Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
Student lessons, data, and public practice answers (not assessment keys): Unit 05 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Height and motion measured live on a pendulum or a cart on a track.
The student traces the energy through the setup aloud (Page 4).
Heights, motion, and the energy story kept distinct.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both take the measurement and trace the energy without losing count of it. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Term | Accepted explanation | Distinction |
|---|---|---|
| Kinetic energy | Energy associated with motion | In the given model it grows with mass and speed squared. |
| Potential energy | Energy associated with an interacting arrangement | State the objects and reference, not just one isolated object. |
| Internal energy | Microscopic energy within the selected system | Friction can increase this account. |
| Heat | Energy transfer because of a temperature difference | Not a stored material substance. |
| Energy bar / ledger | A model of compatible energy accounts | Include relevant transfers and do not count one contribution twice. |
| Conservation | A complete account remains consistent | Kinetic energy alone need not stay unchanged. |
| Model condition | An assumption needed for a calculation | A rounded g or idealized loss is not a local measurement. |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Kinetic vs. potential energy | Cannot tell energy of motion from stored energy. | Defines each but cannot spot them in a real setup. | Identifies kinetic and potential energy in a moving system and says where each one is greatest. |
| Energy transformations | Thinks energy is used up and gone for good. | Names a transformation but skips the steps between. | Traces energy as it changes form through a pendulum swing or a roller-coaster drop. |
| Conservation of energy | Believes energy disappears at the bottom of a hill. | States that energy is conserved but cannot account for it. | Accounts for kinetic, potential and internal energy and transfers in a stated system; reduced motion does not mean energy was destroyed. |
| Reading an energy setup | Cannot say where energy is stored or moving. | Reads one point but not the whole path. | Reads a pendulum or track at any point and describes how the energy is split there. |
| Lab technique (energy transfer) | Releases the pendulum carelessly or takes no measurement. | Measures height or motion, but not both. | Measures height and motion in an energy-transfer setup and links the two through conservation. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
The split between Proficient and Mastery is the energy is accounted for: at the bottom of a swing the stored energy has become motion, not vanished. Ask “where did the energy go — and can you still find all of it?”
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
Evidence for the score sheet: Level: ______ Case/data: ______ Criterion: ______ Source/date: ______ First attempt and work: ______ Assumptions/uncertainty: ______ Fresh variation: ______. Practical observation is recorded separately.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Kinetic vs. potential energy | Dev / Prof / Mast | |
| 2 | Energy transformations | Dev / Prof / Mast | |
| 3 | Conservation of energy | Dev / Prof / Mast | |
| 4 | Reading an energy setup | Dev / Prof / Mast | |
| 5 | Lab technique (energy transfer) | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.