Activity Materials for Students
- What will I learn?
- What real world problem will
I investigate?
- What
do I need to know?
- What does the model look like?
- What research topics can I explore with the modell?
- Stella tutorial
- What
words do I need to know?
- Show me other web pages on this topic!
Materials for Teachers
- A
note to teachers
- Additional
background material
- National
Standards
- Objectives
- Instructional Framework
- Unit plan and Lesson plans
- Evaluation
Rubrics
Related Links
Assessments
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Constructed Response Item Rubric Microsoft
Office version |
Microsoft
Office version |
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Microsoft
Office version |
Microsoft
Office version |
RUBRICS
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| Correctness of Response | Response is incorrect or does not answer the question. | Response is partially correct. | Response is correct. | Student has put together information to provide a correct answer. |
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Use of Supporting Evidence |
No use of supporting evidence. | Supporting evidence is minimally effective. | Supporting evidence is moderately effective. | Supporting evidence is complete. |
| Use of Accurate Terminology | No use of accurate terminology to explain. | Uses limited accurate terminology to explain. | Uses mostly accurate terminology to explain. | Uses accurate terminology to explain. |
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| Preparation | Not attempted. | Missing a component. | Problem defined is unclear, stated hypothesis or variables not complete, poor experimental method. | Defines problem, formulates hypothesis with appropriate variables, designs experimental method. |
| Data Collection | Not attempted . | Missing a component | Data collected and recorded, raw data poorly organized and presented | Data collected and recorded, raw data is organized and present. |
| Data Analysis | Not attempted. | Missing a component. | Processes raw data correctly, but data not presented appropriately. | Processes raw data correctly, presents processed data appropriately. |
| Conclusion | Not based on data, not realistic. | Somewhat based on data. | Based on data, somewhat realistic. | Well formed, based on data, realistic. |
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| Understanding Models | Lack of understanding of system modeled. | Developed a basic understanding of the system being modeled. | Using analysis, developed a good understanding of the system being modeled. | Using analysis, developed a deep understanding of the system being modeled. |
| System Diagram and Flows | Inaccurate representation of key parameters. | Accurately represents some key parameters. | Accurately represents many key parameters. | Accurately represents key parameters |
| Relationship Equations | Demonstrates a lack of understanding of integration of available data and known theory of the system. | Demonstrates an incomplete integration of available data and known theory of the system. | Demonstrates a mostly complete integration of available data and known theory of the system. | Demonstrate a comprehensive integration of available data and known theory of the system. |
| STELLA Model | Model not tested. | Model tested against a few conditions. | Model tested against a variety of conditions. | Model thoroughly tested against a variety of conditions. |
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| Appearance | Not attempted | At least one speaker is not prepared to perform. | Speakers appear somewhat relaxed and practiced (appropriate gestures, posture, eye contact, loudness, voice inflection, etc.) | Speakers appear relaxed and practiced (appropriate gestures, posture, eye contact, loudness, voice inflection, etc.) |
| Content | Not attempted | Information presented reflects minimal realistic numbers and outcomes for problem investigated. | Information presented partially reflects realistic numbers and outcomes for problem investigated. | Information presented reflects realistic numbers and outcomes for problem investigated. |
| Visual Aids | Not attempted | Display minimally supports all aspects of research | Display partially supports all aspects of research | Display completely supports all aspects of research |
| Participation | None | At least 25% of the group members have a role in the presentation and are able to communicate their understanding of the model | At least 50% of the group members have a role in the presentation and are able to communicate their understanding of the model | All group members have a role in the presentation and are able to communicate their understanding of the model |
