Chemical Weathering Lab Rubric
Section
Hypothesis
O points
Missing
Data Table
Missing
Student is
supposed to
record data
every 30
seconds for
both beaker
A and
beaker B.
1 point
Students fills
out If part of
the if …
then…
because….
statement
but leaves
the rest
blank.
2points
Student fills
out If and
Then
portion
of the If…
then…
because…
statement
but the
reason does
relate does
relate to the
if/then
portion
3 points
Student
completes
each
section of
the if …
then…
because…
Statement
and
provides a
scientifically
reasonable
explanation
to support
the if/then
portion,
Student
Student
Student
records
records
records
observation observations observation
But
of the
and
observations substance in attempts to
do not
the beakers compare
describe
but does not the rate of
what
address the substances
occurred to difference in that occur
the
the rate of
in each
substance
beaker.
4 points
N/A
5 points
N/A
Student
records
observation
and
compares
and
contrasts
the rate of
substance
in both
beakers.
Students
observation
compares
and
contrasts
the rate of
substances
in both
beakers.
Students
make
substance in
the beakers.
occurring in
the two
beakers.
observations
using more
than one of
the five
senses.
Observation Questions
Question Number
1
2
3
4
1 point
Student describes what
happened to the material
without analyzing the data they
collected.
Student describes what
happened to the material in
Beaker B without analyzing the
data they collected.
Students describes the
differences in the reaction rate
of the two beakers but does
Describe the difference
between the rate of chemical
substance in both beakers.
Students describes the
similarities in substances of the
two beakers, without referring
to their observations, and data
collected.
2 point
Student describes what
happened in beaker A based
on the analysis of the data
collected.
Student describes what
happened to the material in
Beaker B based
on the analysis of the data
collected.
Student describes what
differences in both beakers and
also describes the difference
In the rate of reaction of
chemical process.
Student describes the
similarities in substances of two
beakers by providing evidence
of the data they collected.
Student states which beaker’s
particles reacted more quickly
with out providing a
scientifically reasonable
explanation.
Students states which beaker’s
particles reacted more quickly
and provides a scientifically
reasonable explanations based
on their observations.
Student describes the
difference in reaction time
between Beaker A and Beaker B
without using the data collected
to support
Students describes the
differences in reaction time in
both beakers and mentions that
one piece of substance was
crushed while the
Question Number
1
1 point
Student makes a claim how
substance is more susceptible
to chemical weathering after
the Hurricane Sandy but fails
use data gatherer. Student fails
to connect claim to the
scientific principal (Increase the
surface are increase in chemical
weathering)
2
Students make claim regarding
whether the reaction rate faster
or slower than the pieces that
remined intact. Student fails to
use the data gathered to
support their claim and connect
it to the idea that as the surface
area increases so will the rate of
reaction.
Student states whether or not
the data collected supported
their hypothesis, but fails to
provide evidence based on the
analysis of their data.
2 points
Student makes claim regarding
how Sally’s house is more
susceptible to chemical
weathering after Hurricane
Sandy. Student supports claim
with data collected, and
connects it to how the rate of
chemical weathering will
increase if the particle size will
increase.
Student makes claim regarding
whether the substance will
shrink faster or slower than the
pieces that remained intact.
Student uses data collected as
evidence to support claim and
justifies scientific principal.
5
6
Conclusion
3
Student’s state whether or not
data collected supported their
hypothesis by analyzing their
observations and data to
support their claim.
Who knows it?
Who knows some of it?
Who knows nothing?
Who has misconceptions? Such as?
Focus students
1
2
3
Implications for future instruction