Dont Break the Egg Rubric

4- Advanced Demonstrate and Calculate how unbalanced forces change speed or direction of an objects motion Differentiate between speed and velocity and acceleration. Student is able to demonstrate and calculate unbalanced forces of their vehicle and can justify with mathematical representation their conclusions in graphical form and with tables and discuss how this affected their vehicles. 3-Proficient Student is able to demonstrate and calculate unbalanced forces of their vehicle and can justify with mathematical representation their conclusions in graphical form. 2- Intermediate Student is able to demonstrate and calculate unbalanced forces of their vehicle. 1- Novice Student is able to calculate unbalanced forces of their vehicle. 0- Not Attempted No calculations were attempted. Score/Level

Student is able to differentiate speed and velocity and acceleration and justify their findings with mathematical evidence. Students discuss how these skills affected and applied to their vehicle, The student will be able to explain how an object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force. Students show evidence of investigation of how this law applies to their vehicles. The student will be able to explain how acceleration and mass affect the force of their vehicle. Students will be able to differentiate that mass is constant and acceleration is the changing variable that affects the vehicles force. Students show evidence through graphical representation the this law

Student is able to differentiate speed and velocity and acceleration and justify their findings with mathematical evidence.

Student is able to differentiate speed and velocity and acceleration.

Student is able to define speed, velocity, and acceleration but cannot elaborate on the difference of each attribute.

No attempt at differentiation.

Investigate and describe application of Newton's law of inertia.

The student will be able to explain how an object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.

The Student can recite Newton's law of inertia but cannot explain the law means.

No evidence of this law is shown.

Investigate and describe application of Newton's law of force and acceleration.

The student will be able to explain how acceleration and mass affect the force of their vehicle. Students will be able to differentiate that mass is constant and acceleration is the changing variable that affects the vehicles force.

The student will be able to explain how acceleration and mass affect the force of their vehicle.

Students can recite Newton's law of force and acceleration but cannot explain what it means.

No evidence of this law is shown.

4- Advanced affected the outcome of their vehicle. Investigate and describe application of Newtons law of actionreaction. Students will be able to explain that for every action, there is an equal and opposite reaction. Students can explain in english what this law means. Students show evidence of investigation in relation to their vehicle with this law. Student is able to represent linear proportional relationships with graphs and tables and explain that the equation is y=kx. Students will connect that this is used to justify the force of their vehicles and explain the vehicle's mass is constant and the acceleration is the variable dependent on the incline of the launch ramp. Student is able to represent linear non-proportional relationship with graphs and tables and explain that the equation is y=mx+b and that b0 for their giving budget in this project. Students explain that their initial test egg had to be accounted before they could purchase other materials. Students connect this situation to real world that it takes a budget to build a vehicle. Student explains that during trials of their cars, they predicted the speed at which their vehicle would

3-Proficient

2- Intermediate

1- Novice

0- Not Attempted

Score/Level

Students will be able to explain that for every action, there is an equal and opposite reaction. Students can explain in english what this law means

Students will be able to explain that for every action, there is an equal and opposite reaction.

Students can recite definition of this law but cannot explain what it means.

No evidence of this law is shown

Student represents linear proportional situations with tables, graphs, and equations in the form of y = kx.

Student is able to represent linear proportional relationships with graphs and tables and explain that the equation is y=kx. Students will connect that this is used to justify the force of their vehicles.

Student is able to represent linear proportional relationships with graphs and tables and explain that the equation is y=kx.

No evidence of linear proportional relationship is present.

Student represents linear nonproportional situations with tables, graphs, and equations in the form of y = mx + b, where b 0;

Student is able to represent linear non-proportional relationship with graphs and tables and explain that the equation is y=mx+b and that b0 for their giving budget in this project. Students explain that their initial test egg had to be accounted before they could purchase other materials.

Student is able to represent linear non-proportional relationship with graphs and tables and explain that the equation is y=mx+b and that b0 for their giving budget in this project.

Student explains that there was a budget to the project but didn't know how to use the budget to plan their purchase of materials.

No evidence of linear proportional or mention of the budget is made.

Students use a trend line that approximates

Student explains that during trials of their cars, they predicted the speed at which their vehicle would

Student explains that during trials of their cars, they predicted the speed at which their vehicle would

Students explain what a trend line is but cannot explain how to use it in respect to their vehicles.

No evidence of predictions are explained.

4- Advanced the linear relationship between bivariate sets of data to make predictions travel based on the increase in the height of the starting platform. The student compares their predictions to actual results of the trials. Students explain how this was used to help adjust the build of their vehicle before testing of various inclines. Paper is well thought out and supports the solution to the challenge or question. Has clear goal. Supports all content that was requested. Mathematical evidence supports accuracy of data. Conventions No spelling, grammatical errors, or punctuation errors. Uses High level content vocabulary when discussing results of project in the various content areas. Organization Information is focused in an organized and thoughtful manner Information is constructed in a logical pattern to support the solution.

3-Proficient travel based on the increase in the height of the starting platform. The student compares their predictions to actual results of the trials.

2- Intermediate travel based on the increase in the height of the starting platform.

1- Novice

0- Not Attempted

Score/Level

Content

Paper is well thought out and supports the solution to the challenge or question. Has clear goal. Supports all content that was requested.

Paper is well thought out and supports the solution to the challenge or question. Has clear goal.

Paper addresses the solution to the challenge or question.

No Paper was written.

Few (1-5) spelling, grammatical, or punctuation errors. Appropriate use of vocabulary and word choice.

Minimal(6-8) spelling, grammar, or punctuation errors. Low-Level use of vocabulary and word choice.

More than 8 spelling, grammar, or punctuation errors. Poor Use of vocabulary and word choice

No Vocabulary for any content is present.

Information supports the solution to the challenge or question.

Project has focus, but the information is scattered and unclear at times. Information that supports the project is present, but project is missing components to answer the entire challenge.

Content is present has very little organization. Information is present but supports the wrong content; misuse of data.

No organization is present in presentation.

Presentation

Multimedia is used to clarity and illustrate the main points of the project.

Multimedia is used to illustrate main points. Graphs are present but

Multimedia vaguely illustrates main points of project.

Content is unfocused. No graphical representation of any

No media is used to illustrate main points.

4- Advanced Graphs are use to justify mathematical findings Presentation captures and maintains audience attention. Presentation is organized and well planned out.

3-Proficient may not fully justify all mathematical findings Presentation captures attention but does not maintain audience throughout the presentation. Presentation is organized.

2- Intermediate Graphs do not support any of the mathematical findings. Presentation doesn't capture audience's attention. Presentation is not organized. Final Vehicle completes all tracks but the egg suffers major damages or leaves vehicles on at least one track.

1- Novice mathematical findings are present.

0- Not Attempted

Score/Level

Vehicle Trials

Final Vehicle completes all tracks without damage to egg and the egg stays secure within Vehicle.

Final Vehicle completes all tracks but the egg suffers minor damage is secure within the vehicle on at least one track.

Final completes all tracks but the egg suffers major damage or leaves the vehicles on all tracks.

No vehicle was ever tested.