5/30/14

If you have not submitted your draft of the Action Research Project, then that is your first priority. Beyond that it is time to start preparing for the final exam on the afternoon of June 9th. See the review questions below.

Final Exam Review

The following questions cover a large variety of topics that we discussed over the course of the school year. In order to help you prepare for your final exam, please provide thoughtful responses to all of the following questions.

·      What is the Tragedy of the Commons? How can we relate it to discussions from different units this year?

·      What is sustainability and why is it an important idea to discuss?

·      How connected are humans and the natural world? For example, are they wholly separate and independent? Completely dependent upon one another? Somewhere in the middle? Support your response.

·      Imagine a healthy ecosystem/biome. How does energy move through it? How do organisms obtain the materials needed for survival?

·      The population of humans on Earth is projected to exceed 9 billion by the year 2050. Why is this estimation important? What could/should be done about humanity’s relatively recent population explosion?

·      The population of humans on Earth is projected to exceed 9 billion by the year 2050. How can/should we feed this rapidly growing population? What challenges or problems arise when planning to feed 9 billion people in the coming future?

·      How do we currently produce electricity? What are the impacts of our methods of production?

·      How could we produce electricity differently? How would changes in how/where we obtain the sources of energy that we consume to generate electricity impact ecosystems and/or humanity?

·      What would a future in which we use our environment and its resources wisely – an “ecotopia” – look like?

5/29/14 - Rubrics!

Experimental Design Rubric

Hypothesis Checklist (4 Skill Points)                                                                                                                     SCORE: _____

Criteria	4 (Mastery)	3 (Proficient)	2 (Approaching)	1 (Needs Revision)
Presents a clear and testable hypothesis that answers investigative question	Hypothesis concisely but clearly establishes a logical, measurable, and testable prediction that explains the relationship between variables and is supported with a logical rationale.	Hypothesis concisely but clearly establishes a logical, testable prediction that explains the relationship between variables and is supported with a logical rationale but may not be obviously measurable.	Hypothesis concisely but clearly establishes a logical, testable, and measurable prediction that explains the relationship between variables but it lacks an explanation OR hypothesis establishes an illogical or incorrect prediction.	Hypothesis neither establishes a clear, logical, testable, and measurable prediction that explains the relationship between variables nor contains adequate rationale.

Analysis Checklist (4 Skill Points)                                                                                                                           SCORE: _____

Identifies whether or not hypothesis is supported by data.	Specifically states if and to what degree the hypothesis is supported by the data, accounting for complexities and anomalies in the data.	(NONE)	States whether or not the hypothesis is generally supported by the data but does not discuss complexities – ex. data that does not fit trend.	Does not clearly state whether or not the hypothesis is supported by the data
Analyzes data in order to draw and support conclusions	Correctly and clearly states a conclusion about the hypothesis that is supported by discussing multiple pieces of sets of data and sophisticated calculations	Correctly states a conclusion about the hypothesis that is supported by a set of data and calculations	Correctly states a conclusion about the hypothesis that is vague or is supported by vague evidence OR states an incorrect claim with evidence as support	States a conclusion about the hypothesis with little to no evidence

Reflection Checklist (4 Skill Points)                                                                                                                       SCORE: _____

Identifies relevant sources of error.	Clearly identifies and describes at least one relevant source of error that is NOT simply human error during the experiment.	Identifies and describes one relevant source of error that is NOT simply human error OR clearly describes a source of error that is simply human error during the experiment.	Identifies but does not clearly describe the source of error in the experiment.	Identifies but does not attempt to describe the source of error.
Describes how the data is changed by the error.	Specifically and clearly describes how the data collected was altered by the error.	Clearly describes which data was altered by the error but does not clearly describe how it was altered.	Addresses that the source of error changed the data but does not explain its effect clearly.	Does not address how the source of error changed the data.
Proposes changes to procedure to eliminate/minimize sources of error	Clearly defines a logical change to the procedure that should be made AND clearly explains why it should be made.	Clearly defines a logical change to the procedure that should be made and only acknowledges why it should be done.	Defines a change to the procedure but does not explain the reasoning behind it OR proposes an illogical change but explains its rationale.	Does not propose a logical change to the procedure.

Content Knowledge Checklist (4 Content Points)                                                                                           SCORE: _____

Supplies possible explanation(s) for the data.	Supplies plausible explanation(s) that is thoroughly explained using scientific concepts/ vocabulary from class and logical reasoning	Supplies one plausible explanation that is explained using logical reasoning and vocabulary from class.	Supplies an explanation that while possible, is very implausible and possibly illogical OR states a logical, plausible explanation that does not discuss content/vocabulary from class	Supplies an explanation that is very weak either in terms of logic or connection to class material
Demonstrates knowledge of class material	Very consistently demonstrates deep knowledge of related material by correctly using vocabulary and explaining examples clearly.	Consistently demonstrates knowledge of related material by correctly using vocabulary and explaining examples.	Demonstrates knowledge of related material by using vocabulary and explaining examples, but with some errors.	Does not demonstrate sufficient knowledge of class material through errors or lack of usage/ explanation.

Application Checklist (4 Content Points)                                                                                                            SCORE: _____

Answers the essential question	Clearly and thoroughly answers the essential question and supports the detailed answer with evidence from the experiment as well from notes/research/etc.	Clearly answers the essential question and supports the answer with evidence from the experiment OR from notes/research/etc.	Answers the essential question, but the answer is lacking enough detail and/or evidence OR offers an answer that is illogical or inconsistent with evidence from lab or class.	Does not thoroughly answer the essential question.
Discusses applications of the experiment and topic	Identifies and explains multiple detailed examples of how the experiment or concepts/vocabulary related to it can be used in science and/or the real world.	Identifies and explains a detailed example of how the experiments or concepts/vocabulary related to it can be used in science and/or the real world.	Identifies an example of how the experiment can be applied, but does not support it thoroughly.	Identifies an example of the topic’s applications but without support.

Writing Conventions Checklist (4 Work Habit Points)                                                                                   SCORE: _____

Communicates clearly and efficiently.	Very consistently uses clear language and follows grammar and spelling rules (uses 3rd person, past tense, etc.).	Consistently uses clear language and follows grammar and spelling rules (uses 3rd person, past tense, etc.).	Mostly uses clear language and follows grammar and spelling rules.	Comprehension is difficult due to lack of proofreading.
Helps reader to understand the experiment.	Thoroughly aids understanding of the experiment with a concise yet detailed procedure, clear data tables, a diagram of the setup, and logical sequencing.	Aids understanding of the experiment with a detailed procedure, clear data tables, and logical sequencing.	Complete understanding is hampered by a lack of completion of the one of the following: detailed procedure, clear data tables, and logical sequencing.	Understanding of the experiment is difficult due to multiple components being missing
Credit to sources	While writing in his/her own words, correctly and properly directly cites/ paraphrases and refers to case studies within text	While writing in his/her own words, cites/ paraphrases and refers to case studies within text with minor errors	While writing in his/her own words, cites/ paraphrases and refers to case studies within text but with clear errors	Citations/ paraphrasing are missing or it is obvious that student is not giving due credit to sources through his/her style of writing

Design Rubric

	Mastery – 4	Proficient – 3	Satisfactory – 2	Needs Revision – 1
Claim	States clear, well-reasoned, nuanced claim for design	States clear, well-reasoned claim for design	States a logical, but vague claim for design	States an illogical or overly vague design
Support of claim	Thoroughly supports claim(s) for design with several detailed, convincing, specific reasons/pieces of evidence as well as refuted counterclaim(s) of alternative designs	Supports claim(s) for design with multiple detailed, specific reasons/pieces of evidence as well as attempts at forming counterclaims/ refutations of them	Supports claim(s) for design with multiple detailed, convincing specific reasons/pieces of evidence but neglects to make use of counterclaim OR reasons/pieces of evidence are lacking in detail or specificity	Supports claim(s) for design with reasons/ evidence that are not convincing due to lack of detail, specificity, or clarity OR not having enough pieces of evidence to support each claim
Demonstrates knowledge	Consistently demonstrates deep knowledge of material gained by research  by constantly: using vocabulary, explaining examples clearly, incorporating statistics, etc.	Consistently demonstrates knowledge of material gained by research  by: using vocabulary, explaining examples clearly, incorporating statistics, etc. and minor errors or occasions for further explanation may be present	Demonstrates knowledge of material gained by research  by using vocabulary, etc. but with multiple or glaring errors or lack of a detail	Does not demonstrate sufficient knowledge of material from research through errors or lack of usage/ explanation.
Credit to sources	While writing in his/her own words, correctly and properly directly cites/ paraphrases and refers to case studies within text	While writing in his/her own words, cites/ paraphrases and refers to case studies within text with minor errors	While writing in his/her own words, cites/ paraphrases and refers to case studies within text but with clear errors	Citations/ paraphrasing are missing or it is obvious that student is not giving due credit to sources through his/her style of writing
Writing conventions	Writes elegantly and in a sophisticated manner while very consistently adhering to spelling and grammar conventions	Very consistently adheres to spelling and grammar conventions	Consistently adheres to spelling and grammar conventions	Mostly adheres to spelling and grammar conventions

Action Rubric

	Mastery – 4	Proficient – 3	Satisfactory – 2	Needs Revision – 1
Claim	States clear, well-reasoned, nuanced claim	States clear, well-reasoned claim	States a logical, but vague claim	States an illogical or indefensible position
Support of claim	Thoroughly supports claim(s) with several detailed, convincing, specific reasons/pieces of evidence as well as refuted counterclaim(s)	Supports claim(s) with multiple detailed, specific reasons/pieces of evidence as well as attempts at forming counterclaims/ refutations of them	Supports claim(s) with multiple detailed, convincing specific reasons/pieces of evidence but neglects to make use of counterclaim OR reasons/pieces of evidence are lacking in detail or specificity	Supports claim(s) with reasons/ evidence that are not convincing due to lack of detail, specificity, or clarity OR not having enough pieces of evidence to support each claim
Demonstrates knowledge	Consistently demonstrates deep knowledge of material gained by research  by constantly: using vocabulary, explaining examples clearly, incorporating statistics, etc.	Consistently demonstrates knowledge of material gained by research  by: using vocabulary, explaining examples clearly, incorporating statistics, etc. and minor errors or occasions for further explanation may be present	Demonstrates knowledge of material gained by research  by using vocabulary, etc. but with multiple or glaring errors or lack of a detail	Does not demonstrate sufficient knowledge of material from research through errors or lack of usage/ explanation.
Credit to sources	While writing in his/her own words, correctly and properly directly cites/ paraphrases and refers to case studies within text	While writing in his/her own words, cites/ paraphrases and refers to case studies within text with minor errors	While writing in his/her own words, cites/ paraphrases and refers to case studies within text but with clear errors	Citations/ paraphrasing are missing or it is obvious that student is not giving due credit to sources through his/her style of writing
Writing conventions	Writes elegantly and in a sophisticated manner while very consistently adhering to spelling and grammar conventions	Very consistently adheres to spelling and grammar conventions	Consistently adheres to spelling and grammar conventions	Mostly adheres to spelling and grammar conventions