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All About Water

Rubric

High School Student Home Page

Student Pages

Scenario

Index of Projects


Look at the chart to find the number of possible points that can be earned for each project part.

Click on any Project Activity to learn how to earn all the points possible.

How I Will Be Graded

 Project Activity

 Grade Level

 Points Available

 Due Date
Locate Water Sample on Map   9th 5  
Decide on Corrective Action 9th 5  
Consult Authority 9th 5  
 Determine Filtration 9th 5  
 Construct and Test the Filter 9th 5  

Ninth Grade Scoring Rubric

 Locate Water Sample on Map  
 
  • 5 points: The students have correctly located the sites of the water samples on a map of the neighborhood. They have identified trends in the data and traced the trends back to a point of origin. They have not invented a trend if none exists. The students write a two-paged (one page typed; 12pt, double-spaced, 1" margins) explanation of the identification process, complete with an analysis of the trend in pollutants (or lack thereof).
  • 4 points: Most of the sites are located properly on the map, but some missing or misplaced. Trend (or lack of a trend) is correctly identified. Paper is complete.
  • 3 points: Most of the sites are located properly on the map, but some missing or misplaced. Trend (or lack of trend) is not correctly identified. Paper is complete.
  • 2 points: Most of the sites are located properly on the map, but some missing or misplaced. Trend (or lack of trend) is not correctly identified. Paper is short and incomplete.
  • 1 point: Half or less of the sites are located properly on the map, but some missing or misplaced. Trend (or lack of trend) is not correctly identified. Paper is short and incomplete.
  • 0 points: Serious lack of effort in all respects.
 

 
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 Decide on Corrective Action  
 
  • 5 points: The students determine which chemicals present in the sample are worthy of further efforts. Contaminants in water samples are identified and the concentrations are compared to levels that the Environmental Protection Association (EPA) or the Department of Health have designated as tolerable and/or toxic. Dangerous contaminants are identified, whether they are at toxic levels or not.
  • 4 points: The students determine which chemicals present in the sample are worthy of further efforts. Contaminants in water samples are partially identified and the concentrations are compared to levels that the Environmental Protection Association (EPA) or the Department of Health have designated as tolerable and/or toxic. Some dangerous contaminants are identified, whether they are at toxic levels or not.
  • 3 points: The students determine which chemicals present in the sample are worthy of further efforts. Contaminants in water samples are partially identified, but the concentrations are not compared to levels that the Environmental Protection Association (EPA) or the Department of Health have designated as tolerable and/or toxic. Some dangerous contaminants are identified, whether they are at toxic levels or not.
  • 2 points: The students determine which chemicals present in the sample are worthy of further efforts. Contaminants in water samples are partially identified, but the concentrations are not compared to levels that the Environmental Protection Association (EPA) or the Department of Health have designated as tolerable and/or toxic. Dangerous contaminants are partially identified, whether they are at toxic levels or not.
  • 1 point: The students have little information to determine which chemicals present in the sample are worthy of further efforts. Contaminants in water samples are partially identified, but the concentrations are not compared to levels that the Environmental Protection Association (EPA) or the Department of Health have designated as tolerable and/or toxic. Dangerous contaminants are not identified, whether they are at toxic levels or not.
  • 0 points: Serious lack of effort in all respects.
 

 

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 Consult Authority  
 
  • 5 points: The students identify an authority in the field, and composes an email message to send to the expert. The message asks for information to help determine the most effective way to deal with the contaminating chemical. A copy of the email is submitted to the teacher, and the email is sent to the authority. A reply to the email is nice, but not necessary.
  • 4 points: The students identify an authority in the field, and composes an email message to send to the expert. The message purpose is unclear, not focused. A copy of the email is submitted to the teacher, and the email is sent to the authority. A reply to the email is nice, but not necessary.
  • 3 points: The students improperly identify an authority in the field, and composes an email message to send to the expert. The message purpose is unclear, not focused. A copy of the email is submitted to the teacher, and the email is sent to the authority. A reply to the email is nice, but not necessary.
  • 2 points: The students improperly identify an authority in the field, and composes an email message to send to the expert. The message purpose is unclear, not focused. A copy of the email is not submitted to the teacher, but the email is sent to the authority. A reply to the email is nice, but not necessary.
  • 1 point:The students improperly identify an authority in the field, and composes an email message to send to the expert. The message purpose is unclear, not focused. A copy of the email is not submitted to the teacher, and the email is not sent to the authority. A reply to the email is nice, but not necessary.
  • 0 points: Serious lack of effort in all respects.
 

 


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Determine Filtration  
 
  • 5 points: The students research the effects of a hazardous chemical present in the water samples and determines the possible health effects of the chemical. The students also research the common ways that the chemical is removed or kept from entering the drinking water supply. The students write a two-paged (one page typed; 12pt, double-spaced, 1" margins) paper describing the above components.
  • 4 points: The students research the effects of a non-hazardous chemical present in the water samples and determines the possible health effects of the chemical. The students also research the common ways that the chemical is removed or kept from entering the drinking water supply. The students write a two-paged (one page typed; 12pt, double-spaced, 1" margins) paper describing the above components.
  • 3 points: The students research the effects of a hazardous chemical present in the water samples, but incorrectly determines the possible health effects of the chemical. The students also research the common ways that the chemical is removed or kept from entering the drinking water supply. The students write a two-paged (one page typed; 12pt, double-spaced, 1" margins) paper describing the above components.
  • 2 points: The students research the effects of a hazardous chemical present in the water samples, but does not determine the possible health effects of the chemical. The students also research the common ways that the chemical is removed or kept from entering the drinking water supply. The students write a somewhat less than satisfactory paper.
  • 1 point: The students research the effects of a hazardous chemical present in the water samples, but does not determine the possible health effects of the chemical. The students do not research the common ways that the chemical is removed or kept from entering the drinking water supply. The students write a somewhat less than satisfactory paper.
  • 0 points: Serious lack of effort in all respects.
 

 


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Construct and Test the Filter
 
  • 5 points: The students design and construct a filter that successfully reduces the amount of the contaminating chemical to acceptable levels. The construction steps of the filter are properly documented so that the filter can be reproduced.
  • 4 points: The students design and construct a filter that does not adequately reduce the amount of the contaminating chemical to acceptable levels. The construction steps of the filter are properly documented so that the filter can be reproduced.
  • 3 points: The students design and construct a filter that does not adequately reduce the amount of the contaminating chemical to acceptable levels. The construction steps of the filter are not properly documented so that the filter is difficult to reproduce.
  • 2 points: The students design and construct a filter that is ineffective in reducing the amount of the contaminating chemical. The construction steps of the filter are not properly documented so that the filter is difficult to reproduce.
  • 1 point: The students design and construct a filter that is ineffective in reducing the amount of the contaminating chemical. The construction steps of the filter are not documented so that the filter is impossible to reproduce.
  • 0 points: Serious lack of effort in all respects.
 

 


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Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.

Author(s): Sherri L. Johnson , Karl G. Balke
School: Thaddeus Kosciusko Elementary, Detroit, MI
Created: March 1, 1999 - Updated: April 25, 1999
URL: http://www-ed.fnal.gov/lincon/w99/projects/allh2o/rubric.html