Gardenia Porridgemars Transportation Drawing Or Modelnovember 30, 2017

Gardenia PorridgeMars Transportation Drawing or ModelNovember 30, 2017

Please chooseeither a vehicle that will get you to and from Mars or a vehicle that will get you around Mars. To share with others

how these vehicles would work and look, please construct either a drawing or model of the vehicle. Include with your

drawing/model important information about your vehicle, such as how the motor works and the materials used to build it.

Also, be sure to create your drawing/model using appropriate scale.

Watch the video, then answer the following Product Questions for the Drawing or Model:

What is the distance from Mars to the sun?
What is the gravitational pull of Mars to different objects?
What is the Martian atmosphere like?
Achievement Levels / 1 / 2 / 3 / 4
Labels
(x1) / Few of the items that need to be identified have readable labels. / Some of the items that need to be identified have readable labels. / Most items that need to be identified have readable labels. / Every item that needs to be identified has a readable label.
Geometry and Scale
(x1) / Product is an attempt at a scale drawing. / Product is a partial scale drawing that can be used to compute some actual dimensions. / Product is a sufficient scale drawing that can be used to compute most actual dimensions. / Product is an excellent scale drawing that can be used to compute actual dimensions.
Engineering and Design
(x1) / Product demonstrates little understanding of the criteria and constraints of the design problem with regard to size, materials, and function of the product. / Product demonstrates some understanding of the criteria and constraints of the design problem with regard to size, materials, and function of the product. / Product demonstrates adequate understanding of the criteria and constraints of the design problem with regard to size, materials, and function of the product. / Product demonstrates strong understanding of the criteria and constraints of the design problem with regard to size, materials, and function of the product.
Problem Solving and Design
(x1) / The product minimally solves the design problem by minimally addressing audience needs, aesthetics and criteria and constraints. / The product partially solves the design problem by somewhat addressing audience needs, aesthetics and criteria and constraints. / The product adequately solves the design problem by addressing audience needs, aesthetics and criteria and constraints. / The product thoroughly solves the design problem by fully addressing audience needs, aesthetics and criteria and constraints.
Communicating a Design Solution
(x1) / Product minimally communicates how the proposed solution meets the criteria and constraints of the design problem. / Product partially communicates how the proposed solution meets the criteria and constraints of the design problem. / Product adequately communicates how the proposed solution meets the criteria and constraints of the design problem. / Product expertly communicates how the proposed solution meets the criteria and constraints of the design problem.
Creativity and Innovation
(x1) / Product demonstrates little use of creative and innovative thinking throughout the engineering and design process. / Product demonstrates partial use of creative and innovative thinking throughout the engineering and design process. / Product demonstrates a sufficient use of creative and innovative thinking throughout the engineering and design process. / Product demonstrates strong use of creative and innovative thinking throughout the engineering and design process.
Spelling
(x1) / Fewer than 80% of the words are spelled correctly in the title, labels, and description. / 75% of the words are spelled correctly in the title, labels, and description. / All common words are spelled correctly in the title, labels and description. 1-2 scientific words may be misspelled. / All words are spelled correctly in the title, labels and caption/description.
Labels
(x1) / Less than 75% of the items that are identified have labels. Labeling not clear. / Most items (75-89%) identified have labels. Labeling is clear and appropriate. / Almost all items (90%) identified have labels. Labeling is clear and appropriate. / Every item that needs to be identified has a label. Labeling is clear and appropriate.
Title
(x1) / Title not included and/or does not clearly depict what information is contained on page. / Title included and contained on page. / Clear title, contained on page, and contains detail that sets it apart from other text elements (i.e. larger, stylized, etc.). / Clear and informative title, centered on page, and contains detail that sets it apart from other text elements (i.e. larger, stylized, etc.).
Drawing - details
(x1) / Fewer than 85% of the assigned details are present OR most details are difficult to identify. / Almost all assigned details (at least 85%) have been added. A few details are difficult to identify. / Almost all assigned details (at least 85%) have been added. The details are clear and easy to identify. / All assigned details have been added. The details are clear and easy to identify.
Mathematical Concepts and Applications
(x1) / The product demonstrates minimal evidence of the ability to apply mathematical concepts including ratios, geometric processes and the number system to create designs and structures. / The product demonstrates some evidence of the ability to apply mathematical concepts including ratios, geometric processes and the number system to create designs and structures. / The product demonstrates some evidence of the ability to apply mathematical concepts including ratios, geometric processes and the number system to create designs and structures that provide understanding of how mathematical concepts can help provide valuable solutions to the define problem. / The product demonstrates strong evidence of the ability to apply mathematical concepts including ratios, geometric processes and the number system to create designs and structures that provide strong understanding of how mathematical concepts can help provide valuable solutions to the define problem.
Human Migration and Engineering Practices
(x1) / The product produced presents minimal evidence of support for human migration based upon engineering design. / The product produced presents some evidence of support for human migration based upon engineering design that adapts to the changing transportation methods. / The product produced presents evidence of support for human migration based upon engineering design that adapts to the changing transportation methods based upon scientific and technical advancements within society. / The product produced presents strong evidence of support for human migration based upon engineering design that adapts to the changing transportation methods based upon scientific and technical advancements within society.

National Council for the Social Studies -- Social Studies

• PEOPLE, PLACES, AND ENVIRONMENTS
• SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF PEOPLE, PLACES, AND ENVIRONMENTS.
• KNOWLEDGE - Learners will understand:
• (3.1.1. ) The theme of people, places, and environments involves the study of the relationships between human populations in different locations and geographic phenomena such as climate, vegetation, and natural resources.

Next Gen. Science Standards -- Science

• EARTH AND SPACE SCIENCE
• Earth's Place in the Universe - Students who demonstrate understanding can:
• (MS-ESS1-2. ) Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
• (MS-ESS1-3. ) Analyze and interpret data to determine scale properties of objects in the solar system.
• Disciplinary Core Ideas
• Earth and the Solar System
• (ESS1.B:1. ) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2), (MS-ESS1-3)
• Earth's Systems - Students who demonstrate understanding can:
• The Roles of Water in Earth's Surface Processes
• (ESS2.C:5. ) Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2)
• Defining and Delimiting Engineering Problems
• (ETS1.A:1. ) The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1)

• ENGINEERING DESIGN
• Engineering Design - Students who demonstrate understanding can:
• (MS-ETS1-1. ) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
• Science and Engineering Practices
• Asking Questions and Defining Problems - Asking questions and defining problems in grades 6 - 8 builds on grades K - 5 experiences and progresses to specifying relationships between variables, clarify arguments and models.
• (MS-ETS1.SEP.1.1. ) Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. (MS-ETS1-1)