iRubric: Pumpkin Catapult Challenge rubric

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Pumpkin Catapult Challenge

➢ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. ➢PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Rubric Code: EX6CBXC

By roseunis

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Public Rubric

Subject: Engineering

Type: Project

Grade Levels: 6-8

Pumpkin Catapult Challenge
	Exceeds 4 pts	Meets 3 pts	Nearly Meets 2 pts	Beginning 1 pts
Plan & Blue Print	Exceeds Plan is neat with clear measurements and labeling for all components.	Meets Plan is neat with clear measurements and labeling for most components.	Nearly Meets Plan provides clear measurements and labeling for most components.	Beginning Plan does not show measurements clearly or is otherwise inadequately labeled.
Construction & Modifications	Exceeds Clear evidence and reflections of troubleshooting, testing, and modifications based on data and sketches in log blueprints. Log provides a complete record of planning, construction, testing, modifications, reasons for modifications, and some reflection about the strategies used and the results.	Meets Clear evidence of troubleshooting, testing and modifications. Log provides a complete record of planning, construction, testing, modifications, and reasons for modifications.	Nearly Meets Some evidence of troubleshooting, testing and modifications. Log provides some detail about planning, construction, testing, modifications, and reasons for modifications.	Beginning Little evidence of troubleshooting, testing or modifications. Log provides very little detail about several aspects of the planning, construction, and testing process.
Function & Performance	Exceeds Structure functions extraordinarily well, successfully meeting design requirements.	Meets Structure functions well, meeting most design requirements.	Nearly Meets Structure functions, but has design flaws preventing it from meeting many of the design requirements.	Beginning Fatal flaws in structure and function, preventing design from meeting requirements.
Problem Solving	Exceeds Actively looks for and suggests solutions to problems. A definite leader who contributes a lot of effort. *Consistently stays focused on the task and what needs to be done.	Meets Refines solutions suggested by others. A strong group member. Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Nearly Meets Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Focuses on the task and what needs to be done some of the time. *Other group members must sometimes nag, prod, and remind to keep this person on-task.	Beginning Does not try to solve problems or help others solve problems. Lets others do the work. Rarely focuses on the task and what needs to be done. Lets others do the work.
Member Attitude	Exceeds Listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Meets Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Nearly Meets Sometimes listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Occasionally is publicly critical of the project or the work of other members of the group. *Has somewhat of a positive attitude about the task(s).	Beginning Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Types of Energy	Exceeds Analysis answers to #'s 1-3, and 6, reflect an accurate understanding of energy types modeled in the lab, as demonstrated by complete thoughts.	Meets Analysis answers to #'s 1-3, and 6, reflect an understanding of energy types modeled in the lab.	Nearly Meets Analysis answers to #'s 1-3, and 6, reflect a basic understanding of energy types modeled in the lab.	Beginning Analysis answers to #'s 1-3, and 6, reflect little understanding of energy types modeled in the lab.
Transfer of Energy	Exceeds Analysis answers to #'s 4,5, and 7-10, reflect an accurate understanding of energy transfer modeled in the lab, as demonstrated by a diagram and complete thoughts.	Meets Analysis answers to #'s 4,5, and 7-10, reflect an understanding of energy transfer modeled in the lab. Correct diagram is included.	Nearly Meets Analysis answers to #'s 4,5, and 7-10, reflect a basic understanding of energy transfer modeled in the lab.	Beginning Analysis answers to #'s 4,5, and 7-10, reflect little understanding of energy transfer modeled in the lab.

Subjects:

Engineering

Types:

Project

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