CLASS PREPARATION and SET-UP
Materials for Cool House
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Balsa wood,3x5 inch (7.6x12.7cm) pieces
Styrofoam, 3x5 inch (7.6x12.7cm) pieces, 1/8 inch (3mm) thick
Aluminum foil, 3x5 inch (7.6x12.7cm) pieces
White Index cards,3x5inch(7.6x12.7cm) pieces
Cardboard, corrugated and plain, 3x5 inch (7.6x12.7cm) pieces
Paper, various qualities and colors, 3x5 inch (7.6x12.6) pieces
Overhead transparencies or clear acetate sheets cut into 3x5 inch (7.6x12.7cm) pieces (at
least one per team)
Cellophane tape, 3/4 inch (2cm) (one roll per team)
Design Sheet
Preliminary Data Sheet
Data Sheet
Summary Sheet
Scissors
Rulers
Materials for Testing Station
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Duct tape, use to tape extension cord to the floor
Extension cord
Adjustable light fixture OR adjustable ring stand and clamp lamp with reflector
Light bulb, 100-watt frosted, incandescent
2 or 3 alcohol thermometers, shorter than 5 inches (12.7cm) long (maximum size to fit
into shelter)
 Index card, 3x5 inch (7.6x12.7cm) (as a support for the thermometer)
 Jumbo paper clips, 2 per thermometer (use to attach thermometer to index card stand)
 Stopwatch or timer
 Masking tape, 1 inch (2.5cm) wide (2 rolls)
Cup with room temperature water (use to cool down thermometers)
511 Harrington 4226 TAMU
College Station, TX 77843-4226
Tel - 979-820-3409
Fax - 979-862-4347
aggie-stem@tamu.edu
http://aggie-stem.tamu.edu
Design Rubric
CATEGORY
Investigation
Plan
Output
Evaluation
4-3
2-1
0
Demonstrates complete understanding of
the problem including the elements of the
design process, such as scientific method,
technological method, or universal
systems model.
Considers a variety of designs in the plan
and compares the effectiveness against
the design specifications. Includes a step
by step explained timeline, such as a
Gantt Chart, (see link below). Uses a
variety of tools, equipment, machines,
materials, and technology. Considers
quality, reliability, safety, and
maintenance issues of the design. Uses
correct mathematical and/or scientific
principles in the designs; all calculations
are precise and appropriate technology is
used.
Designs a final product that is in complete
accordance with the design brief (answers
why) and design specifications (answers
what). Uses a variety of tools, equipment,
machines, materials, and technology.
Considers quality, reliability, safety, and
maintenance issues of the design. Applies
the appropriate codes, laws, standards, or
regulations, such as Occupational Safety
and Health Administration (OSHA),
National Electrical Code (NEC),
American Society for Testing Materials
(ASTM), standard symbols, and line
weights.
Uses an assessment strategy to determine
the risks and benefits of the activities and
outputs. Describes how the design may
affect individuals, societies, cultures,
economies, and environments. Applies
critical-thinking strategies to the analysis
and evaluation of the solution.
Demonstrates a limited
understanding of the problem,
or some of the elements of the
design process.
Does not understand
the problem. Does
not understand the
design process.
Prepares a plan that is based
on one design with no
consideration of alternatives.
Uses a limited number of
tools, equipment, machines,
materials, or technology. Fails
to consider one or more of the
quality, reliability, safety, and
maintenance issues. Uses
mathematical and/or scientific
principles with some errors
including some calculation
mistakes.
Designs a final product that
significantly shifts away from
the design brief and design
specifications. Uses a limited
number of tools, equipment,
machines, materials or
technology.
Does not prepare a
plan. Does not use
tools, equipment,
machines, materials,
or technology. Does
not consider quality,
reliability, safety or
maintenance issues.
Does not use
mathematical or
scientific principles.
Describes the risks or the
benefits of the activities and
outputs without a proper
strategy. Uses a nonsystematic approach to
problem solving to improve
the product.
Does not describe
the risks or benefits
of the activities or
outputs. Does not
have a strategy.
Does not problem
solve or improve the
product.
511 Harrington 4226 TAMU
College Station, TX 77843-4226
Tel - 979-820-3409
Fax - 979-862-4347
Does not have a
final product. Does
not use tools,
equipment,
machines, or
technology.
aggie-stem@tamu.edu
http://aggie-stem.tamu.edu
Presentation
Documents each step of the design
process and justifies any change to the
design specifications. Uses effective
written, verbal, and visual
communication techniques. Prepares an
applicable and realistic marketing plan
for the output.
Documents parts of the design
process. Uses written, verbal,
and visual communication
techniques ineffectively, or
misses some. Prepares a
nonrealistic marketing plan.
Does not document
the design process.
Does not use
communication
techniques. Does not
prepare a marketing
plan.
Gantt Chart: http://en.wikipedia.org/wiki/Gantt_chart
Group Work/Self Assessment Rubric
CATEGORY
4-3
Understanding Completely understands
Group
Dynamics
Behavior
the purpose of the
assignment. Completely
understands the solution
to the assignment.
Completely understands
the nature of group
work.
Is aware of and performs
assigned roles, which
are determined by group
decision and agreed
upon by all. Meets
regularly to discuss and
inform other members
about progress and relay
information. Keeps a
group journal and record
important instances.
Contributes to group
discussions and listens
to each other’s ideas.
Stays on task at all
times. Assists and
encourages each other
when needed.
Contributes equally and
may contribute more
than required.
511 Harrington 4226 TAMU
College Station, TX 77843-4226
2-1
0
Partially understands the
purpose of the
assignment. Partially
understands the solution
to the assignment.
Partially understands the
nature of the group work.
Does not understand the
purpose of the
assignment. Does not
understand the solution
to the assignment. Does
not understand the
nature of group work.
Works diligently;
however, roles are not
agreed upon, so some
members are less
productive. Shares
progress only with some
of the members and/or
some members are
unaware of the work of
others.
Does not work
diligently. Roles are not
agreed upon, so all
members are less
productive. No sharing
occurs. Members are
unaware of the work of
others.
Is not willing to
compromise. Provides
ineffective assistance to
members who need help.
Contributes equally, but
may contribute less than
required.
Works mainly alone.
Does not help others.
Does not contribute.
Tel - 979-820-3409
Fax - 979-862-4347
aggie-stem@tamu.edu
http://aggie-stem.tamu.edu
Mathematics/Science Rubric
CATEGORY
Knowledge and
Understanding
Reasoning
Communication
8-7
Demonstrates complete
understanding of the
concepts and principles. Is
able to apply knowledge to
challenging problems in
unfamiliar situations.
Executes algorithms
completely and in a correct
manner.
Identifies the elements of the
problem and shows
understanding of the
relationship between them.
Selects and applies problemsolving techniques to
recognize patterns. Draws
conclusions consistent with
findings. Provides
justifications or proofs were
appropriate.
Successfully follows correct
mathematical and scientific
notation. Moves effectively
between different forms of
mathematical representation.
Reasoning is concise, logical,
and complete. Supports his
findings by effective use of
diagrams, charts, and other
visual tools.
511 Harrington 4226 TAMU
College Station, TX 77843-4226
6-5
4-3
2-1
0
Demonstrates nearly
complete understanding of
the problem’s concepts and
principles. Is able to apply
knowledge to challenging
problems in familiar
situations. Executes
algorithms completely, but
computations may contain
minor mistakes.
Identifies the important
elements of the problem and
shows general understanding
of the relationship between
them. Selects and applies
problem-solving techniques
to recognize patterns. Draws
conclusions consistent with
findings. Fails to provide
justifications.
Demonstrates
understanding of some of
the problem’s concepts
and principles. Is able to
apply knowledge to
simple, familiar problems.
Executes algorithms with
some mistakes, and
computations contain
major errors.
Identifies some important
elements of the problem
and shows general
understanding of the
relationship between them.
Selects and applies
problem-solving
techniques to recognize
patterns.
Demonstrates very limited
understanding of the
problem’s concepts and
principles. Is not able but
still attempts to solve
simple, familiar problems.
Executes algorithms with
major mistakes, and
computations contain
serious errors.
Identifies only the
unimportant elements of
the problem and shows
very limited understanding
of the relationship between
them. Applies, with
guidance, mathematical
problem-solving
techniques to recognize
patterns.
Does not understand
the problem. Does
not solve the
problem. Does not
execute algorithms
or computations.
Follows nearly correct
mathematical and scientific
notation. Moves between
different forms of
mathematical representation
with some success.
Reasoning is clear, but not
always logical or complete.
Supports findings by using
some visual tools.
Follows mathematical and
scientific notation with
some errors. Shows good
use of mathematical
language and/or forms of
mathematical
representation, but unable
to move between them.
Reasoning is not clear.
Attempts to follow
mathematical and
scientific notation. Shows
basic use of mathematical
language and/or forms of
mathematical
representation. Reasoning
is difficult to follow.
Tel - 979-820-3409
Fax - 979-862-4347
aggie-stem@tamu.edu
http://aggie-stem.tamu.edu
Does not identify
elements of the
problem and does
not understand
relationships
between them. Does
not apply
mathematical
problem-solving
techniques. Does not
recognize patterns.
Does not follow
mathematical and
scientific notation.
Does not use
mathematical
language or
representation.
Reasoning does not
exist.
511 Harrington 4226 TAMU
College Station, TX 77843-4226
Tel - 979-820-3409
Fax - 979-862-4347
aggie-stem@tamu.edu
http://aggie-stem.tamu.edu