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 06 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Measure temperature over time as heat moves through a setup.
The student tells heat apart from temperature aloud (Page 4).
Readings over time, the path of the heat, and the conclusion 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 reading and tell heat apart from temperature. 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 |
|---|---|---|
| Temperature | A state measure linked to microscopic behavior | Not a direct measure of total energy in every sample size. |
| Heat transfer | Energy transfer driven by temperature difference | Net spontaneous transfer is from warmer to cooler regions. |
| Specific heat | Energy per mass per temperature change in the given model | State material, phase and applicable range. |
| Phase-change interval | Energy changes state at the reference temperature | The molecular identity need not change. |
| Conduction | Transfer through local interactions | No bulk material flow is required in the solid model. |
| Convection | Energy carried by bulk fluid movement | Different from particles merely oscillating in a wave. |
| Radiation | Energy carried by electromagnetic waves | Can occur across a vacuum. |
| Constraint / criterion | A limit / a success requirement | Agree them before selecting a design. |
| Uncertainty bound | A stated limit used for a conservative check | A central reading alone may not clear a requirement. |
| Iteration | Revise, compare and test again | A paper revision does not certify physical construction. |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Temperature vs. heat | Uses “heat” and “temperature” to mean the same thing. | Defines each but confuses them in an example. | Distinguishes temperature, amount-dependent internal energy and heat transfer; uses an appropriate particle model and material conditions. |
| Conduction, convection & radiation | Cannot name a way that heat travels. | Names the three ways but cannot match them to real cases. | Identifies conduction, convection, and radiation in everyday situations and explains each one. |
| Thermal energy & heat flow | Thinks cold moves into warm things. | Knows heat flows but not which direction. | Explains net spontaneous heat transfer from warmer to cooler regions and distinguishes externally powered transfer from that unpowered model. |
| Predicting heat transfer | Cannot say what will warm up or cool down. | Predicts a direction but not a reason. | Predicts transfer paths and evaluates a thermal design using stated requirements, constraints, controls, uncertainty and revision evidence. |
| Lab technique (heat transfer) | Misreads the thermometer or ignores the reading. | Records temperatures but at uneven times. | Measures temperature change over time cleanly and links it to how the heat traveled. |
| 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 heat is not temperature: a warm hand losing energy to a cool spoon is heat flow, not “cold” moving in. Ask “which way did the energy go, and by conduction, convection, or radiation?”
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 | Temperature vs. heat | Dev / Prof / Mast | |
| 2 | Conduction, convection & radiation | Dev / Prof / Mast | |
| 3 | Thermal energy & heat flow | Dev / Prof / Mast | |
| 4 | Predicting heat transfer | Dev / Prof / Mast | |
| 5 | Lab technique (heat 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.