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 04 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Measure energy at the top and bottom of a ramp or spring; test conservation.
The student traces energy through the system aloud (Page 4).
Heights, speeds, and the energy accounting 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 justify it from theory. 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.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Work & energy | ||
| Work | force × displacement; W | Only the force component along the motion does work |
| Kinetic energy | energy of motion; ½mv² | Grows with the square of speed, not linearly |
| Gravitational potential energy | height energy; mgh | Measured from a chosen zero; only differences matter |
| Elastic potential energy | spring energy; ½kx² | Stored by stretch or compression, either direction |
| Conservation & power | ||
| Conservation of energy | energy is conserved | Energy transforms; it is never created or destroyed |
| Mechanical energy | KE + PE | Conserved only when friction does no work |
| Thermal loss | friction heat | Energy is not lost — it turns into heat |
| Power | rate of energy transfer; watts | Energy per second; not the same as energy itself |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Work | Thinks any force applied does work, regardless of motion. | Computes work but ignores the angle between force and displacement. | Calculates work correctly with the force–displacement angle and explains when work is zero, positive, or negative. |
| Kinetic & potential energy | Confuses the two or omits units. | Computes each separately but mishandles the reference height for potential energy. | Computes kinetic, gravitational, and elastic potential energy and chooses a sensible zero for potential energy. |
| Conservation of energy | Does not see energy as conserved; treats each step separately. | Applies conservation but forgets energy lost to friction. | Tracks energy transformations through a system, including thermal losses, and solves with the conservation principle. |
| Power | Confuses power with energy or force. | Uses the power equation but not in context. | Relates power to the rate of energy transfer and compares real devices by power output. |
| Lab technique (energy on a ramp / spring) | Takes single measurements with no check on conservation. | Measures heights and speeds but does not compare energy in to energy out. | Uses a ramp or spring to measure energy at two points and tests conservation against loss, with uncertainty. |
| 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 reach for conservation: not just computing one energy, but tracking it from one point to another and balancing the books. Listen for “potential at the top equals kinetic at the bottom plus the friction loss.”
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: ______ Work/graph: ______ Assumptions/uncertainty: ______ Transfer: ______. Attach the independent attempt; practical observation is separate.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Work | Dev / Prof / Mast | |
| 2 | Kinetic & potential energy | Dev / Prof / Mast | |
| 3 | Conservation of energy | Dev / Prof / Mast | |
| 4 | Power | Dev / Prof / Mast | |
| 5 | Lab technique (energy on a ramp / spring) | 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.