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| 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. |
Revised: March 12, 2008