STEM: Egg Car Rubric
3 / 2 / 1 / 0Part 1 / Students complete and hand in original sketch.
Students complete an accurately labeled group sketch along with accurate scientific explanation and original materials list. / Students are missing one of the components addressed. / Students are missing more than one component addressed / Students do not complete task.
Part 2 / Students collaboratively construct vehicle with the required parameters. Students construct a final, labeled drawing and identifies any changes that were made / Students are missing one of the components addressed. / Students are missing more than one component addressed / Students do not complete task.
Part 3 / Materials, price, quantity and total are accurately calculated and do not succeed the $20 budget / Students do not calculate accurately but are still within the budget. / Students are not within the budget. / Students do not complete task.
Part 4 / Trial is successful (no cracks in egg) Quantitative and Qualitative observations are detailed and accurately complete / Trial resulted in a minor fracture in egg. Quantitative and Qualitative observations are completed and accurate. / Trial resulted in major crack in egg OR the egg does not reach the wall. Quantitative and Qualitative observations are completed. / No Qualitative or Quantitative data was completed.
Part 5 / Analysis questions are answered and accurately explained in detail. / Analysis questions are answered accurately but there is no detail in explanation. / Analysis questions are answered inaccurately. / Students do not complete task.
Conclusion Reflection / Purpose is accurately identified and explained as the intro to the reflection. / Purpose is identified but not completely clear in explanation. / Purpose is not clearly identified or explained. / Student does not complete task.
Student uses several (two or more) scientific terms to explain the plan of their model. / Student uses a (one) scientific term to explain the plan of their model. / Student explains plan but does not use scientific terms. / Student does not complete task.
Student clearly explains whether the model did or did not change during construction with a clear explanation as to why or why not. / Student identifies what changes were made/not made but does not clearly explain. / Student identifies what changes were made/not made but does not explain. / Student does not complete task.
Student clearly and accurately identifies how Newton’s 1st Law was involved in the model you constructed. Uses key terms (inertia, definition, unbalanced force). / Student clearly identifies how Newton’s 1st Law was involved but does not use key terms. / Student does not clearly identify how Newton’s 1st Law was involved. / Student does not complete task.
Student clearly and accurately identifies how Newton’s 2nd Law was involved in the model you constructed. Uses key terms (definition, force, mass, acceleration and relationship). / Student clearly identifies how Newton’s 2nd Law was involved but does not use key terms. / Student does not clearly identify how Newton’s 2nd Law was involved. / Student does not complete task.
Student clearly and accurately identifies how Newton’s 3rd Law was involved in the model you constructed. Uses key terms (definition, action-reaction forces). / Student clearly identifies how Newton’s 3rd Law was involved but does not use key terms. / Student does not clearly identify how Newton’s 3rd Law was involved. / Student does not complete task.