HS-PS1-8.
Develop models to illustrate the changes in the composition of the nucleus of the
atom and the energy released during the processes of fission, fusion, and
radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models,
such as pictures or diagrams, and on the scale of energy released in nuclear processes
relative to other kinds of transformations.] [Assessment Boundary: Assessment does
not include quantitative calculation of energy released. Assessment is limited to alpha,
beta, and gamma radioactive decays.]
HS-PS2-4.
Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s
Law to describe and predict the gravitational and electrostatic forces between
objects. [Clarification Statement: Emphasis is on both quantitative and conceptual
descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is
limited to systems with two objects.]
HS-PS2-5.
Plan and conduct an investigation to provide evidence that an electric current can
produce a magnetic field and that a changing magnetic field can produce an
electric current. [Assessment Boundary: Assessment is limited to designing and
conducting investigations with provided materials and tools.]
HS-PS3-3.
Design, build, and refine a device that works within given constraints to convert
one form of energy into another form of energy.* [Clarification Statement: Emphasis
is on both qualitative and quantitative evaluations of devices. Examples of devices could
include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators.
Examples of constraints could include use of renewable energy forms and efficiency.]
[Assessment Boundary: Assessment for quantitative evaluations is limited to total output
for a given input. Assessment is limited to devices constructed with materials provided
to students.]
HS-PS3-4.
Plan and conduct an investigation to provide evidence that the transfer of thermal
energy when two components of different temperature are combined within a
closed system results in a more uniform energy distribution among the
components in the system (second law of thermodynamics). [Clarification
Statement: Emphasis is on analyzing data from student investigations and using
mathematical thinking to describe the energy changes both quantitatively and
conceptually. Examples of investigations could include mixing liquids at different initial
temperatures or adding objects at different temperatures to water.] [Assessment
Boundary: Assessment is limited to investigations based on materials and tools
provided to students.]
HS-PS3–5. Develop and use a model of two objects interacting through electric or magnetic
fields to illustrate the forces between objects and the changes in energy of the
objects due to the interaction. [Clarification Statement: Examples of models could
include drawings, diagrams, and texts, such as drawings of what happens when two
charges of opposite polarity are near each other.] [Assessment Boundary: Assessment
is limited to systems containing two objects.]
HS-PS4-1.
Use mathematical representations to support a claim regarding relationships
among the frequency, wavelength, and speed of waves traveling in various media.
[Clarification Statement: Examples of data could include electromagnetic radiation
traveling in a vacuum and glass, sound waves traveling through air and water, and
seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is
limited to algebraic relationships and describing those relationships qualitatively.]
HS-PS4-3.
Evaluate the claims, evidence, and reasoning behind the idea that
electromagnetic radiation can be described either by a wave model or a particle
model, and that for some situations one model is more useful than the other.
[Clarification Statement: Emphasis is on how the experimental evidence supports the
claim and how a theory is generally modified in light of new evidence. Examples of a
phenomenon could include resonance, interference, diffraction, and photoelectric
effect.] [Assessment Boundary: Assessment does not include using quantum theory.]
HS-PS4-4.
Evaluate the validity and reliability of claims in published materials of the effects
that different frequencies of electromagnetic radiation have when absorbed by
matter. [Clarification Statement: Emphasis is on the idea that photons associated with
different frequencies of light have different energies, and the damage to living tissue
from electromagnetic radiation depends on the energy of the radiation. Examples of
published materials could include trade books, magazines, web resources, videos, and
other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to
qualitative descriptions.]
HS-PS4-5.
Communicate technical information about how some technological devices use
the principles of wave behavior and wave interactions with matter to transmit and
capture information and energy.* [Clarification Statement: Examples could include
solar cells capturing light and converting it to electricity; medical imaging; and
communications technology.] [Assessment Boundary: Assessments are limited to
qualitative information. Assessments do not include band theory.]
Common Core Aligned Rubric for Presentations
Speaking and Listening Standards
Organization
Comprehension
and
Collaboration
Presentation of
Knowledge and
Ideas
Proficient (2)
Developing (1)
No Proficiency (0)
NA
Essay and other presentation
materials submitted by
deadline
Materials not submitted.
Plagiarism will result in a loss of 10%,
minimum on the course grade for a
first-time offense. If student has a
cheating contract, student may fail the
class.
Student came to the presentation
prepared, having thoroughly read
and researched his/her topic.
SL.9-10.1.a
SL.11-12.1.a
Student came to the
presentation prepared.
Student did not come prepared to
present information.
More reading and research could
have been completed.
Student was able to respond
thoughtfully to questions about the
topic, justifying responses with
evidence from credible sources.
SL.9-10.1.c, SL.9-10.1.d
SL.11-12.1.c, SL.9-10.1.d
Student was able to respond to
questions about the topic.
Student was able to present information,
findings, and supporting evidence
clearly, concisely, and logically such
that listeners could follow the line of
reasoning.
Student was able to present
information, findings, and supporting
evidence.
Student presented information
naturally and did not rely on
notecards and/or reading from
product (presentation practice is
evident).
SL.9-10.4
SL.11-12.4
Student was unable to justify
responses with evidence.
Presentation of evidence was at
times, unclear.
Student relied on notecards and/or
reading from product in order to
present information.
Student was unable to
respond to questions about
the topic.
Student was unable to present
information, findings, and supporting
evidence.
Presentation of
Knowledge and
Ideas
The organization, development,
substance, and style of the
presentation were appropriate to
purpose, audience, and task.
SL.9-10.4
SL.11-12.4
The organization, development,
substance, and style of the
presentation were, at times,
inappropriate to the purpose,
audience, and task.
The organization,
development,
substance, and style of the
presentation were inappropriate to
the purpose, audience, and task.
Student used digital media
(textual, graphical, audio, visual,
or other
interactive elements) in his/her
presentation to enhance understanding
of findings, reasoning, and evidence and
to add interest.
Student used some digital media
(textual, graphical, audio, visual, or
other
interactive elements) in his/her
presentation.
Student did not incorporate any
digital media.
Digital media and/or decorations did
not distract from the purpose of the
message. SL.9-10.5
SL.11-12.5
Digital media did not enhance
understanding of findings, reasoning,
and evidence and/or did not add
interest.
Digital media and/or decorations
distracted from the purpose
of the message.
Student was able to adapt speech,
demonstrating command of formal
English.
SL.9-10.6
SL.11-12.6
Student demonstrated limited or
inconsistent command of formal
English.
Student demonstrated weak
command of formal English.
Presentation lasted 3-4 minutes.
Presentation lasted 2-3 minutes.
Presentation lasted 0-2
minutes.
Over 4 minutes
2015
Presentation was
uninteresting.
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