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					                                                                                                                                       Wind Rubric Page 1



    WIND RUBRIC

          Content                                  5                     4                      3                    2                       1
                                Student can identify   Student can          Student can          Student can identify
                                traditional energy     identify traditional identify traditional few traditional
Identify parts of a wind        sources and make       energy sources and energy sources but energy sources and          Student cannot
driven electric generation      comparisions           make some            cannot make          cannot make             identify traditional
system                          between wind           comparisions         comparisons          comparisions            energy sources
                                energy and fossil      between wind         between wind         between wind
                                fuels                  energy and fossil energy and fossil energy and fossil
                                                       fuels                fuels                fuels
Identify how each of the        Student describes      Student describes Student describes Student describes             Student cannot
                                how every part         how most parts       how half of the      how less than half      describe how any
parts affects the ability for                                                                    of the parts affect     of the parts affect
                                affects the system's   affect the system's parts affect the
the system to generate          ability to generate    ability to generate system's ability to the system's ability      the system's ability
electricity                     electricity            electricity          generate electricity to generate             to generate
                                                                                                 electricity             electricity
Design wind driven                                     Design does not      Design does not
generator such that             Design maximizes       maximize voltage maximize voltage Design creates very             Design produces
voltage output is               voltage output         output, but is       and requires large low voltage output        no voltage output
                                                       relatively efficient improvements
maximized
                                Student can identify   Student can            Student can  Student can identify
Describe why wind is a          traditional energy     identify traditional                few traditional
                                                                              identify traditional
clean alternative energy        sources and make       energy sources and                  energy sources and Student cannot
                                                                              energy sources but
source and how it differs       comparisions           make some              cannot make  cannot make          identify traditional
from traditional energy         between wind           comparisions           comparisons  comparisions         energy sources
                                energy and fossil      between wind           between wind between wind
sources
                                fuels                  energy and fossil                   energy and fossil
                                                                              energy and fossil
                                                       fuels                  fuels        fuels
Participates in class                                                                                           Student does not
discussion about fossil                              Student attends to Student attends to Student rarely
                                                                                                                attend to
                                Student participates discussion, but    discussion but     attends to
fuels, alternative energies,    fully in discussion  does not           does not           discussion and does
                                                                                                                discussion and
and the basics of how a                                                                                         does not
                                                     participate fully  participate        not participate
                                                                                                                participate
wind generator works
                                                                                                                                    Wind Rubric Page 2



                            Student follows                                                                           Student does not
Follows proper lab safety
                            proper lab safety                                                                         follow proper lab
procedures                  procedures                                                                                safety procedures

                            Student can write
Uses appropriate                                    Student can write     Student can write
                            equations, articulate                                               Student can write
                                                    equations, and can    equations, and can                          Student cannot
equations (density, mass,   what the equation                                                   equations, but
                                                    explain and utilize   explain and utilize                         write, explain, or
volume, temp, etc.) to      means, and utilize
                                                    equation with few     equations with
                                                                                                cannot explain or
                                                                                                                      use equations
solve problems              equations to get a                                                  utilize the equations
                                                    errors                some errors
                            correct answer
Define and uses
appropriate vocabulary      Student can define                          Student can define      Student can define
                                                    Student can define
                            vocabulary and also                         vocabulary but has      some vocabulary     Student cannot
(density, mass, volume,                             and use most
                            use vocabulary                              trouble using the       words but cannot    define or use
temp) to describe how       words properly in
                                                    vocabulary words
                                                                        vocabulary in           use the words       vocabulary words
pressure and temperate                              properly in context
                            context                                     context                 properly in context
affect gases
                                                 Student can              Student can
                                                                                                Student can
                            Student can          describe the             describe the                                Student cannot
                                                                                                describe the
                            describe the         connection               connection                                  make a connection
                                                                                                connection between
                            connection between between the                between the                                 between the
Describe how we see these                        experimental             experimental
                                                                                                the experimental
                            the experimental                                                                          experimental
relationships in weather    design, the          design, the              design, the
                                                                                                design and the
                                                                                                                      design, properties
                                                                                                properties of gases
                            properties of gases, properties of            properties of                               of gases, and
                                                                                                OR connections to
                            and weather          gases, and weather       gases, and                                  weather
                                                                                                weather
                                                 but description          weather, but
                                                 needs more detail        description is
                                                                                                                                        Wind Rubric Page 3




                             Student correctly
                                                                            Student can use
                             describes how
Describe how kinetic         turbines generate
                                                       Student can          equation and
                                                                                                  Student can use
energy produced by wind                                explain how the      provide some
                             electricity and                                                      equation but cannot
can be transferred into                                turbine generates    description of how                            Student cannot
                             student correctly                                                    describe equation
                                                       electricity and      a turbine                                     use or describe
mechanical and electrical    uses and describes
                                                       student correctly    generates
                                                                                                  adequately and
                                                                                                                          equation or
energy, including the        the equations                                                        cannot describe
                                                       uses equations and   electricity, but                              concepts
                             Kinetic energy= 1/2                                                  how a turbine
mathematical basis for the                             can describe them    cannot describe
                             (mass) * (Velocity                                                   generates electricity
turbine                      ^2) and Power = 1/2
                                                       to some extent       equation
                                                                            adequately
                             (vAp)v^2


          Inquiry                                  5                   4                     3                        2                       1


                             Hypothesis is
                                                       Hypothesis is        Hypothesis is
                             complete, testable,                                                  Hypothesis is not
                                                       testable and         either not testable
                             and includes a                                                       testable and does       Hypothesis totally
                                                       includes some        or does not include
                             statement of why                                                     not include an          lacking in thought,
Create a hypothesis          the student expects
                                                       thought as to why    an explanation of
                                                                                                  explanation of why      untestable, and
                                                       the student          why the student
                             this outcome based                                                   the student expects     incomplete
                                                       expects the          expects the
                             on prior knowledge                                                   the outcome.
                                                       outcome.             outcome.
                             and experience



                                                    The design is           The design is
Design and construct a                              linked to the           somewhat linked
                             The design is                                                     The design shows           The design is not
                                                    hypothesis, but the     to the hypothesis
turbine that will the test   directly linked to the
                                                    connection is not       and the connection
                                                                                               little connection to       related to the
hypothesis                   hypothesis                                                        the hypothesis             hypothesis
                                                    adequately              is not adequately
                                                    articulated             articulated
                                                                                                                                      Wind Rubric Page 4



                                                Rationale is
                                                complete and
                             Rationale is                                    Rationale is
                                                based on past                                      Rationale is lacking
                             complete and based                              lacking scientific
Describes rationale behind                      experience and                                     scientific thinking Rationale is
                             on scientific                                   thinking or a basis
design                       thinking and past
                                                scientific
                                                                             in prior experience
                                                                                                   and basis in past    incomplete
                                                explanation but                                    experience
                             experience                                      but shows effort
                                                logic is somewhat
                                                unclear

                                                   Reflection shows
                                                   thought and
                                                                             Link to student's
                             Reflection is based provides
Reflects on their design                                                     test is not           No logical link to   No logical link to
                             on student's test, is suggestions for
                                                                             articulated clearly   test or no           test and no
and proposes changes that    complete and          improvement, but
                                                                             and suggestions       suggestions for      suggestions for
could improve the turbine    provides suggestions the link to the
                                                                             for improvement       improvement          improvement
                             for improvement       student's test
                                                                             are provided
                                                   could be taken
                                                   further

                                                      Student identifies
Identify and discuss         Student identifies all                          Student identifies
                                                      most variables                               Student identifies
variables involved in the    variables involved in                           variables involved
                                                      involved in the                              few variables
                             the turbine design                              in turbine design                         Student identifies
turbine design and           as well as variables
                                                      turbine design as
                                                                             or experimental
                                                                                                   invovled in either
                                                                                                                       no variables
experimental design (i.e.                             well as variables in                         turbine or
                             in the experimental                             design but not
                                                      the experimental                             experimental design
hair dryer)                  design                                          both
                                                      design
                                                                                                                                     Wind Rubric Page 5




                                                      Student's orignial
                             Student's original                                                                        No changes have
                                                      hypothesis,          Few changes have
Create another hypothesis,   hypothesis turbine                                                 Few changes have       been made to
                                                      turbine, and         been made to the
                             and design have                                                    been made to the       original
turbine, and experimental                             experimental         hypothesis,
                             been altered in a                                                  hypothesis, turbine,   hypothesis,
design that reflects air     logical way to reflect
                                                      design have been     turbine, AND
                                                                                                OR experimental        turbine, or
and wind movement                                     altered somewhat     experimental
                             air and wind                                                       design                 experimental
                                                      to reflect air and   design
                             movement                                                                                  design
                                                      wind movement

                                                   Reflection shows
                                                   thought and
                                                                           Link to student's
                             Reflection is based provides
                                                                           test is stated but   No logical link to     No logical link to
                             on student's test, is suggestions for
                                                                           unclear and          test OR no             test AND no
Reflect on second test       complete and          improvement, but
                                                                           suggestions for      suggestions for        suggestions for
                             provides suggestions the link to the
                                                                           improvement are      improvement            improvement
                             for improvement       student's test
                                                                           provided
                                                   could be taken
                                                   further
                             Student can           Student can             Student can          Student can            Student can
Articulate connections
                             describe in detail    describe                describe i           describe few           describe no
between these activities     connections           connections             connections          connections            connections
and science concepts and     between these         between these           between these        between these          between these
personal experience          activites and         activites and           activites and        activities and         activities and
                             weather, other        weather, other          weather, other       practical              practical

				
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posted:10/26/2011
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