iRubric: Miniature Conics Building rubric

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Miniature Conics Building

The students should be able to create a real-life object that perfectly depicts the application of the four conic sections. The students should also be able to master the properties and graph of the conic sections.

Rubric Code: YXB3CW4

By leomar315

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Public Rubric

Subject: Math

Type: Project

Grade Levels: 6-8, 9-12

Miniature Conics Building The students should be able to create a real life object that perfectly show the application of the four conic sections. The students should also be able to master the properties and graph of the conic sections.
	5 Mastery (N/A)	4 Almost (N/A)	3 Not Quite (N/A)	2 No Understanding (N/A)
Visible Conics 40 pts The miniature should contain at least any of the conics discussed in the class.	5 The miniature contains obvious shape of any of the conic sections (circle, ellipse, parabola, and hyperbola).	4 The miniature contains a little details of the shape of any of the conic sections (circle, ellipse, parabola, and hyperbola).	3 The miniature contains a shape of the conic section but the conic is not emphasized.	2 The miniature does not contain any of the shape of the conic sections (circle, ellipse, parabola, and hyperbola).
Aesthetic Design 30 pts The miniature resembles a perfect beauty and impeccable real life building.	5 The design of the miniature is flawless from base to top. No signs of unpolished work such as sharp edges and discoloration.	4 The design of the miniature is above average. There is little sign of unpolished work.	3 The design of the miniature is average. There are sharp edges and signs of unpolished work.	2 The design of the miniature is below average. There are many sharp edges and unpolished work.
Strength of Materials 30 pts The miniature is made of materials strong enough to keep the building steady and stable.	5 The miniature is steady and stable. There is obvious evidence that the miniature can last long.	4 The miniature is a little unsteady and unstable. There is evidence that the miniature can stand but not long enough.	3 The miniature is not steady and stable. There is evidence that the miniature cannot stand long.	2 The miniature is obviously not steady and stable. There is strong evidence that the miniature cannot stand even in a short period of time.
Complexity of the Miniature Design 30 pts The students are able to manifest high creativity and show expertise in creating complex miniature.	5 The miniature's structure is complex and beyond expectations.	4 The miniature's structure is a little complex and within the expectations.	3 The miniature's structure is simple and below the expectations.	2 The miniature's structure is very simple and below the expectations.
Drawings 30 pts The students should be able to graph the real conics involved in the miniature.	5 The graph is patterned to a correct equation. The graph is well made and all parts of the graphs are written and neatly illustrated.	4 The graph is patterned to a correct equation. The graph is well made but some parts of the graph is missing/not well made.	3 The graph is patterned to a wrong equation. The graph is not well made and majority of the parts are missing.	2 The graph is not patterned to an equation. The graph is not well made and no visible parts of the conics.
Video 50 pts The students should be able to document the progress of the project.	5 The video shows the full progress of the creation of the project. All group members are seen in the video and participating in the making of the project.	4 The video shows some of the progress of the creation of the project. Some group members are seen in the video and some is participating in the making of the project.	3 The video shows incomplete progress of the creation of the project. Majority of the group members is not seen in the video. The majority of the members is not participating.	2 The video shows incomplete progress of the creation of the project. Most of the group members is not seen in the video.

Keywords:

miniature, circle, parabola, ellipse, hyperbola, building

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