AT+Bogar+Jacob

Samples of unit [|assessment timeline].
 * Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * Force Concept Inventory (FCI) || Moving man lab || Prototype ||
 * Pre unit blog posting || Motion probe lab || Presentation ||
 * || 2D dot diagram || [|Instructables.com] posting ||
 * || Quiz on dot diagrams ||
 * || Newton' s first law station activity ||  ||
 * || Newton's 2nd law truck push lab ||  ||
 * || Newton' s 3rd law quiz ||  ||
 * || Free-body diagrams of accelerating and non-accelerating objects ||  ||
 * || Video analysis of accelerating and non-accelerating objects. ||  ||
 * || Physics of toys research ||  ||
 * || Review of peer research ||  ||
 * || Sketches- orthographic, isometric and two point perspective ||  ||
 * || Sketch of toy ||  ||
 * || Conceptual toy design post ||  ||
 * || Conceptual toy design review and reflection ||  ||
 * || Preschool observation notes ||  ||
 * || Play research ||  ||
 * || Interview questions ||  ||
 * || Analysis and summary of data from interview and research ||  ||
 * || Pugh chart ||  ||
 * || Refined conceptual sketch ||  ||
 * || Mock-up of a toy design ||  ||
 * || 3D animated computer model of toy design ||  ||
 * || Presentation self-assessment ||  ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * Force Concept Inventory || This is a thirty question multiple choice test on forces. It is taken at the beginning and end of the unit to measure student gain regarding Newtonian force concepts. It also is a good measure of how effective the lessons and teacher is at helping students become Newtonian thinkers. The 30 point scale does not count towards a final grade. Students measure their gains and the teacher performs an error analysis of all scores. || Formative || Quantitative/Qualitative || 30 ||
 * Pre-unit blog post || This is a pre-assessment for students where they answer a question about the Design Process. The question is "How is a new product or process created? Explain the steps you would take to bring an idea into reality." || Formative || Quantitative/Qualitative || 10 ||
 * Moving man lab || Online simulation incorporating motion graphs of moving objects with acceleration and velocity vectors visible. || Formative || Quantitative/Qualitative || 10 ||
 * Motion probe lab || A computer-based lab using motion sensors to graph the motion of student and objects in the lab in real-time. || Formative || Quantitative || 10 ||
 * 2D dot diagram || Practice making dot diagrams of an objects motion in two dimensions || Formative || Quantitative || 10 ||
 * Quiz on dot diagrams and motion graphs || Quiz on dot diagrams and motions graphs that students generate from teacher demonstrations. || Summative || Quantitative || 50 ||
 * Newton' s 1st law station activity || Active introduction to Newton's First Law and the concept of inertia in multiple real-life situations. || Formative || Quantitative || 10 ||
 * Newton's 2nd law -Truck push lab || An application of Newton's 2nd Law with group video analysis. || Formative || Qualitative/Quantitative || 20 ||
 * Newton' s 3rd law quiz || After conceptual development and refinement through demonstrations, discussion and a visual organizer students will take a quiz on Newton's 3rd law. || Formative || Quantitative/Qualitative || 10 ||
 * Free body diagrams || In this assessment, students spiral back to their dot diagram quiz and draw free body diagrams of each object, label the type of motion and net force. The purpose of this assessment is to understand how well students are connecting force and motion concepts with uniform motion and accelerated motion. || Summative || Qualitative/Quantitative || 50 ||
 * Toy video analysis || Individual assessment of force and motion concepts using video analysis to help students discriminate between uniform motion and accelerated motion. || Summative || Qualitative/Quantitative || 50 ||
 * Physics of toys research || Students will research the physics of several toys to understand how physics concepts can be used to design a toy and post their research to their blog. || Formative || Quantitative || 10 ||
 * Review of peer research || The purpose of this assessment is to encourage and measure the depth and frequency of communication between student's research and have students be aware of more examples of the physics of toys. || Formative || Quantitative/Qualitative || 10 ||
 * Sketches || To show and practice samples of orthographic, orthographic, isometric and two point perspective drawings. || Formative || Quantitative/Qualitative || 10 ||
 * Sketch of toy form research || To apply recently learned sketching techniques to a complex object. || Formative || Quantitative/Qualitative || 10 ||
 * Conceptual toy design post || To assess the students ability to visually communicate and explain the physics of a unique and novel product. || Summative || Quantitative/Qualitative || 100 ||
 * Conceptual toy design review and reflection || Students will comment on three conceptual sketches of their peers and then write a self assessment of their model based on the feedback they receive. The purpose of this assessment is to encourage and measure the depth and frequency of communication between student's engagement in the design process and provide feedback to peers. || Formative || Quantitative/Qualitative || 50 ||
 * Preschool observation notes || Observations of how young children (the ultimate users of the designs) play to inform the toy design process. || Formative || Quantitative/Qualitative || 10 ||
 * Play research || Individual reading and research on types of play to inform the toy design process. || Formative || Quantitative || 10 ||
 * Interview questions || This assesses how effective the design students are creating an interview to learn more about how preschoolers play and what toy criteria is the most valued. || Formative || Quantitative || 10 ||
 * Analysis and summary of data from interview and research || This assesses how well students can synthesize data from multiple sources into useful knowledge that can be used to refine their designs. || Formative || Quantitative/Qualitative || 10 ||
 * Pugh chart || To assess how students can use a criterion-based decision making tool (Pugh Chart) in the design process. || Formative || Quantitative || 10 ||
 * Refined conceptual sketch || To assess how students used the feedback from peers, research, interviews an teacher to revise their initial conceptual design. || Formative || Quantitative/Qualitative || 30 ||
 * Mock-up of a toy design || Students will make a non-working 3D model to assess the feasibility of the conceptual design and respond to feedback from peers and the teacher on their blog. || Formative || Quantitative/Qualitative || 50 ||
 * 3D animated computer model of toy design || Students will make a 3D computer model to assess the feasibility of the conceptual design and respond to feedback from peers and the teacher on their blog and compare the computer model to the physical model. || Formative || Quantitative/Qualitative || 50 ||
 * Presentation self-assessment || Students will self-assess their presentation techniques by watching a video of two short presentations using the presentation rubric to prepare for their final design presentation. || Formative || Quantitative/Qualitative || 30 ||
 * Prototype || Students will build a working dynamic toy prototype that does not use batteries or plug into a wall and have preschool children test their design's durability and fun-factor. || Summative || Quantitative/Qualitative || 250 ||
 * Presentation || Students will present their design to a panel of retailers, consumers and manufacturers to assess the design's marketability and feasibility. || Summative || Quantitative/Qualitative || 150 ||
 * [|Instructables.com] posting || Students will document the toy construction and post it to an online do-it-yourself community to engage in a dialogue about their prototype design and construction. || Summative || Quantitative/Qualitative || 250 ||