BHX Oil spill! Design Portfolio Assessment Rubric

Transcription

1 BHX Oil spill! Design Portfolio Assessment Rubric l Your inquiry task is to create and build a device or system that can fix oil spills by cleaning the spill. To achieve this goal, your group must complete and document your progress each day on the design portfolio. You must meet the milestones that are outlined for each day. Your work will be assessed according to the MYP Interdisciplinary Unit Criteria outlined below. Date: BHX Day 1 Milestones Initial statement of problem Research plan Monday BHX Day 2 Design drawings Prototype of working solution Tuesday BHX Day 3 Wednesday Final Product Poster Workbook

2 Statement of Inquiry: Students refine or adapt a system to deal with the effects of a land or ocean-based oil spill in an innovative way through change and iterative design, informed by the collection and analysis of data. Key and related concepts: System; change Global context and authentic audience: Globalization and Sustainability Central Question: How might we apply our knowledge to create appropriate solutions in various spill-related disaster scenarios? Disciplines : Design, Science Academic Excellence Students draw upon knowledge and in the sciences, design, and approaches to learning to design a unique and innovative solution to land and water-based oil spills in three scenarios: water-based spill, land-based spill and damage mitigation to plants and animals. Empowerment Students work independently and collaboratively to apply their knowledge and from various STEM disciplines to identify and design a solution for addressing oil retrieval and damage mitigation at a local or international level Global Citizenship Students engage with the environmental issue of oil spills by researching, designing, and presenting a sustainable solution to respond to the situation of an oil spill. Students understand how this issue affects people around the world, and recognize the responsibility that scientists and designers have to develop and design to mitigate the effects of an environmental disaster.

3 Outcomes Criterion A: Disciplinary Grounding demonstrate relevant disciplinary factual, conceptual and/or procedural knowledge Criterion B: Synthesizing synthesize disciplinary knowledge to demonstrate Criterion C: Communicating use appropriate strategies to communicate effectively document sources using recognized conventions Criterion D: Reflecting reflect on the development of their own evaluate the benefits and limitations of disciplinary and knowledge and ways of knowing in specific situations.

4 Criteria A: Disciplinary Grounding Levels Level Descriptors Task-specific Descriptors 0 Does not achieve a standard described by any of the descriptors given below 1~2 Demonstrates limited relevant disciplinary grounding Demonstrates limited ability to apply principles of chemistry, biology, materials and/or engineering The student can apply limited of chemical interactions The student will develop a basic outline of design specifications which are based on a limited analysis of existing student designs, the design context, and scientific and design, and which guides to a limited extent their design inquiry into systems of oil recovery design 3~4 Demonstrates some relevant disciplinary grounding. Demonstrates adequate ability to apply principles of chemistry, biology, materials and/or engineering The student can apply limited of chemical interactions The student will develop an outline of design specifications which are based on a limited analysis of existing student designs, the design context, and scientific and design, and which guides to a some extent their design inquiry into systems of oil recovery design 5~6 Demonstrates most necessary disciplinary grounding Demonstrates capable ability to apply advanced principles of chemistry, biology, materials and/or engineering The student can apply limited of chemical interactions The student will develop relevant design specifications which are based on an analysis of existing designs, the design context, and scientific and design, and which adequately guides their design inquiry into systems of oil recovery design 7~8 Demonstrates extensive necessary disciplinary grounding Demonstrates proficient ability to apply extensive principles of chemistry, biology, materials and/or engineering The student can proficiently apply an

5 of chemical interactions The student will develop detailed and relevant design specifications which are based on an analysis of existing designs, the design context, and scientific and design, and which adequately guides their design inquiry into systems of oil recovery design Criteria B: Synthesizing Level Level Descriptors Task-specific Descriptors 0 Does not achieve a standard described by any of the descriptors given below 1 ~ 2 establishes few and/or superficial connections between disciplines 3 ~ 4 Connects disciplinary knowledge to achieve adequate 5 ~ 6 Synthesizes disciplinary knowledge to demonstrate consistent, thorough 7 ~ 8 Synthesizes disciplinary knowledge to demonstrate consistent, thorough and insightful Makes little or no justification of how mathematics affected design choices Rarely explains how knowledge of renewable, sustainable energy and electricity affected design choices The student establishes few connections between scientific knowledge and the ability to measure the effect of different blade designs to create efficiencies in power production. Adequately justifies how mathematics affected design choices Adequately explains how knowledge of renewable, sustainable energy and electricity affected design choices The student connects scientific knowledge and the design process to gain on how to measure the effect of different blade designs to create efficiencies in power production. Justifies how meaningful use of mathematics affected design choices Capably explains how knowledge of renewable, sustainable energy and electricity affected design choices The student consistently applies scientific knowledge and the design process to measure the effect of different blade designs to create efficiencies in power production. Thoroughly justifies how meaningful use of mathematics affected design choices Thoroughly explain how knowledge of renewable, sustainable energy and electricity

6 i nterdisciplinary affected design choices The student consistently applies scientific knowledge, the design process and mathematical principles to measure the effect of different blade designs to create efficiencies in power production. Criteria C: Communicating Level Level Descriptors Task-specific Descriptors 0 Does not achieve a standard described by any of the descriptors given below 1 ~ 2 communicates with little structure, clarity or coherence 3 ~ 4 Communicates with some organization and coherence, recognizing appropriate forms or media Lists sources 5 ~ 6 communicates that is generally organized, clear and coherent, beginning to use selected forms or media effectively Documents relevant sources using a recognized convention Rarely documents the progress of the project on the design portfolio Communicates how she used design, math, and science in different ways to respond to the inquiry task with minimal degree of coherence and logic Speaks in a register and style that does not serve the context and intention (video blog) PPT, short film, posters, journals or other media have little structure or clarity and fail to communicate their of the windmill project. No sources referenced Sometimes documents the progress of the project on the design portfolio Communicates how she used design, math, and science in different ways to respond to the inquiry task with some degree of coherence and logic Sometimes speaks in a register and style that serve the context and intention (video blog) Uses coherent PPT, short film, posters, journals or other media to communicate their of the windmill project, listing sources. Fairly consistently documents the progress of the project on the design portfolio Communicates how she used design, math, and science in different ways to respond to the inquiry task in a coherent and logical manner Speaks competently in a register and style that serve the context and intention (video blog) Generally uses well structured, clear and coherent PPT, short film, posters, journals or other media to communicate their of the windmill project including complete MLA referencing.

7 7 ~ 8 Communicates that is consistently well structured, clear and coherent, using selected forms or media effectively Consistently documents well-chosen sources using a recognized convention Consistently and comprehensively documents the progress of the project on the design portfolio Communicates how she used design, math, and science in different ways to respond to the inquiry task in a sustained, coherent and logical manner Speaks in a consistently appropriate register and style that serve the context and intention (video blog) Consistently uses well structured, clear and coherent PPT, short film, posters, journals or other media to communicate their of the windmill project including complete MLA referencing. Criteria D: Reflecting Level Level Descriptors Task-specific Descriptors 0 Does not achieve a standard described by any of the descriptors given below 1 ~ 2 Demonstrates limited reflection on his or her development of Describes superficially the limitations or benefits of disciplinary and knowledge in specific situations 3 ~ 4 Demonstrates adequate reflection on his or her development of Describes some benefits and limitations of disciplinary and knowledge in specific situations 5 ~ 6 Demonstrates significant reflection on his or her development of. Explains the limitations Demonstrates limited reflection on his or her development of connections between design, math, and science Evaluates superficially how the skills developed through this IDU can benefit her future learning The student describes superficially the limitations and benefits of disciplinary and knowledge during the windmill project. Demonstrates adequate reflection on his or her development of connections between design, math, and science Evaluates how some of the skills developed through this IDU can benefit her future learning The student describes the limitations and benefits of disciplinary and knowledge during the windmill project. Demonstrates significant reflection on his or her development of connections between design, math, and science Evaluates competently how the skills developed through this IDU can benefit her future learning

8 and benefits of disciplinary and knowledge in specific situations 7 ~ 8 Demonstrates thorough and nuanced reflection on his or her development of Evaluates thoroughly and with sophistication the limitations and benefits of disciplinary and knowledge and ways of knowing in specific situations The student explains the limitations and benefits of disciplinary and knowledge during the windmill project. Demonstrates thorough and nuanced reflection on her development of connections between design, math, and science Evaluates thoroughly and with sophistication how the skills developed through this IDU can benefit her future learning The student evaluates thoroughly and with sophistication the limitations and benefits of disciplinary and knowledge and ways of knowing during the windmill project.

9 A1: DESIGN NEED: name, class 1. Statement of problem ( <<User Group>> needs a way to <<need>>, because <<reason>>) 2. Explanation and Justification Problem : Explain the user group, the problem, and what they need. Justify: What would happen if this problem isn t solved