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Would it look like if they did it… |
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As a result of this unit, students will: |
Exceptionally Well |
Adequately |
Below Standard |
How will you know how well they can do it? |
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… the effect of car mass, road surface conditions (m ), and initial velocity on the length of the skid marks that result from an RBE |
able to construct an initial hypothesis based on prior knowledge
uses correct equations clear understanding and linking of science and mathematical concepts |
able to construct an initial hypothesis based on prior knowledge
uses correct equations needs assistance in linking science and mathematical concepts |
difficulty constructing hypothesis
incorrect & errors in equations unable to link concepts |
After making observations, listing variables, and working in small groups students will be able to state a hypothetical relationship between the effect of car mass, road surface conditions (m ), and initial velocity on the length of the skid marks that result from an RBE. Students work in small groups and use previously covered to produce a flow chart or sketch of Excel worksheet that shows the links between concepts and correct equations. |
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Rendering an Excel model of an RBE in which they can demonstrate the relationships in #1.
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sets up correct equations within the spreadsheet model produces reasonable/realistic results makes use of additional tools to enhance the model |
sets up correct equations within the spreadsheet model produces reasonable/realistic results no enhancement with additional tools |
does not seek assistance with Excel difficulties
model contains errors or produces unrealistic results |
Students will produce an Excel spreadsheet with equations and explanatory text (optional extras) that models the relationship between car mass, road surface conditions (m ), and initial velocity on the length of the skid marks that result from an RBE. |
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Interpreting the model graphically.
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able to create and explain a graphical representation of data that will enable them to determine the initial velocity of the car |
can explain but not create a graphical representation of data that will enable them to determine the initial velocity of the car |
cannot create or explain conceptually a graphical representation of data
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Use of Excel to create a graphical representation of the RBE data. This graph should meet the standards set in the graphing rubric.
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Presenting and defending their model in class.
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clearly explains and links science and mathematical concepts involved in an RBE explanation is free of scientific and mathematical misconceptions
simplifying assumptions and limitations of the model are addressed and explained verbal explanation of graph and its relation to physics concepts and real events |
links science and mathematical concepts with guidance from instructor only minor misconception are apparent in explanation and are resolve by questioning from students and/or instructor simplifying assumptions and limitations of the model are addressed but not explained verbal explanation of graph and its relation to physics concepts and real events |
unable to link science and mathematical concepts
major misconceptions and unwilling or unable to attempt to resolve them
cannot explain limitations and simplifying assumptions
cannot explain graph or its relevance |
During a presentation to the class students will explain the process by which they determined the variables and their qualitative and quantitative relationship. They must also state their conclusion regarding the tire marks made by the accident reconstructionist and defend their conclusion. The presentation will rely heavily on their use of the Excel model and graphs as evidence of their conclusions. |