Construct a model that helps reduce the momentum on an object or objects in a collision.
Use the Safety First Engineering Instructions (Links to an external site.) to help guide your experiment. Make sure to check the rubric (Links to an external site.) at the bottom of the page before designing and again before submission.
This video may help provide you with some inspiration: Egg Drop Project Ideas
Presentation Rubric |
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Criteria |
Ratings |
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Description of Criterion |
Exceeds |
Meets |
Approaching |
Needs Improvement |
No Marks |
Introduction & Summary |
Introduction contains all aspects listed. All materials used are listed. All steps are easy to follow and in a logical sequence of ideas. A clear goal is stated. |
Introduction contains all aspects listed. All materials used are listed. All steps are in order. A goal is stated. |
All aspects are represented but not in an organized manner. Goal is present. |
At least two aspects are represented. |
Incomplete/ Missing |
Visual Representation |
Presentation has appropriate font size, text to background is easily visible (light text/dark background & no busy backgrounds), and images are included. |
Presentation has appropriate font size, text is visible, and images are included. |
Presentation text is visible, and images are included. |
Presentation text lacks visibility, and little to no images are included. |
Incomplete/ Missing |
Experimental Design |
Design shows the learner has analyzed the problem and has independently designed and conducted a thoughtful experiment. |
Design shows learner grasps the basic idea of the scientific process by conducting an experiment that controlled obvious variables. |
Design shows that the learner grasps the basic idea of the scientific process but needs some help in controlling obvious variables. |
Design shows learners can conduct an experiment when given considerable help by the instructor. |
Incomplete/ Missing |
Data Analysis & Summary |
Data was collected and recorded in an orderly manner that accurately reflects the results of the experiment. |
Data was recorded in a manner that probably represents the results of the experiment. |
Data was recorded in a disorganized manner or only with instructor assistance. |
Data was recorded in an incomplete, haphazard manner or only after considerable teacher assistance. |
Incomplete/ Missing |
Reference: Wiggins, G. (1998). Educative Assessment. San Francisco, CA: Jossey-Bass Publishers. |