Glossary Attract to pull toward Data information that helps you make a decision Energy the ability to do work Engineer a person who uses science and math to solve problems Engineering Design Process the steps an engineer or person takes to solve a problem Ferromagnetic a substance containing iron or nickel attracted to a magnet Force strength or power exerted upon an object Gravity a force that pulls towards the earth Polarity the state of having magnetic poles Poles opposite ends of a magnet Repel to push away
Appendix D: “I Have, Who Has?” Vocabulary Game I have the first card. Who has a card that means to pull toward? I have attract. Who has information that helps you make a decision? I have data. Who has the ability to do work? I have energy. Who has a person who uses science and math do to solve problems? I have engineer. Who has the steps and engineer or person takes to solve problems? I have the Engineering Design Process. Who has a substance containing iron or nickel attracted to a magnet? I have ferromagnetic. Who has a strength or power exerted upon an object? I have force. Who has a force that pulls toward the Earth?
Category 4 3 2 1 Scientific Knowledge Student demonstrates understanding of magnets by using knowledge about magnetic force to solve problems. Student can explain that magnets can attract and repel different materials, and can articulate what kinds of materials or why magnets attract them but cannot apply this knowledge to solving a problem. Student can explain that magnets can attract and repel different materials, but cannot articulate what kinds of materials or why magnets attract them. Student can explain that magnets stick to some materials, but cannot articulate what kinds of materials or why magnets attract them. Student correctly measured the strength of all four types of magnets Student correctly measured the strength of 3 of 4 types of magnets. Students correctly measured the strength of 2 of 4 magnets. Student correctly measured 1 of the 4 types of magnets. Graphing Students correctly graphed 90% or more of their track trials. Students correctly graphed 80% or more of their track trials. Students correctly graphed 70% or more of their track trials. Students graphed less than 70% of their track trails correctly. Journal - Content Four or five complete journal entries show planning, construction, testing, modifications, some reflection and the results. Three complete journal entries show planning, construction, testing, modifications, some reflection and the results. Two complete journal entries show some detail about planning, construction, testing, modifications, and some results. One journal entry show little detail about planning, construction, and testing process.
Design Challenge Three time trials are recorded, showing modifications between each test. Students can explain the reasons for their modifications, demonstrating an understanding of the Engineering Design Process. Two or three time trials are recorded, showing modifications between each test OR students can explain the reasons for their modifications, demonstrating an understanding of the Engineering Design Process. One or two time trials are recorded, showing minimal modification. Students cannot explain the reasons for their modifications. No time trials are recorded OR no modifications are made. Students cannot explain why modifications are necessary. Team All members of the team worked together to provide ideas for the design, actively collect data, and make needed modifications to the design. Three members of the team worked together to provide ideas for the design, actively collect data, and make needed modifications to the design. Two members of the team worked together to provide ideas for the design, actively collect data, and make modifications to the design. The team did not work together to provide ideas for the design, actively collect data, and make modifications to the design OR one student did the majority of the work. Total Score: ____________________ Comments: