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 holly.mohler@gpisd.org 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