Trebuchet Activity Assessment
The following recommendation for an assessment strategy is offered for consideration. Assessment categories and weighting reflect the importance of various skills developed through participation in this instructional activity.
20pts. Trebuchet Qualification.
Each student associated with a working trebuchet capable of launching a given projectile a predetermined distance. Note: Teachers should experiment with the trebuchet system they choose and determine minimal distance throwing standards and counter weights. Example. If all counter weights are limited to 12 ounces (340.2 grams) and projectiles are limited to 0.35 ounces (10 grams) then the minimal qualifying distance might be around 15 ft.
20pts. Design Presentation
Awarded by peer review of the participating teams based on performance and demonstrated CAD abilities. Each student team will be given the opportunity to present a review their project for the entire class. This review could include their trebuchet performance and design data, CAD drawings including component models, assemblies, stress analysis and animations as well as pictures and historical or design insights that would be of interest or benefit to the class.
10pts. All Lesson plan/work sheets and CAD assignments are completed and in
10pts. The design process is documented clearly with combined graphics and text.
10pts. The assigned “virtual kit of parts” solid model pieces are printed and included in the notebook
10pts. Examples of Working drawings are present and fully dimensioned.
10pts. Sketches are present and demonstrate the thought processes exhibited in the design and construction of the trebuchet.
10pts. Quizzes and related worksheets are included.
10pts. Fully rendered solid models (3 or more) of your finished design andsubassemblies are present.
10pts. Overall attractiveness and organization of the workbook.
Assessment depends in part on peer review. Students should be encouraged to compare their work and to evaluate what they have accomplished.
The entire program of activities should be recorded on videotape. Students should be given the opportunity to review the video documentation. In addition, students should be encouraged to swap tales of their experiences and recount amusing and interesting anecdotal accounts of their learning adventure.
Recounting and revisiting experiences creates powerful learning opportunities.
The instructor should take part in these interactions in an effort to improve the quality of the learning experience in the coming years.