has been completed as an example. (18 points) LIGHT vs. SOUND Concept Feature Scientific Evidence Feature Comparison Light vs. Sound LIGHT SOUND Common Science Form Light is a form of energy because its energy produces heat and transfers it to objects. Sound is a form of energy produced when the energy of motion makes an object vibrate. Similar Different Movement / Travel Speed Similar Different Ability to Travel Through Empty Space Similar Different Ability to Travel Through Opaque Objects Similar Different Striking a Medium (Material) Ability to be Absorbed Similar Different Ability to be Reflected Similar Different Speed when Striking a Medium Similar Different
Below, list important light and sound vocabulary that will help you debrief the mission’s commander about your team’s challenge and solution. Appendix Q: Debrief to Mission Commander - Graphic Organizer Team Name __________________________ Date __________ Period _____ Introduction: Our Mar’s Rover astronaut team’s problem was _____________________ The Body (explain how your team used the Engineering Design Process): First, our team ______________________________________________ Next, our team ______________________________________________
Focus Supports reasoning with evidence from labs and technical brief to clearly introduces problem and address all parts of the prompt Clearly introduces problem and addresses the prompt. Introduces the problem and addresses the prompt, but omits some details. Attempts to introduce the problem and address the prompt. Omits important details, making piece difficult to follow and understand. Information Displays a deep knowledge of the topic, including several accurate facts and in-depth details. Displays intended knowledge of the concept, including several accurate facts and details. Displays some knowledge of the concept. Lacks many relevant facts and details. Displays basic knowledge of the concept. Includes evidence of numerous misconceptions. Language Uses in-depth, precise language and scientific vocabulary terms to expound on the topic. Uses precise language and domain-specific scientific vocabulary terms to correctly explain the topic. Uses language and scientific vocabulary terms to correctly explain the topic. Misunderstanding of two or three terms is evident. Attempts to use language and scientific vocabulary terms to explain the topic. Misunderstanding of several terms are evident. Conclusion Includes an meaningful conclusion, which states how knowledge of concepts played a major role in designing a solution to the problem. Includes a meaningful conclusion, which states how knowledge of concepts helped design a solution to the problem. Includes an effective conclusion, which attempts to states how knowledge of concepts helped design a solution to the problem. Includes conclusion, but does not state how knowledge of concepts helped design a solution to the problem. Conventions Few to no errors in grammar, spelling and punctuation. Communicates ideas at a level above expectations. Few to no errors in grammar, spelling and punctuation. Communicates ideas at the level expected. Few errors in grammar, spelling and punctuation. One or two errors interfere with communicating an idea at the level expected. Several errors in grammar, spelling and punctuation Communicates ideas below the level expected. Appendix S: Additional Teacher Resources Engineering Design Challenge: Additional Options Options for conducting the challenging by teaching only sound or only light are provided below.