| Scoring Criteria
|
1
Attempted Demonstration |
2
Partial Demonstration |
3
Proficient Demonstration |
4
Distinguished Demonstration |
|
Content Knowledge
Students' ability to describe the different types of electromagnetic
radiation (EMR), including their uses by humans. |
Student attempts to describe at least 3
types of EMR. Student attempts to arrange them by some criteria, and/or
describes at least 3 human applications. There may be major errors.
|
Student describes at least 5 types of EMR,
arranges them by increasing or decreasing wavelength, and describes
at least 5 human applications. There may be slight omissions or minor
errors. |
Student correctly describes 7 types of
EMR, arranges them by increasing or decreasing wavelength, and describes
a human application of each. |
Student correctly describes, in supporting
detail, 7 types of EMR, arranges them by increasing or decreasing
wavelength, and describes a human application of each. Student may
offer sophisticated and/or insightful details. |
|
Communicate with a Model/Display
Students' ability to represent the electromagnetic spectrum with a
physical model/display that draws analogies between the model and
the material used. |
Student creates a physical model/display
of at least 3 components of the electromagnetic spectrum, using pasta,
and draws at least 1 analogy between the characteristics of the pasta
and the EMR it represents. The model/display may contain major errors.
|
Student creates a physical model/display
of at least 5 components of the electromagnetic spectrum, using pasta,
and draws at least 3 effective analogies between the characteristics
of the pasta and the EMR it represents. The model/display may contain
minor errors. |
Student creates an effective, neat and
organized physical model/display of the 7 components of the electromagnetic
spectrum, using pasta, and draws effective analogies between the characteristics
of the pasta and the EMR it represents. |
Students creates a highly effective, visually
appealing, well-organized, self-explanatory physical model/display
of the 7 components of the electromagnetic spectrum, using pasta,
and draws effective and logical analogies between the characteristics
of the pasta and the EMR it represents. Student may offer sophisticated
and/or insightful details. |
|
Critique of a Model
Students' ability to critique a model. |
Student critiques the model providing at
least 1 reason why it is either like or unlike the real electromagnetic
spectrum. Reason(s) may be irrelevant, overly obvious, or illogical.
|
Student critiques the model providing at
least 1 significant reason why it is either like or unlike the real
electromagnetic spectrum. |
Student critiques the model providing at
least 1 significant reason why it is both like and unlike the real
electromagnetic spectrum. |
Student effectively critiques the model
providing at least 2 significant reasons why it is both like and unlike
the real electromagnetic spectrum. Reasons given may indicate higher
level reasoning beyond the obvious features of the model. |
