SCALE MODEL PROJECTDUE 8/25/17

Parent’s signature ______Student ______

S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

S8CS3. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific calculations to determine the proper unit for expressing the answer.

S8CS3.c Apply the metric system to a scientific investigation that includes metric-to-metric conversion (i.e., centimeters to meters).

STEM STANDARD 8:Studentswilldevelopanunderstandingoftheattributesofdesign.8A.Thedesignprocessincludesdefiningaproblem,brainstorming,researchingandgeneratingideas,identifyingcriteriaandspecifyingconstraints,exploringpossibilities,selectinganapproach,developingadesignproposal,makingamodelorprototype,testingandevaluatingthedesignusingspecifications,refiningthedesign,creatingormakingit,andcommunicatingprocessesandresults.

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STEP # 1: Choose the type of scale model you want to do. Will you design a building or a structure such as a mountain or statue?

STEP # 2: Decide if you want to make a poster or 3D model.

STEP # 3: Go on the internet and get some information about the building or structure you want to make for example location, history, height, width, architect and purpose.

STEP # 4: Make a key for your metric measurements. For example, you can let 1cm represent 1 foot. So if your building is 40 feet tall in real life, your drawing will be 40cm tall on your paper.

KEY1 cm = 1 foot

STEP # 5: Take your Engineering Design Notebook (EDN) and make a blueprint or rough draft of how you want the real model to look.

STEP # 6: Think about what supplies you will need to draw or build your scale model. You can use poster board, trifold boards, ice cream sticks, wood products,metal, Styrofoam, or plastic. Purchase your materials and begin building. You haveFIVE WEEKS to complete your project. There is a penalty for late projects.

SCALE MODEL PROJECT RUBRIC

STEM STANDARD: in the design of structures, there is a need to consider factors such asfunction, materials, safety, cost, and appearance.

Category / 0 / 1 / 2 / 3 / 4
Blueprint of scale model / Model does not meet specifications and is inappropriate or student does not have a blueprint. / Model does not meet needs of safety and functionality. Structure has NO support.METRIC measurements not used. Nor is the model esthetically pleasing. / Model does not meet needs of safety and functionality. Structure has INSUFFICIENT support. Most METRIC measurements are not correct. Nor is the model esthetically pleasing. / Model does meet needs of safety and functionality. Structure has SUFFICIENTsupport but could have more.Most METRIC measurements are correct.The model is esthetically pleasing. / Model does meet needs of safety and functionality. Structure has EXTRA support.
All METRIC measurements are accurate. The model is esthetically pleasing.
Research
Done on structure / Student did not research any of the tasks below.
LOCATION of structure
DIMENSIONS of real life model e.g. height, length, and width.
If it is a famous structure, noHISTORY behind it was given. No
COST analysisgiven. / Student researched only one of the tasks.
LOCATION of structure
DIMENSIONS of real life model e.g. height, length, and width.
If it is a famous structure, give the HISTORY behind it.COST to build the model / Student researched only 2 of the tasks.
LOCATION of structure
DIMENSIONS of real life model e.g. height, length, and width. If it is a famous structure, give the HISTORY behind it.COST to build the model / Student researched all tasks but could have added more information.
LOCATION of structure
DIMENSIONS of real life model e.g. height, length, and width. If it is a famous structure, give the HISTORY behind it.COST to build the model / Student researched all tasks and included extra pertinent information.
LOCATION of structure
DIMENSIONS of real life model e.g. height, length, and width.
If it is a famous structure, give the HISTORY behind it.
COST to build the model
Oral presentation / Student does not give an oral presentation of their scale model project. / Student doesgive an oral presentation but insufficient information given on research and on how the scale model is designed. / Student does give an oral presentation but research or information on model design isinsufficient. / Student does give an oral presentation with sufficient information from research and sufficient information on how model was built / Student does give an oral presentation with extra information from research and detailed information on how model was built.