Download Performance Task Rubric Task Name: Speed, Motion, and Forces

Performance Task Rubric
Task Name: Speed, Motion, and Forces
Criteria
Course and Grade: Science 8/PS.10: Physical Science
Proficient (4 pts each)
Basic (3 pts each)
Below Basic (2 pts ea.)
Comments
(1) The student will
demonstrate an
understanding of the
concepts of speed and
velocity, including their
mathematical
representation.
For Q1, the student provides an
accurate and thorough
description of how to calculate
speed, including appropriate
quantities to be measured,
equipment, units, and formulas.
The correct formula and units
for calculating are included in
both accompanying diagrams. For Q1, the student provides a
complete description of how to
calculate speed. Appropriate
quantities to be measured, units,
and formulas are included with
minimal errors. The correct
formula and units for speed are
included in at least one of the
diagrams with minimal errors. For Q1, the student attempts to
provide a description of how to
calculate speed. Appropriate
quantities to be measured, units,
and formulas are included with
some errors. An incorrect
formula OR units for speed are
included in one or both
diagrams. For Q1 the student provides an inaccurate
description of how to calculate speed.
Quantities to be measured, units, and
formulas contain numerous errors or are not
included. Incorrect formula AND units for
speed are included in the diagram OR a
formula and units are not present. (2) The student will
demonstrate an
understanding of the
various forces and factors
that can affect an object’s
motion.
4 or more forces and/or factors
are listed in response to Q2 and
on the respective diagrams (for
example, friction of road/ramp,
initial speed of truck, steepness
of hill & ramp, mass of truck). Direction of each force is
correctly indicated on BOTH
diagrams where appropriate.
Descriptions associated with
each force or factor listed
accurately represent the effect of
that force or factor on the truck’s
motion. For Q3, the student accurately
and thoroughly describes and
elaborates on the differences in
motion between a loaded and
unloaded truck. Relative
distances of each truck’s
movement are included in each
diagram and are accurate
estimations of the anticipated
result. The student demonstrates full
knowledge of speed and the
forces/factors that affect it (more
than required) by answering all
written questions with accurate
explanations and elaboration.
There are no errors in spelling or
grammar. The student’s
graphical representations
(diagrams) are clearly labeled,
visually appealing, and
meaningfully enhance written
descriptions of the material. Max 25 (100%)
At least 3 forces and/or factors
are listed in response to Q2 and
on the respective diagrams.
At least 2 forces and/or factors
are listed in response to Q2 and
on the respective diagrams.
1 or fewer forces and/or factors are listed in
response to Q2 or on the respective
diagrams.
Direction of each force is
correctly indicated on BOTH
diagrams where appropriate.
Descriptions associated with
MOST forces or factors listed
accurately represent the effect of
that force or factor on the truck’s
motion.
Direction of SOME forces are
correctly indicated on one or
both diagrams. The student
attempted to accurately describe
the effect of each force or factor
listed on the truck’s motion. Directions of forces are not included or are
not correctly indicated. Descriptions are
mostly incorrect or are not present.
For Q3, the student describes the
differences in motion between
loaded and unloaded trucks with
minimal errors. Relative distances
of each truck’s movement are
included in each diagram and are
reasonable estimations of the
anticipated result. For Q3, the student attempts to
describe the differences in
motion between loaded and
unloaded trucks with some
errors. Relative distances of
each truck's movement are
included in each diagram but
may not be accurate. For Q3, the student’s description of the
differences in motion between loaded and
unloaded trucks does not demonstrate an
understanding of the effect of mass on
motion. Relative distances of each truck’s
movement are inaccurate or omitted from
diagrams. The student demonstrates an
adequate understanding of speed
and the forces/factors that affect it
by answering all written questions
with accurate explanations. There
are minimal errors in spelling and
grammar. The student’s graphical
representations (diagrams) are
clearly labeled, legible, and
reinforce written descriptions of
the material. The student demonstrates some
understanding of speed and the
forces/factors that affect it by
answering all written questions.
There may be several errors in
spelling and grammar. The
student’s graphical
representations (diagrams) are
labeled but may be somewhat
difficult to read, but generally
support written descriptions. The student neglects to demonstrate an
understanding of speed and the
forces/factors that affect it. One or more
written questions are left unanswered.
There are frequent errors in spelling and
grammar. Graphical representations
(diagrams) are difficult to read, incomplete,
not present, or fail to support written
descriptions. (3) The student can
accurately describe the
ways in which different
forces and factors affect an
object’s motion. (4) The student will
compare and contrast the
motion of objects with
different masses. (5) The student will
demonstrate an ability to
clearly articulate scientific
ideas both graphically and
in writing.
Potential Points
Advanced (5 pts each)
Max 20 (80%)
Max 15 (60%)
Max 10 (40%)
Total:
Name: ___________________________________
PERFORMANCE TASK:
Objective: Students will apply their understanding of speed calculation & the effect of forces on speed to a real-life scenario.
In order to complete this activity consider the results from the speed-distance-time activity:
•
Did changes in mass affect the speed? Did the objects with more mass speed up or slow down?
•
How did the height of the ramp affect the speed? Did the car speed up or slow down as the ramp got higher?
•
How did changing the surface of the ramp affect the speed? Did friction cause the car to speed up or slow down?
SCENARIO:
Truck runaway ramps are placed along steep downhill sections of highway in order to stop tractor-trailer (transfer) trucks that have lost their
brakes.
Questions that should be answered:
(Q1) If you wanted to know if a truck was coming down the hill at an unsafe speed, what measurements and calculations could you use?
(Q2) What variables would VDOT need to include when designing a runaway ramp that would effectively reduce the speed of a runaway truck?
(Q3) How might a loaded truck behave differently on a runaway ramp than a truck pulling an empty trailer?
Respond to each of these questions in complete sentences. Include a diagram for each scenario (loaded truck and unloaded truck) that compares and
contrasts their motion on the ramp. Include labels that accurately describe the various factors affecting the speed of each truck on the ramp.
Make sure to include the following components in your diagram:
• The relative distance(s) you would expect each truck to travel on the ramp.
• The mathematical formula you would use to describe the truck’s motion.
• The forces present that act on the truck, with arrows showing the direction of each force in reference to the truck’s motion.
• Any other factors affecting the truck’s motion on the ramp (think about your part 2 investigation from class!).
• A description of the effect each force or factor would have on the truck’s motion.