Physics Course Material #4 SCIENTIFIC INQUIRY

Scientific Literacy Skills and Rubrics

to refer to as needed

Name:________________________

Scientific Inquiry Skill Questioning: I design controlled scientific experiments to answer a scientific question.

Distinguished I can meet all of the criteria of the Proficient level. I evaluate my procedure (method) and suggest realistic improvements to the procedure as well as suggest options for further inquiry when appropriate.

Proficient I can state a clear, focused problem or research question. I can select appropriate materials and equipment, write a clear, logical procedure (method) mentioning relevant variables involved and how to manipulate and control them, and describing how data will be collected and processed. I collect sufficient relevant data and record it in a suitable format. I organize, transform, and present data in numerical and/or visual forms logically and correctly.

Developing I can state a focused problem or research question. I can select appropriate materials and equipment and I can write a mostly complete method mentioning some of the variables and how to manipulate them. I collect sufficient relevant data and record it in a suitable format. I organize, transform, and present data in numerical and/or visual forms logically and correctly with a few errors or omissions.

Novice I attempt to state a focused problem or research question. The method I suggest is incomplete.

Investigating: I carry out controlled experiments by making observations and organizing my data for future analysis

I make note of and distinguish between mistakes in my method and acceptable changes to my method during my investigation. *Example I had an insight and collected additional data not originally included in experiment.

I collect some data and attempt to record it in a suitable format. I organize and present data using simple numerical or visual forms.

Evaluating: I make meaning of a scientific experiment by interpreting data and drawing conclusions. I can meaningfully communicate my findings.

In addition to the Proficient Level: I can clearly describe relevant sources of uncertainty and explain how the sources affect the data.

I describe a trend, pattern or relationship shown in the data. I draw a clear conclusion based on the correct interpretation of the data and explain it using scientific reasoning. I identify most relevant sources of uncertainty.

I state a trend, pattern or relationship shown in the data. I draw a conclusion consistent with the interpretation of the data. I identify some sources of uncertainty.

I attempt to identify a trend, pattern or relationship in the data. I attempt to identify sources of uncertainty I attempt to draw a conclusion but it is not consistent with the interpretation of the data.

PROBLEM SOLVING

Problem Solving Skill

Using Models: I use models to predict the behavior of physical systems

Distinguished
I use multiple models correctly to describe physical systems. I show that I understand the problem and use a valid approach to solve it. I extend my problem solving skills beyond the proficient level. I may do this by approaching the problem in multiple ways. My solution is clearly shown, foused, has a logical progression and there are no significant errors in my work.

Proficient
I use multiple models correctly to describe physical systems. I show that I understand the problem and use a valid approach to solve it. My solution is clearly shown and focused, but may have minor errors that dont disrupt understanding.

Developing
I attempt to use multiple models to describe physical systems. I show that I understand the problem and use a valid approach to solve it. My solution may be unclear, unfocused, or have more than a few minor errors.

Novice
I do not attempt to use multiple models to describe physical systems. I use an invalid approach to solving the problem and show little understanding of the problem. My solution is unclear, unfocused or lacks logical progression.

CONCEPTS/CONTENT

Concepts Skill
GENERAL

Distinguished
Consistently goes beyond proficient level Consistently transfers, applies, and expands skills Consistently shows originality, creativity, and intuitive thinking beyond standard expectations.

Proficient
Uses scientific concepts correctly to construct scientific explanations

Developing
Describes scientific ideas, concepts and/or processes.

Novice
Recalls some scientific ideas, concepts and/or processes

Concepts Skill

Distinguished
I can clearly and thoroughly describe a field mediated interaction using multiple representations. I can extend my understanding of field mediated interactions. I might do this by relating it to other concepts in class, offering new ideas, doing a deep and nuanced analysis, or demonstrating a level of understanding beyond the expectation for proficiency.

Proficient
I can correctly describe a field mediated interaction. My description uses multiple representations I use physics concepts to explain those representations. My description may have minor errors that do not get in the way of understanding. I can correctly predict the changes to a system and describe the consequences of changes using physics concepts and knowledge. My application of the concept of mechanical equilibrium is appropriate and complete.

Developing
I can identify a field mediated interaction but my description may have minor errors that show I do not have a complete understanding of field mediated interactions. I can represent a field mediated interaction with at least one representational tool. . I can correctly predict and identify the consequences of changes to systems at mechanical equilibrium but my descriptions may have multiple errors or lack supporting physics knowledge.

Novice
I may know the definition of field mediated interaction and I can identify a field mediated interaction but I cannot correctly represent one. My description is incomplete and has several errors that show I do not understand how to describe field mediated interactions.

Representing Interactions: I can qualitatively and/or quantitatively describe (analyze?) the field mediated interaction between masses and/or charged particles and nucleons.

Predicting Consequences: I can predict the consequences of changes to a system at mechanical equilibrium.

My predictions of the consequences of changes to mechanical systems are correct and I can use multiple representations to depict the system and consequences to changes to that system. I can extend my understanding of mechanical equilibrium. I might do this by relating it to other concepts in class, offering new ideas, doing a deep and nuanced analysis, or demonstrating a level of understanding beyond the expectation for proficiency.

I attempt to predict the consequences of changes to a system at mechanical equilibrium but my predictions may be wrong, lack supporting physics knowledge, or contain many minor errors that get in the way of understanding.

Energy Connections: I can relate macro and nanoscale physical changes in a system to energy transfer within the system and energy transfer between the system and its surroundings.

I can extend my understanding of energy transfer. I might do this by relating it to other concepts in class, offering new ideas, doing a deep and nuanced analysis, or demonstrating a level of understanding beyond the expectation for proficiency.

I can correctly describe the changes to a system supporting my description with models of energy and energy transfer. My description uses multiple representations. I use physics concepts to explain those representations.

I can describe the changes to a system and attempt to support my description with models of energy and energy transfer. However my description and models may have multiple minor errors.

I attempt to describe the changes to a system and may attempt to use models to support my description however my description has multiple errors that affect understanding.