Curriculum Management System

Transcription

1 Curriculum Management System M O N R O E T O W N S H I P S C H O O L S Course Name: CAD Grade: For adoption by all regular education programs Board Approved: January 2014 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

2 Table of Contents Monroe Township Schools Administration and Board of Education Members Page 3 Mission, Vision, Beliefs, and Goals Page 4 Core Curriculum Content Standards Page 5 Scope and Sequence Pages 6-9 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages Quarterly Benchmark Assessment Pages 18-22

3 Monroe Township Schools Administration and Board of Education Members ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent Dr. Jeff C. Gorman, Assistant Superintendent BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President Mr. Doug Poye, Board Vice President Ms. Amy Antelis Ms. Michele Arminio Mr. Marvin I. Braverman Mr. Ken Chiarella Mr. Lew Kaufman Mr. Tom Nothstein Mr. Anthony Prezioso Jamesburg Representative Mr. Robert Czarneski WRITERS NAMES Theodore Powowski & Mark Snow CURRICULUM SUPERVISOR Robert Mele

4 Mission, Vision, Beliefs, and Goals Mission Statement The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment. Vision Statement The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education. Beliefs 1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child. Board of Education Goals 1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

5 Common Core State Standards (CSSS) The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. Links: 1. CCSS Home Page: 2. CCSS FAQ: 3. CCSS The Standards: 4. NJDOE Link to CCSS: 5. Partnership for Assessment of Readiness for College and Careers (PARCC):

6 Scope and Sequence I. CAD Review 10 Blocks a. User Interface b. File system c. Data entry d. Polar, Dynamic, Axial e. Units f. Line weight and type g. Template h. Tools i. Line construction Quarter 1 Unit Topics: CAD II. AutoCAD Classic 12 Blocks a. Manipulating Objects b. Drawing Organization c. Altering Objects d. Altering Objects e. Working with Layouts f. Annotated Drawing g. Dimensioning h. Hatching Objects i. Working with reusable content j. Creating additional drawing objects

7 Scope and Sequence Quarter 2 I. 3d Modeling 22 Blocks a. User Interface b. Fundamentals of Parametric Modeling c. Concepts of constructive solid geometry d. Model tree history e. Parametric Constraints f. Geometric construction g. BORN Technique h. Associative functionality i. Symmetric Design j. Assembly Modeling k. Numerical control l. 3D Printing Unit Topic AutoCAD Classic

8 Scope and Sequence Quarter 3 Unit Topic(s) I. Fundamentals of Architecture 22 Blocks a. User Interface b. Cornice section review c. Site plans d. Floor plans e. Space planning f. Roofs g. Documentation h. Plotting

9 Scope and Sequence Quarter 4 Unit Topic(s) I. Creating a multi-story residential structure 22 Blocks a. Sketching b. Floor plan c. Line work d. 2d objects e. First floor f. Second floor and basements g. Roof h. Floor systems i. Elevations j. Section views k. Interior design l. Schedules m. Rendering n. Constriction documents

10 ESTABLISHED GOALS Standards for Technological Literacy CAD Fundamentals Stage 1 Desired Results Transfer Students will be able to independently use their learning to Use CAD and Drafting Fundamentals to create 3D objects using the CAD software Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM D: Tools, materials, and skills are used to make things and carry out tasks. Standard 2: Students will develop an understanding of the core concepts of technology. BM AA: Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. BM F: Knowledge gained from other fields of study has a direct effect on the development of technological products and systems. BM J: Technological progress promotes the advancement of science and mathematics. Likewise, progress in science and mathematics leads to advances in technology. Standard 9: Students will develop an understanding of engineering design. Meaning UNDERSTANDINGS Students will understand that Geometric shapes and forms are described and differentiated by their characteristic features. Technical drawings convey information according to an established set of drawing practices which allow for detailed and universal interpretation of the drawing Hand sketching of multiple representations to fully and accurately detail simple objects or parts of objects is a technique used to convey visual and technical information about an object. Sketches, drawings, and images are used to record and convey specific types of information depending upon the audience and the purpose of the communication. The six degrees of freedom that an object has in space Assembly constraints differ from geometric and numeric constraints. The differences between an assembly and a subassembly. The reasons that an engineer needs to create an auxiliary view of an object. Students will know Technical drawing representations including isometric, orthographic projection, oblique, perspective, Acquisition ESSENTIAL QUESTIONS How can an engineer or technical professional effectively communicate ideas and solutions in a global community? What are dimensioning standards and how are they used? What effect can trailing zeroes in the dimension text have on the cost of a part? Why is it necessary to use common units on a drawing for all dimensions? For what reason might an engineer need to create a section view of an object? For what reason might an engineer need to create a section view of an object? What purpose do balloons and a parts list serve in an assembly drawing? Students will be skilled at The proper use of each technical drawing representation including isometric, orthographic projection,

11 BM B: Expressing ideas to others verbally and through sketches and models is an important part of the design process. BM H: Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions. Standard 11: Students will develop abilities to apply the design process. BM J: Make two-dimensional and three-dimensional representations of the designed solution. Standard 12: Students will develop the abilities to use and maintain technological products and systems. BM D: Follow step-by-step directions to assemble a product. Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM K: The use of symbols, measurements, and drawings promotes clear communication by providing a common language to express ideas. BM Q: Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli. Standard 19: Students will develop an understanding of and be able to select and use manufacturing technologies. auxiliary, and section views. Line types (including construction lines, object lines, hidden lines, cutting plane lines, section lines, and center lines) used on a technical drawing per ANSI Line Conventions and Lettering and explain the purpose of each line. Identify algebraic relationships between the dimensional values of a given object. Explain how assembly constraints are used to systematically remove the degrees of freedom for a set of components in a given assembly. Explain how assembly constraints are used to systematically remove the degrees of freedom for a set of components in a given assembly. Determine ratios and apply algebraic formulas to animate multiple parts within an assembly model. oblique, perspective, auxiliary, and section views. The concept of proportion and how it relates to freehand sketching. Determining the minimum number and types of views necessary to fully detail a part. How to choose and justify the choice for the best orthographic projection of an object to use as a front view on technical drawings. Sketch and model an auxiliary view of a given object to communicate the true size and shape of its inclined surface. Describe the purpose and demonstrate the application of section lines and cutting plane lines in a section view drawing. Apply assembly constraints to individual CAD models to create mechanical systems. Perform part manipulation during the creation of an assembly model. Create an exploded model of a given assembly. Create and describe the purpose of the following items: exploded isometric assembly view, balloons, and parts list

12 Evaluative Criteria Suggested Performance Scale: Suggested Monitoring Scale: Self-assessment Rubric: Arbor Press Rubric: Peer assessment Rubric: Presentation Rubric: Written report Rubric: Detail Drawing Rubric: Stage 2 - Evidence Assessment Evidence PERFORMANCE TASK(S): Introduction Have you ever done a skateboard trick or strapped on a pair of in-line skates? What is used between the wheels and axles to allow the wheels to spin while the axles remain stationary? Wheel bearings fit snugly inside the bored holes of the wheels and are held in place by friction. In fact, they are pressed into position with devices that are similar to an arbor press. An arbor press is used to press objects together or force them apart. Typical arbor press applications include pressing bearings into gears or pulleys, pressing gears or pulleys onto shafts, and pressing alignment pins into fixtures. The arbor press shown in this project is powered by an air-actuated rotary cylinder, while the lever-type version is powered by human muscle. Interpreting dimensioned drawings is an important engineering skill. Using drawings to create a computer model of a part is also important. You learned earlier in this course that a sketch is the documentation foundation for related technical work. Communicating this information effectively allows a group of people to function as a design team. In this project you will further develop your modeling skills and your ability to use a computer as an efficient communication tool. The skills that you learned earlier in this course will be systematically applied to model the eight remaining parts needed for the Arbor Press Assembly. The parts with the dimensions are listed below. Equipment Computer with 3D CAD solid modeling program Engineering notebook CAD Files (Part_5, Part_12a, Part_12b, Part_13) Deliverables Sketch and model an auxiliary view of a given object to communicate the true size and shape of its inclined surface. Describe the purpose and demonstrate the application of section lines and cutting plane lines in a section view drawing. Sketch a full and half section view of a given object to communicate its interior features. Identify algebraic relationships between the dimensional values of a given object. Apply assembly constraints to individual CAD models to create mechanical systems. Perform part manipulation during the creation of an assembly model. Explain how assembly constraints are used to systematically remove the degrees of freedom for a set of components in a given assembly. Create an exploded model of a given assembly. Determine ratios and apply algebraic formulas to animate multiple parts within an assembly model. Create and describe the purpose of the following items: exploded isometric assembly view, balloons, and parts list.

13 OTHER EVIDENCE: Autodesk Certification Program Quizzes: 1. AutoCAD fundamentals 2. Basic object construction 3. Geometric construction and editing 4. Object properties and organization 5. Orthographic views in Multiview drawings 6. Basics of dimensioning and notes 7. Templates and plotting 8. Parametric drawing 9. Auxiliary views 10. Section views 11. Assembly drawings and blocks Stage 3 Learning Plan Summary of Key Learning Events and Instruction Create three-dimensional solid models of parts within CAD from sketches or dimensioned drawings using appropriate geometric and dimensional constraints. Generate CAD multi-view technical drawings, including orthographic projections, sections view(s), detail view(s), auxiliary view(s) and pictorial views, as necessary, showing appropriate scale, appropriate view selection, and correct view orientation to fully describe a part according to standard engineering practice. Create relationships among part features and dimensions using parametric formulas. Dimension and annotate (including specific and general notes) working drawings according to accepted engineering practice. Include dimensioning according to a set of dimensioning rules, proper hole and thread notes, proper tolerance annotation, and the inclusion of other notes necessary to fully describe a part according to standard engineering practice. Explain each assembly constraint (including mate, flush, insert, and tangent), its role in an assembly model, and the degrees of freedom that it removes from the movement between parts. Create assemblies of parts in CAD and use appropriate assembly constraints to create an assembly that allows correct realistic movement among parts. Manipulate the assembly model to demonstrate the movement. Create a CAD assembly drawing. Identify each component of the assembly with identification numbers and create a parts list to detail each component using CAD. Create an exploded view of a given assembly. Identify each component of the assembly with identification numbers, and create a parts list to detail each component using CAD. Topic Outline: I. CAD Review a. User Interface

14 b. File system c. Data entry d. Polar, Dynamic, Axial e. Units f. Line weight and type g. Template h. Tools i. Line construction II. III. AutoCAD Classic a. Manipulating Objects b. Drawing Organization c. Altering Objects d. Working with Layouts e. Annotated Drawing f. Dimensioning g. Hatching Objects h. Working with reusable content i. Creating additional drawing objects 3d Modeling a. User Interface b. Fundamentals of Parametric Modeling c. Concepts of constructive solid geometry d. Model tree history e. Parametric Constraints f. Geometric construction g. BORN Technique h. Associative functionality i. Symmetric Design j. Assembly Modeling k. Numerical control l. 3D Printing

15 ESTABLISHED GOALS Standards for Technological Literacy Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. BM J: Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. BM J: Technological problems must be researched before they can be solved. Standard 11: Students will develop abilities to apply the design process. BM N: Identify criteria and constraints and determine how these will affect the design process. BM P: Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed. Residential Design Stage 1 Desired Results Transfer Students will be able to independently use their learning to Apply Design, Architectural, and Technological Principals to create a Residential Design Meaning UNDERSTANDINGS Students will understand that Responsible designers maximize the potential of the property, minimize impact on the environment, and incorporate universal design concepts in order to create an attractive and functional space. Responsible designers anticipate the needs and requirements of the users. Careful landscape design that takes into consideration local environmental conditions can improve energy efficiency, reduce noise, reduce water usage, reduce storm water runoff, and improve the visual impact of a building project. Universal Design involves the design of products and environments to be usable by all people and includes barrier free accessibility to projects that may be required by federal regulations. Green or sustainable design reduces the negative impact of a project on the environment and human health and improves the performance of the project during its life-cycle. ESSENTIAL QUESTIONS How do you achieve a balance between cost-saving measures, important features, and environmental responsibility when designing a residential structure? What are the advantages and disadvantages of using 3D architectural software rather than creating handproduced plans? When planning a project, how does the availability of public utilities impact the design? Why should a designer know about the different types of lighting and their applications? What information is important when documenting the design of a building? BM Q: Develop and produce a product or system using a design process. BM R: Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to threedimensional models. Acquisition Students will know Incorporate sustainable building principles and universal design concepts into a residential design. Identify residential foundation types and choose an appropriate foundation for a residential application. Choose an appropriate building location on a site based on orientation and other site-specific information. Students will be skilled at Applying elements of good residential design to the design of a basic house including Roofing and Framing designs to meet the needs of a client. Creating a home design that complies with applicable codes and requirements. Document the design of a home using 3D architectural design software and construction drawings.

16 Evaluative Criteria Suggested Performance Scale: Suggested Monitoring Scale: Self-assessment Rubric: Affordable Housing Rubric: Peer assessment Rubric: Presentation Rubric: Written report Rubric: Detail Drawing Rubric: Stage 2 - Evidence Assessment Evidence PERFORMANCE TASK(S): Introduction Across America several organizations and communities provide programs that design and build affordable homes so that people can realize the dream of owning their own homes. Creating this opportunity often involves logistically ensuring that the financial burden on the homeowner is reasonable. An important element of making the home affordable involves designing and building the home in a cost-effective manner. Affordable homes should also be affordable to maintain and to support. The designer or architect must determine that balance when designing layout, functions, and material choices. The designer should also strive to create a product with universal design so that any occupant can utilize the home without adaptation in the present or future. In this project you will design and create documentation for the design of an Affordable Home in Noblesville, IN. Equipment Engineering notebook 3D architectural software Procedure The remainder of the Residential Design Lesson will focus on completing your design of an affordable residential structure. The activities will guide you as you create your design. A key component to a successful design is documentation. Be sure to produce and organize your documentation as you create your design. Constraints The design should follow Habitat for Humanity guidelines and adhere to residential design codes. Universal design features must be incorporated into the design. Green and sustainable features must be incorporated into the design. Deliverables Apply elements of good residential design to the design of a basic house to meet the needs of a client. Create a home design that complies with applicable codes and requirements. Incorporate sustainable building principles and universal design concepts into a residential design. Identify residential foundation types and choose an appropriate foundation for a residential application. Create a site opportunities map and sketch a project site. Choose an appropriate building location on a site based on orientation and other site-specific information. Document the design of a home using 3D architectural design software and construction drawings.

17 OTHER EVIDENCE: AutoCAD Architecture Fundamentals Quizzes: 1. Site Plans 2. Space Planning 3. Roofs and Structural members 4. Documentation Stage 3 Learning Plan Summary of Key Learning Events and Instruction Identify typical components of a residential framing system. Recognize conventional residential roof designs. Model a common residential roof design and detail advantages and disadvantages of that style. Use 3D architectural software to create a small building. Apply elements of good residential design to the design of a basic house to meet the needs of a client. Create a home design that complies with applicable codes and requirements. Incorporate sustainable building principles and universal design concepts into a residential design. Create bubble diagrams and sketch a floor plan. Identify residential foundation types and choose an appropriate foundation for a residential application. Create sketches to document a preliminary plumbing and a preliminary electrical system layout for a residence that complies with applicable codes. Design an appropriate sewer lateral for wastewater management for a building that complies with applicable codes. Create a site opportunities map and sketch a project site. Choose an appropriate building location on a site based on orientation and other site-specific information. Document the design of a home using 3D architectural design software and construction drawings. Topic Outline: I. Fundamentals of Architecture a. User Interface b. Site plans c. Floor plans d. Space planning e. Roofs f. Documentation g. Plotting II. Creating a multi-story residential structure a. Sketching b. Floor plan c. Line work d. 2d objects

18 e. First floor f. Second floor and basements g. Roof h. Floor systems i. Elevations j. Section views k. Interior design l. Schedules m. Rendering n. Constriction documents

19 Benchmark Assessment Quarter 1 1. The student will be able to explain the importance of free-hand sketching. 2. Introduce students to drafting equipment and their uses (drawing boards, t-square, paper, drawing pencils, triangles, scales, rulers.) 3. The student will be able to acquire the ability to use the compass and dividers. 4. The student will be able to acquire the ability to produce proper lettering skills. 5. The student will be able to properly layout multi-view drawings. 6. The student will be able to demonstrate the proper procedures for drawing multi-view/orthographic drawings. 7. The student will demonstrate an understanding of the alphabet of lines. 8. The student will be able to apply proper dimensioning techniques on drawings. 9. The student will be able to demonstrate an understanding of sectional views. 10. The student will be able to demonstrate an understanding of working drawings. 11. The student will be able to draw an isometric using the proper techniques. 12. Properly dimension an isometric drawing. 13. To draw circles and ellipses in an isometric drawing.

20 Benchmark Assessment Quarter 2 1. The student will be able to explain the importance of free-hand sketching. 2. Introduce students to drafting equipment and their uses (drawing boards, t-square, paper, drawing pencils, triangles, scales, rulers.) 3. The student will be able to acquire the ability to use the compass and dividers. 4. The student will be able to acquire the ability to produce proper lettering skills. 5. The student will be able to properly layout multi-view drawings. 6. The student will be able to demonstrate the proper procedures for drawing multi-view/orthographic drawings. 7. The student will demonstrate an understanding of the alphabet of lines. 8. The student will be able to apply proper dimensioning techniques on drawings. 9. The student will be able to demonstrate an understanding of sectional views. 10. The student will be able to demonstrate an understanding of working drawings. 11. The student will be able to draw an isometric using the proper techniques. 12. Properly dimension an isometric drawing. 13. To draw circles and ellipses in an isometric drawing.

21 Benchmark Assent Quarter 3 Benchmark Assessment Quarter 3 1. Students will learn why AutoCAD has become so important in industry. 2. The student will demonstrate an understanding of the basic commands used in AutoCAD. 3. To become familiar with a variety of architectural styles and identity how style was impacted by culture and time 4. To differentiate famous architectural styles that were influential within the culture of their time 5. To develop and understanding of basic house design 6. To identity major factors that are an integral part of the design process 7. To review the AutoCAD commands. 8. To demonstrate the use of new commands for the architectural components of AutoCAD. 9. The student will be able to identify local building codes for excavation, foundation, framing and roof construction. 10. To draw plumbing plans for residential construction that satisfies local and state building code requirements. 11. To draw four view elevation plans to include all information required by local and state building codes for residential house construction

22 Benchmark Assessment Quarter 4 Benchmark Assessment Quarter 4 1. Students will learn why AutoCAD has become so important in industry. 2. The student will demonstrate an understanding of the basic commands used in AutoCAD. 3. To become familiar with a variety of architectural styles and identity how style was impacted by culture and time 4. To differentiate famous architectural styles that were influential within the culture of their time 5. To develop and understanding of basic house design 6. To identity major factors that are an integral part of the design process 7. To review the AutoCAD commands. 8. To demonstrate the use of new commands for the architectural components of AutoCAD. 9. The student will be able to identify local building codes for excavation, foundation, framing and roof construction. 10. To draw plumbing plans for residential construction that satisfies local and state building code requirements. 11. To draw four view elevation plans to include all information required by local and state building codes for residential house construction

23 Benchmark Assessment Quarter 4 Appendix - Assessment Quarter 3 Suggested Performance Scale: 4 Innovating: Student was able to apply knowledge learned during the unit, worked individually or collaboratively, and showed effort. All steps of the task demonstrated application, innovation, and higher leveled thinking. 3 Applying: Student worked individually or collaboratively and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1 Beginning: Student was only able to apply new knowledge learned during the unit with assistance. Student had difficulty working individually or collaboratively and did not work to best of ability. Suggested Monitoring Scale: 4 I fully understand my learning and can explain connections. I would be able explain it to someone else. 3 I understand my learning and can make some connections, but could use some mnemonics. 2 I understand parts of my learning and need help making connections. 1 I do not understand my learning and cannot make connections, please help.

24 Benchmark Assessment Quarter 4 Self-Assessment Rubric Topic Conceptual Understanding Strategies and Reasoning Equipment & Materials Excellent 4 points You uncovered hidden or implied information not readily apparent, confirmed its accuracy, and used it in your work. You chose technological procedures that would lead to elegant solutions. You used technological terminology precisely. Your choice of technological representations helped clarify the stated problem, the design process, and your resulting solution. You chose innovative, insightful strategies for the design of the project. You proved that your approach was valid. You provided examples and counterexamples, if needed, to support your approach. You used a logical and systematic approach to design your solution. You are able to apply knowledge and skill to determine most effective equipment and materials for the task with minimal waste. You are flexible in your use of equipment and materials to ensure Accomplished 3 points You understand the project fully and interpreted information correctly. You recognized mathematical and scientific principles in the design solution. You used technical language and drawings effectively to communicate. You chose appropriate, efficient strategies for solving the challenge of the project. You justified each step of your work. Your representations fit the project expectations. The logic of your solution is apparent. Your process led to a complete and workable solution. You are competent in your choice of equipment and materials and adapt in different contexts. You return supplies to their appropriate storage areas. You do not waste Proficient 2 points Your solutions and/or responses to the problem were not completed or related to the problem. The technological procedures you used lead to a partial solution. You used incorrect or limited technological terminology. You used an oversimplified approach to the project. You offered little or no explanation for your strategies. Some of your representations accurately depict the project. Your process led to a partially complete solution. You rely on a limited use of equipment and materials and perform well in familiar or simple contexts, with some needed coaching. You are not careful with materials and do not use Developing 1 point You have difficulty understanding the design brief. You did not recognize mathematical and scientific principles in the solution. You did not use the correct technical language and drawings. Your strategies were not appropriate for the project. You didn t seem to know where to begin or how to finish. Your reasoning did not support your work. There is little or no apparent relationship between your representations and the project. You can use equipment and materials only with coaching. You rely heavily on scripted, singular plug-in steps and procedures. You misuse equipment and

25 Benchmark Assessment Quarter 4 Topic Work Habits Team Work Excellent 4 points adequate acquisition and storage. You are fluent, flexible, and efficient in your choice of work habits, such as being on time, meeting deadlines, working on your own, and practicing safe work habits. You are able to use your knowledge and skill to adjust to novel, diverse, and difficult contexts. You initiate the development of the group process including identifying roles and accepting responsibility for fulfilling roles within the group. You acknowledge the statements of others in a way that builds a constructive interchange between team members. You are courteous and attentive. You are positive with both your verbal and nonverbal behavior. When conflicts arise, you attempt to resolve them. Accomplished 3 points materials or haphazardly use equipment. You are able to perform well with knowledge and skill in a few key contexts with a limited selection of work habits. You arrive on time to class, are prepared to work, and meet deadlines. You need minimal supervision and use your knowledge effectively. You practice safe work habits around equipment. You contribute positively to the team. You share the teamwork equally, and aid others who may need help. You contribute to the discussions and decision-making process. You help to negotiate consensus respecting differing opinions. When conflicts arise, you attempt to resolve them. Proficient 2 points equipment to its full potential. You rely on a limited selection of work routines. You are able to perform well in familiar or simple contexts with some needed coaching. You limit your personal responses or feedback. You need some supervision and you are late for deadlines. You accept responsibility for fulfilling your assigned role within the team. You are attentive to the discussion but do not participate very much. Your contributions do not detract from the team s purpose or goals. You will participate when prompted by others. You offer suggestions or opinions when asked, but you do not volunteer them. Developing 1 point materials. You can perform only when given direct instructions with coaching. You are frequently tardy and unprepared for class and miss most deadlines. You do not fulfill your assigned role. You are frequently off task and disruptive to the team s purpose and goals. You are not a regular contributor and are generally argumentative by making irrelevant or distracting statements.

26 Benchmark Assessment Quarter 4 Peer-Assessment Rubric Elements Weight 5 Points 4 Points 3 Points 2 Points 1-0 Points Total The student consistently listens to all team members, respects The student generally listens to team members, respects varying The student does not always effectively listen to team members or show The student rarely listens to team members. The student rarely The student does not communicate or cooperate varying opinions, opinions, respect for varying shows respect for with team Communication communicates communicates opinions. The student varying opinions, members. / Cooperation ideas and opinions ideas and opinions does not always communicates effectively, and effectively, and communicate ideas ideas and opinions, engages in engages in and opinions or or engages in compromise. compromise. engage in compromise. compromise. Preparedness Quality of Work Participation The student consistently arrives at class or team meetings on time with the appropriate materials and completed work. The work performed is of the highest quality, demonstrating exceptional content knowledge and outstanding effort. The student completes all duties assigned by the team in an exemplary manner. The student usually arrives at class or team meetings on time with the appropriate materials and completed work. The work performed is adequate, demonstrating a competent level of content knowledge and a strong effort. The student adequately completes all duties assigned by the team. The student is occasionally late or missing from class or team meetings. The student sometimes neglects to bring the appropriate materials or completed work. The work performed is in need of improvement, as content knowledge appears weak while effort is adequate. The student unsatisfactorily completes the duties assigned by the team. The student is often late or missing from class or team meetings. The student seldom arrives with the appropriate materials. The assigned work is often incomplete. The work performed is in need of improvement, as content knowledge appears weak and effort is lacking. The student does not complete the duties assigned by the team. The student shows no evidence of preparedness. The student shows no evidence that work is performed. The student shows no evidence of team participation.

27 Presentation Rubric Benchmark Assessment Quarter 4 Elements Weight 5 Points 4 Points 3 Points 2 Points 1-0 Points Total The information included is accurate and The information included adequately The information included inadequately addresses The information included does not address the There is no evidence of Content completely addresses addresses each the assigned topic or assigned topic or accurate content each component of the component of the research question. The research. information. assigned topic or research question. assigned topic or research question. information included is sometimes inaccurate. Delivery Organization Preparation Visual Aids The presenter effectively and creatively delivers the information while staying on topic. The presenter appears relaxed and selfconfident. Body language, voice modulation, and eye contact are effectively used. The presentation content has been organized using a logical sequence. The presentation is engaging and effective. Presentation indicates detailed preparation. Visual aids are of excellent quality, easy to read, and relevant to the presentation. Visuals of all required elements are present. The presenter adequately delivers the information while staying on topic. The presenter appears relaxed and selfconfident. Body language, voice modulation, and eye contact are mostly appropriate. The presentation content has been mostly organized using a logical sequence, but some flaws exist. The presentation is adequate. Presentation indicates adequate preparation. Visual aids are adequate, easy to read, and relevant to the presentation. Visuals of all required elements are present. The presenter delivers the information but does not stay on topic. The presenter appears tense or nervous. Body language, voice modulation, and eye contact are inappropriate or lacking. The presentation content has been organized using a somewhat logical sequence. The presentation is sometimes confusing. Presentation indicates minimal preparation. Visual aids are somewhat effective but may include vocabulary or spelling errors. Visuals of all required elements are present. The presenter omits important information and does not stay on topic. The presenter appears tense or nervous. Body language, voice modulation, and eye contact are inappropriate or lacking. The presentation content is disorganized, unclear, or confusing. The presentation is not adequate. Presentation indicates a lack of preparation. Visual aids lack effectiveness. Aids may lack appropriate content. Aids include multiple vocabulary or spelling errors. Visuals of all required elements are not present. The presenter does not effectively deliver the necessary information. The presentation does not include evidence of organization. Presentation shows no evidence of preparation. The presentation shows no evidence of visual aids.

28 Benchmark Assessment Quarter 4 Written Report Rubric Elements Weight 5 Points 4 Points 3 Points 2 Points 1 0 Points Total All components 80% or more of the 70% or more of the 50% or more of the The title page is Title Page required for the title components components components not included in the page have been required for the title required for the title required for the title report. listed. page have been page have been page have been Abstract Introduction Conclusion Content The abstract completely and concisely summarizes the project or report in one paragraph. The introduction provides a succinct, accurate overview of the content of the report. The conclusion paragraph clearly and concisely states all of the key points addressed in the report. The information included is accurate and completely addresses each component of the assigned topic or research question. listed. The abstract summarizes the project or report. The introduction provides an accurate overview of the content of the report. The introduction may not be succinct. The conclusion paragraph states the key points addressed in the report. The information included adequately addresses each component of the assigned topic or research question. listed. The abstract does not clearly summarize the report. Information is difficult to understand. The introduction does not provide a completely accurate overview of the content of the report. The introduction is wordy and confusing. The conclusion paragraph states most of the key points addressed in the report. The information included inadequately addresses the assigned topic or research question. The information included is sometimes inaccurate. listed. The abstract does not completely summarize the report. Pertinent information on multiple report sections is missing or unclear. The introduction does not provide an overview of the content of the report. The conclusion paragraph is wordy, confusing, or missing most of the key points of the report. The information included does not address the assigned topic or research. The abstract is not included in the report. The introduction is not included in the report. The conclusion is not included in the report. There is no evidence of accurate content information.

29 Benchmark Assessment Quarter 4 Documentation Grammar Organization A wealth of high quality sources are used in the report. The sources are all properly documented in the appropriate APA format. Punctuation, grammar, usage, and spelling are effectively used throughout the report. The report content has been organized using the appropriate method. The required information is easy to locate within the report. The required number of high quality sources is used in the report. The sources are properly documented in the appropriate APA format. Minor errors in punctuation, grammar, usage, and spelling are evident, but they do not interfere with the readability of the report. The report content has been mostly organized using a logical sequence, but some flaws exist. The required information is generally easy to locate within the report. Fewer than the required number of sources is used in the report. Not all sources are of substantial quality. Minor APA documentation errors may exist. Occasional errors in punctuation, grammar, usage, and spelling are evident and interfere with the readability of the report. The report content has been organized using a somewhat logical sequence. The presentation is sometimes confusing. Few sources are included. No attempt is made to document sources using appropriate APA format. Major errors in punctuation, grammar, usage, and/or spelling interfere with the readability of the report. The report content is disorganized. The required information is difficult to locate within the report. There is no evidence that sources are used in the report. No sources are documented using the appropriate APA format. The report contains significant errors in punctuation, grammar, usage, and spelling. The report does not include evidence of organization.

30 Detail Drawing Rubric Benchmark Assessment Quarter 4 Elements Weight 5 Points 4 Points 3 Points 2 Points 1-0 Points Total Title Block Information Orthographic Views Isometric View Dimensions The student s name, the part name, material type, drawing scale, date, and other required information are correctly identified in the title block. Views are properly selected, placed, and aligned. Only views necessary for communication are included. This includes section and auxiliary views. The isometric view is placed properly, its orientation is in agreement with the front view, and it is appropriately sized. All necessary width, depth, height, and size dimensions are present and properly located. Most of the required title block information is identified. One or two pieces of information may be in error. Views are correctly placed and aligned. Some information might be missing or extra information is included that is not necessary. The view has minor errors in placement, orientation, or size. Most of the necessary width, depth, height, and size dimensions are present. There Some of the required title block information is identified. One or two pieces of information may be in error. Views are misplaced and unaligned. Major information is left out of the drawing. The view has several errors in placement, orientation, or size. Some of the necessary width, depth, height, and size dimensions are present. There are several errors The title block is present, but none of the required information has been identified. Incomplete drawing was submitted. The view has many errors in placement, orientation, size. Few of the necessary width, depth, height, and size dimensions are present. There are many Title block not present. Only one view shown. View not present. Dimensions are missing.

31 Benchmark Assessment Quarter 4 Tolerances Centerlines All dimension tolerances, both general and specific, are properly identified. All required centerlines are properly located and correctly sized. are minor errors in dimension locations. Most of the general and specific dimension tolerances are properly identified. Most of the required centerlines are properly located and correctly sized. in dimension locations. Some of the general and specific dimension tolerances are properly identified. Some of the required centerlines are properly located and correctly sized. errors in dimension locations. Few of the general and specific dimension tolerances are properly identified. Few of the required centerlines are properly located and correctly sized. Tolerances are not identified. Centerlines are missing.

32 Benchmark Assessment Quarter 4 Arbor Press Rubric Elements Weight 5 Points 4 Points 3 Points 2 Points 1-0 Points Total The student s name, the part name, material Most of the required title block information Some of the required title block information is The title block is present, but none of the Title block not present. type, drawing scale, is identified. One or identified. One or two required information Title Block date, and other two pieces of pieces of information may has been identified. Information required information information may be in be in error. are correctly identified error. in the title block. Orthographic Views Isometric View Dimensions Tolerances Centerlines Views are properly selected, placed, and aligned. Only views necessary for communication are included. This includes section and auxiliary views. The isometric view is placed properly, its orientation is in agreement with the front view, and it is appropriately sized. All necessary width, depth, height, and size dimensions are present and properly located. All dimension tolerances, both general and specific, are properly identified. All required centerlines are properly located and correctly sized. Views are correctly placed and aligned. Some information might be missing or extra information is included that is not necessary. The view has minor errors in placement, orientation, or size. Most of the necessary width, depth, height, and size dimensions are present. There are minor errors in dimension locations. Most of the general and specific dimension tolerances are properly identified. Most of the required centerlines are properly located and correctly sized. Views are misplaced and unaligned. Major information is left out of the drawing. The view has several errors in placement, orientation, or size. Some of the necessary width, depth, height, and size dimensions are present. There are several errors in dimension locations. Some of the general and specific dimension tolerances are properly identified. Some of the required centerlines are properly located and correctly sized. Incomplete drawing was submitted. The view has many errors in placement, orientation, size. Few of the necessary width, depth, height, and size dimensions are present. There are many errors in dimension locations. Few of the general and specific dimension tolerances are properly identified. Few of the required centerlines are properly located and correctly sized. Only one view shown. View not present. Dimensions are missing. Tolerances are not identified. Centerlines are missing.