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PS3-1, PS3-4 and ESS2-4 Assessment- Evaluating an Engineering Design Solution

Last updated over 3 years ago
13 questions

DIRECTIONS:

You can work on your assessment using your resources-- Any notes you have, resources on the chemistry calendar, and your group members. You can take pictures of any work and also add on to it if you need to revise. You can discuss ideas, However, everyone MUST write their own responses without copying word from word from another student

*Check Google Classroom under Unit 1 to see if you have a checklist or teacher notes that you can use on this assessment.
YOU CAN RESUBMIT AFTER THIS IS GRADED AT ANY TIME.
REMEMBER TO REVISE YOUR WORK AND THEN CLICK ON THE BLUE COMMENT BUTTON TO LEAVE A COMMENT THAT YOU UPDATED YOUR WORK SO THAT WE KNOW TO REGRADE IT :)

PART 1- DENSITY OF WATER TYPES INVESTIGATION

PS3-4- Thermal Equilbrium

Rubric:

4- All parts of the lab investigation are included, specific, and accurate based on the checklist provided in question 1
3-Mostly accurate or missing 1-2 requirements level 4
2- Some inaccuracies or missing parts from level 4
1- Missing or mostly inaccurate information
Find your notes on 1.7 Density of Water types Lab

Here are lab videos to remind you of this lab and/or to use if you were absent.
2

Take picture of your group lab investigation upload to this question. Add in any missing information suing the drawing tools in this question.
Include the following:
- Procedure of the steps that you took to perform the investigation to test densities of different types of water (cold/warm, salty/fresh).

-Data and Measurements-Record data and measurements that you took
along with any other observations. Don't forget to add the initial and final temperature values for each experiment.

-Investigation Model- This should include each experimental set up with teh following:
1) clearly labely the types of water tested
2) clearly indicate the density layers or if they two layers mixed
3) identify which is more dense
4) use particle zoom in drawings with differences in speed and arrangement of particles for each type of water tested
5) use particle drawings to explain density differences
6) explain in words or drawings using specific data from your lab how each experimental set up demonstrated thermal equilibrium

4

How well did group members work together on your project?

RATE YOURSELF AND EACH GROUP MEMBER USING THE RUBRIC BELOW.

WRITE THE GROUP MEMBER'S NAME ALONG WITH THEIR LEVEL.

RUBRIC:

LEVEL 4- Consistenly worked on poster, helped the group stay on task and focused, did their part and stepped up to do additional work when needed

LEVEL 3- Consistently did their equal share of work on the poster or their part(s) assigned. Supported other group members with little distractions.

LEVEL 2- Inconsistely worked with the group or did not complete their assigned part(s) or offer ideas/ suggestions, was distracted from the task or had to be re-directed to join the group.

LEVEL 1- Did not work with the group on the poster or do their part(s) or refused to work when asked

0

Did you include all required parts for this section? Choose all that apply. (Remember if you did not, to add missing information to question 1 that is not on your poster!)

4

Use the checklist from the previous question and the rubric given to the left to give yourself a level rating (Level 1-4). Explain your reasoning for your rating and how you think you can improve.

PART 2- Analyzing interfaces that cause ice melt

ESS2-4- Energy flow and Climate

PS3-1- Change in heat energy between systems


Rubric:
4- State a claim supported by at least 2 pieces of evidence, at least 1 is numerical data from the graphs. Reasoning accurately explains how the interface causes ice to melt using at least 4 scientific terms and concepts. The terms and concepts are defined and explained specificially to support the evidence rather than just simply used.
3-Mostly accurate or missing 1-2 parts from level 4
2- Some inaccuracies or missing 2-3 parts from level 4
1- Missing or mostly inaccurate information
4

1) Open your 1.9 CER- (Land, Water and Ice) posted under unit 1 on Google Classroom.

  • Note: Use this sample CER to help with evidence and reasoning.

2) Upload your CER document by clicking on the camera icon and add from your Google Drive.

Alternative option: Add the link to the Google Doc- however you MUST share it with Profe and I so we can open it.


*Remember if you did this with a partner to turn in the google doc that has both your names on it!

1

Check that you included all parts of your CER. Choose all that apply.

1

Use the checklist from the previous question and the rubric given to the left to give yourself a level rating (Level 1-4) . Explain your reasoning for your rating and how you think you can improve.

1

Make sure that you turned in your 1.9 Debate Preparation document

You can also add it here if you did this electronically or take pictures of it.

1

What was the most helpful part of the process of preparing for the debate?

1

What was the most difficult part of preparing for the debate? Was there anything that we could have done better as teachers to prepare you?

1

Evaluate your performance during the debate. Which best describes your preparation and how you think you did.

1

What did you learn better about the content (heat transfer, engineering design etc.) or about yourself (preparing, practicing, coming up with questions or responses in the moment etc.)
by doing this debate.

1

What do you think we should consider changing to improve the debate in the future? (i.e. format or questions on preparation document, time given for each part of the debate, a part of the debate missing that we can add...etc.)