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Scoring Rubric: Electromagnetic Pasta (High School)

Scoring Criteria 1
Attempted Demonstration
2
Partial Demonstration
3
Proficient Demonstration
4
Distinguished Demonstration
Content Knowledge
Students' ability to describe the different types of electromagnetic radiation (EMR), including their uses by humans.
Student attempts to describe at least 3 types of EMR. Student attempts to arrange them by some criteria, and/or describes at least 3 human applications. There may be major errors. Student describes at least 5 types of EMR, arranges them by increasing or decreasing wavelength, and describes at least 5 human applications. There may be slight omissions or minor errors. Student correctly describes 7 types of EMR, arranges them by increasing or decreasing wavelength, and describes a human application of each. Student correctly describes, in supporting detail, 7 types of EMR, arranges them by increasing or decreasing wavelength, and describes a human application of each. Student may offer sophisticated and/or insightful details.
Communicate with a Model/Display
Students' ability to represent the electromagnetic spectrum with a physical model/display that draws analogies between the model and the material used.
Student creates a physical model/display of at least 3 components of the electromagnetic spectrum, using pasta, and draws at least 1 analogy between the characteristics of the pasta and the EMR it represents. The model/display may contain major errors. Student creates a physical model/display of at least 5 components of the electromagnetic spectrum, using pasta, and draws at least 3 effective analogies between the characteristics of the pasta and the EMR it represents. The model/display may contain minor errors. Student creates an effective, neat and organized physical model/display of the 7 components of the electromagnetic spectrum, using pasta, and draws effective analogies between the characteristics of the pasta and the EMR it represents. Students creates a highly effective, visually appealing, well-organized, self-explanatory physical model/display of the 7 components of the electromagnetic spectrum, using pasta, and draws effective and logical analogies between the characteristics of the pasta and the EMR it represents. Student may offer sophisticated and/or insightful details.
Critique of a Model
Students' ability to critique a model.
Student critiques the model providing at least 1 reason why it is either like or unlike the real electromagnetic spectrum. Reason(s) may be irrelevant, overly obvious, or illogical. Student critiques the model providing at least 1 significant reason why it is either like or unlike the real electromagnetic spectrum. Student critiques the model providing at least 1 significant reason why it is both like and unlike the real electromagnetic spectrum. Student effectively critiques the model providing at least 2 significant reasons why it is both like and unlike the real electromagnetic spectrum. Reasons given may indicate higher level reasoning beyond the obvious features of the model.