits are worth it. A great addition to any student presentation could be a physical prototype generated with technologies such as 3D printing or with the application of Autodesk 123D Make and laser cutting. Engage the students in a review of the designs they developed in Option 2. Guide them in deciding what criteria should be used to determine the best design to model, or perhaps have each student team model their own. Have students present their ideas to a panel of community members.

Assessment Processes for Option 2The assessment process for all of the projects in this curriculum provides students with for-mative feedback for each of the seven essential phases. The rubrics, included as a separate document, serve to guide students in knowing what is expected for each phase and the criteria used to evaluate the quality of the work. For each project, students complete a self and peer evaluation. These include a reflective narration for each phase, accompanied by a point score derived from the rubric. These evaluations are accompanied by a teacher evalu-ation that also includes a narrative and numerical score for each phase, along with a cumu-lative score. The STEAM questions and the optional Build It activity offer students an oppor-tunity to assess what they have learned and apply that knowledge to improve the quality of their work and increase their scores.


Where?Where will the yo-yo be used?• Will the product be used indoors and outdoors?• Are their safety concerns regarding its use?

What?What types of materials are best suited for the product?• What types of forces will the yo-yo be subjected to?• What is the desired lifetime of the product?• Will the product be exposed to harm-ful aspects of the environment?• Will the product need to incorporate any special features to make it unique and to drive consumer interest?• What is the desired retail price point?

Why?Why is the product needed?• Why would a yo-yo be designed and sold in today’s market?• Why is a yo-yo a great device for demonstrating potential and kinetic energy?• Are there other sorts of spinoff prod-ucts that could be developed?

In this design challenge, students must apply their understanding of potential and kinetic energy and the technical skills nec-essary to use Autodesk® 123D® Design to create and present a design for a yo-yo. Encourage students to supplement the re-sources provided in this project with other sources of knowledge that can include their texts, teachers, and the wide array of on-line science resources.

To develop innovative project solutions, it is critical that you develop a clear under-standing of all relevant design criteria. This worksheet is intended to help you identify important factors that shape this project by prompting a response to questions in four key categories: Who, Where, What, and Why.

Who?Who will use product?• What are the age groups and genders of potential users?• What are some of the important physical limitations that may need to be addressed in the design to maximize the number of potential users?• What sort of budget might be avail-able for producing the product?

Design CriteriaWorksheet

14Autodesk Digital STEAM Workshop—Kinetic Energy: Yo-Yo—Instructor’s Guide

DiscussionWhat is meant by the terms potential energy and kinetic energy?

Why is it important to recognize that energy is neither created nor destroyed but can be converted from one form to another?

How does the position of an object relate to its potential energy and the subsequent kinetic energy that can be released when it falls from that position as the result of grav-itational acceleration?

How can the potential energy stored in molecular bonds be released and converted to other forms of energy?

Pre-Test


SurveyTo what extent would you agree or disagree with the following statements:1 - Strongly disagree 2 - Somewhat disagree 3 - Neutral 4 - Somewhat agree 5 - Strongly agree

1 2 3 4 5

I know a lot about potential and kinetic energy.

I understand why knowledge of potential and kinetic energy is essential to the design

of products and systems.I understand the importance of recogniz-ing that energy is neither created nor de-

stroyed; it is only converted from one form to another.

I understand that the control of potential and kinetic energy conversion can play a

major role in environmental sustainability.

I have used Autodesk® 123D® Design be-fore and understand the basics.

I have a solid understanding of the seven phases of design thinking.

Based on your discussions and thinking about your responses to the survey, sketch a few ideas that immediately come into your mind. It can be anything!

Autodesk Digital STEAM Workshop—Kinetic Energy: Yo-Yo—Instructor’s Guide


How does the position of an object relate to its potential energy and the subsequent kinetic energy that can be released when it falls from that position as the result of grav-itational acceleration?

Describe how your response to this ques-tion changed as a result of your experience with this project.

How can the potential energy stored in mo-lecular bonds be released and converted to other forms of energy?


Now that you have completed this project, reconsider the responses you provided in the Pre-Test for the following questions. After writing your new response, look back at the original Pre-Test document and de-scribe how the process of working on this project may have shifted your response.

What is meant by the terms potential ener-gy and kinetic energy?


Why is it important to recognize that ener-gy is neither created or destroyed but can be converted from one form to another?


Post-Test


SurveyTo what extent would you agree or disagree with the following statements:1 - Strongly disagree 2 - Somewhat disagree 3 - Neutral 4 - Somewhat agree 5 - Strongly agree

1 2 3 4 5

I am more knowledgeable about potential and kinetic energy.

I better understand why knowledge of po-tential and kinetic energy is essential to the

design of products and systems..I better understand the importance of rec-ognizing that energy is neither created nor

destroyed; it is only converted from one form to another.

I am more knowledgeable as to how the control of potential and kinetic energy

conversion can play a major role in environ-mental sustainability.

I am more confident in my ability to use Autodesk® 123D® Design.

I have an improved understanding of the seven phases of design thinking.

For this and all of the projects, an important goal is to help you develop competence in design thinking. With this in mind, envision a real-world challenge or problem to which you can apply the skills and concepts acquired from this project to develop innovative solutions. This can be anything: a service, a new product, something to entertain or to inform―use your imagination! Share your thoughts in words, sketches, or some of your own digital models.


Poor1 points

Fair2 points

Good3 points

Excellent4 points

Pre-Test

“What I Know”

Great care was taken to read and answer all ques-tions. Assumed a leadership role in group discussions.

Care was taken to read and answer all questions. Demon-

strated a willingness to participate in

group discussions.

A minimal amount of care was taken

to read and answer all questions. Mini-mal engagement in group discussions.

No care was taken to read and answer all questions. No en-

gagement in group discussions.

Post-Test

“What I Learned”

Great care was tak-en to thoughtfully

read and answer all questions. Assumed a leadership role in group discussions.

Care was taken to thoughtfully read

and answer all ques-tions. Demonstrat-ed a willingness to participate in group

discussions.

A minimal amount of care was taken

to read and answer all questions. Mini-mal engagement in group discussions.

No care was taken to read and answer all questions. No en-

gagement in group discussions.

Pre- and Post-Test Evaluation Rubric

Assessment Rubric


Excellent4 points

Good3 points

Fair2 points

Poor1 points

How-to Videos

Great care was taken

in using the videos to develop the nec-essary skills for the

project.

Care was taken in using the videos to develop the nec-

essary skills for the project.

A minimal amount of care was taken to use the videos to de-velop the necessary skills for the project.

No care was taken to use the videos to de-velop the necessary skills for the project.

Collabora-tion and Participa-

tion

Exceptional effort was made by the student to work

with others to de-velop competencies with the prerequisite

skills.

Reasonable effort was made by the

student to work with others to develop competencies with

the prerequisite skills.

Minimal effort was made by the student to work with others

to develop com-petencies with the prerequisite skills.

No effort was made by the student to

work with others to develop competen-cies with the prereq-

uisite skills.

Prerequisite Skills Preparation Evalua-


Excellent4 points

Good3 points

Fair2 points

Poor1 points

Project Videos

and Brief

Great care was taken to explore the project videos and

project brief.

Care was taken to explore the project videos and project

brief.

A minimal amount of care was taken to explore the project videos and project

brief.

No care was taken to explore the project videos and project

brief.

Design Journal

The design journal provides outstand-ing evidence that

the student attempt-ed to develop an un-derstanding of the project and design

challenge.

The design jour-nal provides solid evidence that the student attempted to develop an un-derstanding of the project and design

challenge.

The design journal provides a minimal amount of evidence

that the student attempted to devel-op an understanding

of the project and design challenge.

The design journal provides no evidence

that the student attempted to devel-op an understanding

of the project and design challenge.

Collabora-tion and Participa-

tion

Exceptional effort was made by the student to deepen or clarify their un-

derstanding through discussion with

others.

Reasonable effort was made by the student to deepen

or clarify their under-standing through dis-cussion with others.

Minimal effort was made by the student to deepen or clarify their understanding through discussion

with others.

No effort was made by the student to deepen or clarify

their understanding through discussion

with others.

Understand Phase Evaluation Rubric


Excellent4 points

Good3 points

Fair2 points

Poor1 points

DeeperInquiry

Exceptional effort was invested by the student to expand

their understanding of the design chal-lenge, the factors

that shape the project, or the types and quality of prior

solutions.

Substantial effort was made by the stu-dent to expand their understanding of the design challenge, the

factors that shape the project, or the

types and quality of prior solutions.

A minimal amount of effort was made by the student to expand their un-

derstanding of the design challenge, the



No effort was made by the student to expand their un-




Design Journal

The design journal provides outstand-

ing evidence of design exploration.

The notes and sketches indicate an exceptional grasp of the project and

the factors that will influence their own

work.

The design journal provides solid evi-

dence of design ex-ploration. The notes

and sketches indicate a sound grasp of the

projectand the factors that will influence their

own work.

The design journal provides a minimal amount of evidence of design explora-

tion.The notes and

sketches indicate a limited grasp of

the project and the factors that will influ-ence their own work.

The design journal provides no evidence

of design explora-tion.

Collabora-tion

Almost always listens to, shares

with, and supports the efforts of others. Tries to keep people

working well to-gether. Exhibits ex-ceptional leadership abilities in helping others develop a

deeper understand-ing of the project

and the factors that will influence their

own work.

Usually listens to, shares with, and

supports the efforts of others. Does not create conflict in the group. Helps team members develop a deeper understand-ing of the project


own work.

Sometimes listens to, shares with, and supports the efforts of others, but some-times is not a good

team member.Contributes little to-wards helping team members develop a deeper understand-ing of the project


own work.

Never listens to, shares with, and sup-ports the efforts of

others. Often is not a good team member.

Explore Phase Evaluation Rubric


Excellent4 points

Good3 points

Fair2 points

Poor1 points

Design Criteria

Worksheet

Exceptional effort was invested by

the student to use the worksheet to

expand their under-standing of the de-sign challenge, the factors that shape the project, or the


Substantial effort was made by the student to use the

worksheet to expand their under-stand-ing of the design

challenge, the fac-tors that shape the project, or the types and quality of prior

solutions.

A minimal amount of effort was made by the student to

use the worksheet to expand their un-





use the worksheet to expand their un-




Design Journal

The design jour-nal provides out-standing evidence that the student

has identified and assessed the criti-

cal criteria that will shape their project.

The design jour-nal provides solid evidence that the student has identi-fied and assessed the critical criteria

that will shape their project.

The design journal provides a minimal amount of evidence that the student has

identified and as-sessed the critical cri-teria that will shape

their project.

The design journal provides no evidence that the student has

identified and as-sessed the critical cri-teria that will shape

their project.

Collabora-tion


with, and supports the efforts of oth-ers. Tries to keep

people working well together. Exhibits

exceptional leader-ship abilities in help-ing others identify the critical project

design criteria.


supports the efforts of others. Does not create conflict in the group. Helps team

members identify the critical project design

criteria.


team member.Contributes little to-wards helping team identify the critical

project design crite-ria.



Define Phase Evaluation Rubric


Excellent4 points

Good3 points

Fair2 points

Poor1 points

Ideation

Exceptional effort was invested by the

student to gen-erate concepts or

potential solutions. A variety of media

was used to explore ideas.

Substantial effort was made by the

student to generate concepts or potential

solutions.A variety of media

was used to explore ideas.

A minimal amount of effort was made by the student to

generate concepts or potential solutions.


generate concepts or potential solutions.

Design Journal

The design journal provides outstand-ing evidence that the student has

explored multiple design solutions.

The design jour-nal provides solid evidence that the

student has explored multiple design solu-

tions.





Collabora-tion


with, and supports the efforts of oth-ers. Tries to keep

people working well together. Exhibits

exceptional leader-ship abilities in facil-itating the creation and assessment of

multiple ideas.


supports the efforts of others. Does not create conflict in the group. Helps team members generate and assess multiple

ideas.


team member.Contributes little to-wards helping team members generate

ideas.

Never listens to, shares with, and

supports the efforts of others. Makes no contribution towards

generating ideas.

Ideate Phase Evaluation Rubric


Excellent4 points

Good3 points

Fair2 points

Poor1 points

Prototype Develop-ment and Testing

Exceptional effort was invested by the student to visualize and test physical

models and/or virtu-al prototypes.

Substantial effort was made by the

student to visualize and test physical

models and/or virtual prototypes.

A minimal amount of effort was made by

the student to visual-ize and test physical models and/or virtual

prototypes.

No effort was made by the student to visualize and test

physical models and/or virtual prototypes.

Design Journal

The design journal provides outstand-ing evidence that the student has

documented and evaluated proto-

type(s) or considered possible changes or

refinements.

The design jour-nal provides solid evidence that the student has docu-mented and evalu-ated prototype(s) or considered possible changes or refine-

ments.




refinements.




refinements.

Collabora-tion



working well to-gether. Exhibits ex-ceptional leadership abilities in facilitat-ing the production and assessment of

prototypes.


supports the efforts of others. Does not create conflict in the group. Helps team members develop and assess proto-

types.


team member.Contributes little to-wards developing or assessing prototypes.



Prototype Phase Evaluation Rubric


Excellent4 points

Good3 points

Fair2 points

Poor1 points

Refine Solutions

Exceptional effort was invested by the

student to refine ideas. Proposed

solutions are very closely aligned to the critical design

criteria.

Substantial effort was made by the student to refine ideas. Proposed

solutions are aligned to the critical design

criteria.

A minimal amount of effort was made by the student to re-

fine ideas. Proposed solutions somewhat

aligned with the criti-cal design criteria.

No effort was made by the student to re-fine ideas. Proposed

solutions do not relate to the critical

design criteria.

Design Journal

The design journal provides outstand-ing evidence that

the student has sig-nificantly enhanced the design through the use of the soft-

ware.

The design jour-nal provides solid evidence that the

student has refined aspects of the design through the use of

the software.

The design journal provides a minimal amount of evidence that the student has refined aspects of

the design through the use of the soft-

ware.


refined aspects of the design through the use of the software.

Collabora-tion



working well to-gether. Exhibits ex-ceptional leadership abilities in facilitat-ing the refinement

of ideas and details.


supports the efforts of others. Does not create conflict in the group. Helps team

members refine their original ideas.


team member.Contributes little towards refining

designs.

Never listens to, shares with, and

supports the efforts of others. Has made no attempt to help

refine designs.

Refine Phase Evaluation Rubric


Excellent4 points

Good3 points

Fair2 points

Poor1 points

Prepara-tion of

Presenta-tion

Exceptional effort was invested by the student to develop a high-quality final

presentation.

Substantial effort was made by the student to orga-

nize and prepare all aspects of the final

presentation.

A minimal amount of effort was made by the student prepare the final presenta-

tion.


prepare the final pre-sentation.

Commu-nication

and Team Dynamics

Exceptional effort was made to help the team conduct the final presenta-tion. The quality of

the verbal and visual elements of the

presentation was outstanding.

Substantial effort was made to help the team conduct the final presenta-tion. The quality of

the verbal and visual elements of the pre-sentation was good.

Minimal effort was made to help the team conduct the final presentation.

The verbal and visual elements of the

presentation were of mediocre quality.

No effort was made to help the team conduct the final

presentation.

Presenta-tion Con-

tent

Exceptional effort was invested to-wards developing and presenting a

quality design solu-tion that is aligned

to the design criteria for the project.

Substantial effort was invested to-wards developing and presenting a

quality design solu-tion that is aligned to the design criteria for

the project.

Minimal effort was invested towards developing and

presenting a quality design solution that

is aligned to the design criteria for the

project.

No effort was invest-ed towards develop-ing and presenting a quality design solu-

tion that is aligned to the design criteria for

the project.

Solution Phase Evaluation Rubric

Documents

Kinetic Energy: Yo-Yo Instructor Guide · example, chemical energy in a battery is converted to electrical energy, or the grav-itational kinetic energy of falling water is converted