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Performance Task:
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This task requires you to use your knowledge of
density, technology, and motion to plan and design a boat. Different boats have different designs based upon their purpose. For
example, a luxury liner would have a different design than a cargo boat; a kayak a different design than
a sailboat. You are to design a boat for a specific purpose. Your boat must float and move through water.
Determine the necessary resources needed to build your boat. Then, build the boat and test its
ability to work. You are to present your boat to the class. State the purpose of your boat and why you used
your particular design. State how it is similar to or different from historical designs. Tell what materials
you used to build your boat and explain how you constructed it.
Explain why it floats and how it moves. In
your journal, write a few paragraphs explaining your experience and state what you learned in doing
this task. From your experience in designing and constructing your boat, describe any changes you would
make in a future design and construction. Tell what you liked and/or disliked about the task.
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Knowledge / Skills:
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Plan and apply real or hypothetical models and
constructions to facilitate investigation and learning and the solution to
practical problems. (s115)
Understand the characteristics of density and
how it varies in materials with the change of temperature, pressure, and
phase (gas, liquid, solid). (s22)
Understand and apply statics (i.e., the relation
between forces acting on an object at rest) and dynamics (i.e., the
relation between the forces acting on an object and the resulting
motion). (s84)
Present information in well-organized fashion
that will be clear to the target audience.
(ela11)
Use writing as a tool for learning in formats
such as learning logs, laboratory reports, note-taking, and journals. (ela40)
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Rubric:
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4 Points =
The student works independently on the task. He/she looked at
various designs before deciding upon one to use. The student planned
carefully, stating the purpose of the boat and how its design is
appropriate for that purpose. The plan, construction, and design are clear
and demonstrate an understanding of density, technology, and motion. Appropriate resources are
used in the construction of the boat. The boat floats and moves. The presentation to the class is
complete, concise, and well delivered. The journal entry is thorough, and the student explains
changes that he/she would make in future designs, demonstrating that he/she did an adequate
evaluation of his/her inquiry.
3 Points = The student needs some assistance while
working on the task. He/she looked at a limited range of designs before
deciding upon one to use. The student planned carefully, but neither states
the purpose of the boat nor explains how its design is appropriate for that
purpose. The plan, construction, and design are fairly clear, but only demonstrate a partial understanding
of density, technology, and motion. Materials used in the construction are fairly appropriate. The
boat has some difficulty in floating and moving. Verbal presentation leaves out some details, but is
fairly well delivered. The journal entry is mostly complete, but the student has difficulty
stating any modifications that he/she might make in future designs, demonstrating that he/she did only a
partial evaluation of his/ her inquiry.
2 Points = The student needs considerable
assistance while working on the task. He/she designed the boat without
researching other designs. There are too few details to see how the boat
would move or to be sure of the function of the boat. The plan, construction, and design are
not very clear and demonstrate very limited understanding of density, technology, and motion.
Either materials used in the construction are not appropriate or some of them are wasted. The
boat has difficulty floating and eventually sinks. It has little, if any, motion. The oral presentation
is vague and poorly delivered. The journal entry is incomplete, and the student fails to explain changes
that he/she would make in future designs. The student does little evaluation of his/her project.
1 Point = The student does not adequately complete the task. The boat
was either not built or was made without a design. Resources were poorly
selected and not wisely used. The boat, if constructed, does not float nor move. The student demonstrated little, if any
understanding of the concepts involved in the task. The oral presentation is meaningless and little, if
anything, is included in the student's journal. The student does no evaluation of his/her project.
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