SCIENCE: PHYSICS, CHEMISTRY, BIOLOGY, and ENVIRONMENTAL SCIENCE

RUBRICS: LABORATORY PERFORMANCE

CRITERIA
Discipline shows proper/appropriate behavior and follows the rules and regulations while performing the laboratory activity

Excellent = 4
Shows proper behavior and followed all the rules and regulations throughout the laboratory period

Good = 3
Shows proper behavior and followed some of the rules and regulations during laboratory period Assists team mates in most of the work that needs to be done

Fair =2
Shows some proper behavior and followed few of the rules and regulations during laboratory period

Poor =1
Shows improper behavior and did not follow the rules and regulations during laboratory period Does not assist the team mates/does not perform the assigned task Shows no skill in performing the activity

Score

Participation cooperation in doing/performing the assigned task in the experiment, excursion or any laboratory activity Skills technique and proper handling of equipment and apparatus like how to read measurements, calibrate before using the device, computations and the actual performance of activity. Safety/Provisions use necessary safety devices and always consider the safety of each member Resourcefulness bringing the assigned materials other than those found in the laboratory/stockroom and ability to improvise Leadership/Followershipability to lead, initiative in the group and extra-ordinary command of responsibility. Cleanliness/Orderliness cleaning of materials, lavatories, table/area used and proper disposal of waste.

Maximum participation, participates actively during the activity/fully performs the assigned task Shows mastery and expertise in handling the apparatus and skills needed to perform the activity

Assists team mates in some of the work to be done

Shows moderate skill in handling the apparatus and activity performance

Shows little skills in handling and performing the activity

All provisions were observed

Most provisions were observed

Some provisions were observed

No provisions were observed

All needed materials were brought and shows excellent improvisation skills

Shows a lot of initiative or responsibility in the groups undertakings All the materials and area used are clean and in order

Most materials needed were brought and shows moderate improvisation skills were Shows more initiative or responsibility in the groups undertakings Almost all materials and area used are clean and in order

Some materials needed were brought and shows little improvisation skills Shows less initiative or responsibility in the groups undertakings Some materials and areas are clean and in order

Materials were not brought and showed no improvisation skills Shows no initiative or responsibility in the groups undertakings The materials and area used are not clean and not in order TOTAL

Group #/Name:____________________________ Course & Section:__________________________ Group Members: 1. 2. 3. 4. 5.

Performance S/P R

C/O

Total Score

Melissa Asuncion Bernardo

SCIENCE: PHYSICS, CHEMISTRY, BIOLOGY, and ENVIRONMENTAL SCIENCE NAME/GROUP MEMBER/S: COURSE & SECTION: DATE: INSTRUCTOR:

RUBRICS: PHYSICS PROJECT

ASPECT Beginning 1 Description of identifiable performance characteristics reflecting a beginning level of performance. Developing 2 Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Accomplished 3 Description of identifiable performance characteristics reflecting mastery of performance. Exemplary 4 Description of identifiable performance characteristics reflecting the highest level of performance. Score

Quest 1: Concept Map

Incorrect AND incomplete calculations of the questions related to the assigned web Quest 2: sites with little Mathematical indication of any Calculations (Background understanding of the mathematics Research) describing buoyancy. Work is not shown or not clearly organized.

Incorrect or incomplete Complete and correct (for the calculations of the questions most part) calculations of the related to the assigned web questions related to the sites with some indication of assigned web sites with any understanding of the strong indication of any mathematics describing understanding of the buoyancy. Work is mostly mathematics describing shown and somewhat buoyancy. All work is shown organized. and organized.

Complete and correct calculations of the questions related to the assigned web sites with a clear indication of an understanding of the mathematics describing buoyancy. All work is shown and clearly organized.

Quest 2: Mathematical All work is shown. All work is shown. Cargo Cargo weight is Calculations weight is within 40% of actual (Maximum within 20% of actual weight. weight. Cargo of the Boat) Quest 3: Boat Design and Construction Boat carries within 75% of highest cargo weight in class.

All work is shown. Cargo weight is within 60% of actual weight.

All work is shown. Cargo weight is within 80% of actual weight.

Boat carries within 50% of Boat carries within 25% of highest cargo weight in class. highest cargo weight in class.

Boat carries highest cargo weight in class.

Quest 4: Written Report

Report demonstrates development and movement Report demonstrates toward mastery of the beginning level performance of the concepts of performance of relevant to the assignment; the concepts relevant report also includes an to the assignment. assessment of the successes/failures of the boat construction.

Report demonstrates the Report demonstrates the highest level of mastery of mastery of the concepts the concepts relevant to the relevant to the assignment; assignment; report also report also includes an includes an accurate and accurate assessment of the detailed assessment of the successes/failures of the boat successes/failures of the boat construction. construction.

Collaboration is not Quest 5: evident in more than Portfolio/ one of the tasks of Collaboration the assignment.

Collaboration is clear in at least 2 of the tasks of the assignment. Portfolio is complete, though it lacks the organization of a group effort.

Collaboration is clear in at Collaboration is clear in each least 3 of the tasks of the task of the assignment. assignment. Portfolio is an Portfolio is an organized, organized representation of coherent representation of the the group process. group process.

Melissa Asuncion Bernardo

SCIENCE: PHYSICS, CHEMISTRY, BIOLOGY, and ENVIRONMENTAL SCIENCE NAME/GROUP MEMBER/S: COURSE & SECTION: DATE: INSTRUCTOR:

RUBRICS: SCIENTIFIC REPORT

ASPECT Introduction Beginning 1 Does not give any information about what to expect in the report. Does not answer any questions suggested in the template. Developing 2 Gives very little information. Accomplished 3 Gives too much information--more like a summary. Answers some questions and includes a few other interesting facts. Addresses an issue somewhat related to research. Most of the steps are understandable; some lack detail or are confusing. Both accurate, some ill-formed characters. Exemplary 4 Presents a concise lead-in to the report. Answers most questions and includes many other interesting facts. Addresses a real issue directly related to research findings. Presents easy-tofollow steps which are logical and adequately detailed. Data table and graph neatly completed and totally accurate. Presents a logical explanation for findings and addresses most of the questions. Score

Research

Answers some questions.

Purpose/Problem

Does not address an issue related to tidepools. Not sequential, most steps are missing or are confusing.

Addresses a tidepool issue which is unrelated to research. Some of the steps are understandable; most are confusing and lack detail. Both complete, minor inaccuracies and/or illegible characters. Presents an illogical explanation for findings and addresses few questions.

Procedure

Data & Results

Conclusion

Grammar & Spelling Attractiveness

Data table and/or graph missing information and are inaccurate. Presents an illogical explanation for findings and does not address any of the questions suggested in the template. Very frequent grammar and/or spelling errors. Illegible writing, loose pages.

Presents a logical explanation for findings and addresses some of the questions.

More than two errors.

Only one or two errors.

Legible writing, some ill-formed letters, prints too small or too large, papers stapled together. Up to one week late.

Legible writing, wellformed characters, clean and neatly bound in a report cover, illustrations provided. Up to two days late.

Timeliness

Report handed in more than one week late.

All grammar and spelling are correct. Word processed or typed, clean and neatly bound in a report cover, illustrations provided. Report handed in on time. Total

Melissa Asuncion Bernardo

SCIENCE: PHYSICS, CHEMISTRY, BIOLOGY, and ENVIRONMENTAL SCIENCE NAME/GROUP MEMBER/S: COURSE & SECTION: DATE: INSTRUCTOR:

RUBRICS: SHIRT STATEMENT DESIGN/KEYCHAIN CRITERIA

Presentation and Lay-out

Exceptional 10 -9
Exceptional presentation and lay-out of the statement, design and group name, the resulting outputs are highly similar to the initial output Distinctive, individual style. Exceptionally visually appealing, displays divergent and inventive thinking All aspects of the output fully promotes energy conservation and its sources, highly inspirational, motivational and encouraging Professional format: no errors in grammar, mechanics or punctuation Statement is very catchy and exceptionally complemented by the design

Innovative 8 -7
Above average presentation and lay-out of the statement, design and group name, the outputs are similar to the initial output.

Commendable 6 -5
Average presentation and lay-out of the statement, design and group names, the outputs are mostly similar to the initial output. somewhat distinctive or individual, some visual appeal some divergent or inventive thinking evident. Promotes energy conservation and its sources, somewhat inspirational, motivational and encouraging

Competent 4-3
Below average presentation and lay-out of the statement, design and group name, some parts of the outputs are not similar to the initial output clichd style little visual appeal little divergent or inventive thinking evident

Emerging 2-1
Poor presentation and lay-out of the statement, design and group name, the outputs are different to the initial output. Nothing stylistically distinguishes this entry, no visual appeal No divergent or inventive thinking No promotion of energy conservation and its sources, no inspiration motivation and encouragemen t offered Lacks professionalis m guidelines, Statement does not catch attention and is not complemented by the design. TOTAL

Score

Creativity and Design entry display

Less distinctive, but still displays individual style, visually appealing, displays divergent or inventive thinking Almost all aspects of the output promotes energy conservation and its sources, Inspirational, motivational and encouraging Professional format: no grammar or spelling errors. Statement is quite catchy and is really complemented by the design.

Energy/ resources conservation and promotion

In some ways promote energy conservation and its sources, little inspiration motivation and encouragement offered

Statement

Somewhat professional format: minimal errors. Statement catches attention and is complemented by the design.

Less professional format: loose application of rules of grammar and mechanics, Statement is catchy but unrelated.

NAME/GROUP MEMBER/S:

COURSE & SECTION:

Melissa Asuncion Bernardo

SCIENCE: PHYSICS, CHEMISTRY, BIOLOGY, and ENVIRONMENTAL SCIENCE DATE: INSTRUCTOR:

RUBRICS: PROJECT EQUILIBRIUM PROJECT TIRLE: _______________________ CRITERIA

Over-all Output

Exceptional 10 -9
Exceptional presentation, creation, construction of the miniature design, the resulting outputs are highly similar to the initial output Distinctive, Unique, Individual style. Exceptionally visually appealing, displays divergent and inventive thinking All aspects of the output fully exhibits the concept of equilibrium Fully functional and of great use

Innovative 8 -7
Above average presentation, creation, construction of the miniature design, the outputs are similar to the initial output. Less distinctive, unique but still displays individual style, visually appealing, displays divergent or inventive thinking Almost all aspects of the output exhibits the concept of equilibrium Functional and of use

Commendable 6 -5
Average presentation, creation, construction of the miniature design, the outputs are mostly similar to the initial output. somewhat distinctive, unique, some visual appeal, some divergent or inventive thinking evident.

Competent 4-3
Below average presentation, creation, construction of the miniature design, some parts of the outputs are not similar to the initial output clichd style, uniqueness is not evident, little visual appeal little divergent or inventive thinking evident

Emerging 2-1
Poor presentation, creation, construction of the miniature design, the outputs are different to the initial output. Nothing stylistically distinguishes this entry, no visual appeal No divergent or inventive thinking

Score

Creativity, Critical Thinking, Design Entry Display

Concept Application

Exhibits the concept of equilibrium

In some ways exhibit the concept of equilibrium Functional but of little use

Does not exhibit the concept of equilibrium Is not functional and of no use

Functionality

Partly functional and of some use Failed two of the tests, theres a possibility of not lasting long, sturdy

Testing Result

Passed all the tests done, Sturdy and long lasting

Failed one of the tests, sturdy and long lasting enough

Failed three of the tests, a little bit sturdy and will last for some time

Failed all the tests, not sturdy and will not last long

TOTAL

NAME/GROUP MEMBER/S:

COURSE & SECTION:

Melissa Asuncion Bernardo

SCIENCE: PHYSICS, CHEMISTRY, BIOLOGY, and ENVIRONMENTAL SCIENCE DATE: INSTRUCTOR:

RUBRICS: PRESENTATION/REPORTING

ASPECT
Introduction

GOOD 3
Contains a complete and well organized overview statement

FAIR 2
Contains a complete but somewhat disorganized overview statement. Addresses most of the required presentation elements fairly well. Somewhat disorganized and provides too much detail and gives brief explanation of the work.

POOR 1-0
Provides no overview statement or the statement is so short as to be useless. Addresses few of the required presentation elements or does so poorly. Is disorganized and deals completely with details without providing a broad explanation of the work. Some portions of the concepts were not clearly explained and understood. Essentially reads the material from a presentation to make the report, clearly uncomfortable with the topic. Contains no visual aids or they are poorly constructed as to be worthless.

Score

Completeness

Addressees all required presentation elements very well.

Organization

Well organized, moving from general topics to specific details, provides a good explanation of the work.

Concept Clarity

The concepts were clearly explained and understood.

The concepts were explained partially and understood.

Speaking Skills

Visual Aids

Question and Answer Energizer

Uses presentation resources as a guide, gives detailed explanations, is easily understandable, and keeps eye contact and catches the audiences attention. Contains visual aids that help audience understand work; visuals have a neat and professional look, easily understood; used well to make points. Answers questions clearly and accurately, and with confidence Motivates/energizes the class very well, whole class participation is ensured, very creative

Relies heavily on presentation in reporting; somewhat comfortable with the topic

Contains few or inadequate visual aids have a neat and professional appearance but not fully utilized in making points.

Answers only some of the questions well, has misgivings with the answers The class was motivated/energized, few students are not participating/focused, creative

Answers none of the questions/ or incorrectly answered. Some students were motivated, not effective motivation, not creative enough Total

Melissa Asuncion Bernardo

SCIENCE: PHYSICS, CHEMISTRY, BIOLOGY, and ENVIRONMENTAL SCIENCE NAME/GROUP MEMBER/S: COURSE & SECTION: DATE: INSTRUCTOR:

RUBRICS: INVESTIGATORY PROJECT

Project Parts Problem

Excellent (40 points) Specific

Satisfactory (30 points) General

Fair (20 points) Not clear

Needs Improvement (10 points) Not given

Score

Hypothesis

Design

Date collection, method and analysis

Association between the problem and the predicted result is direct (shows it then relationship) Thorough and appropriate to the problem List of materials complete Control and experimental set-ups are identified Dependent and independent variables clear; with logical procedure and can be replicated All significant data collected, measures and recorded Gives accurate tables and charts Analysis in agreement with the data collected Results explained clearly Acceptance or rejection of hypothesis supported with evidence/Recommend ations are highly appropriate and related to the output result Complete parts, highly organized, No grammatical and spelling errors

Problem is stated but predicted result is not

Hypothesis not stated directly

No hypothesis

Lacks minor details List or materials complete Control and experimental setups are identified Dependent variable identified but not the independent variable; procedure is not described in detail Date collection complete Tables presented but no charts Analysis of data inadequate but does not affect the accuracy Results interlinked Relates to the hypothesis but conclusion is just implied/recommen dations are appropriate Complete parts, organized, few grammatical and spelling errors

Missing major design components List of materials incomplete Only experimental set-up given; no control set-up Both dependent and independent variables are not identified

Not applicable to the problem The design is wrong and does not help answer the problem Procedure difficult to follow

Conclusion/ Recommendation

Inadequate date collected Raw data presented but no tables nor graphs Analysis of data is inadequate and affect the accuracy Some explanations are inaccurate Conclusion not very clear; too general/recommendat ions are vague and somewhat unrelated to the output/concept With missing parts, organized but with some grammatical and spelling errors Total

Data collected not useful No tables nor graphs

Analysis is wrong

Explanation is wrong Conclusion does not answer the problem/Recommend ations are not provided.

Documentation

Incomplete parts, not organized and grammatical and spelling errors are very evident.

Melissa Asuncion Bernardo

SCIENCE: PHYSICS, CHEMISTRY, BIOLOGY, and ENVIRONMENTAL SCIENCE

Melissa Asuncion Bernardo