The 3-D model must demonstrate that it will: 

1. float, sink and then re-float in a container of fresh water at room temperature
2. operate using the principles of buoyancy—you may not manually move the submarine.

The written design proposal must include:

1. Introduction/System Description

·          Describe the question or problem being studied using appropriate vocabulary and terms

·          Identify on a diagram all key system components (variables) relevant to the question being investigated

·          Explain how each component (variable) functions within the system 

·          Identify manipulated, responding and controlled variables

2. Performance Results

·          Describe how the model functions in the environment described in the prompt

·          Data/observations are complete, organized, accurate and make sense

3. Conclusion

·          Explain why the model responded in the environment described in the prompt using experimental data, prior knowledge and/or observations

·          Diagram and labels the changes to the system (at each stage)

4. Application

·          Describe the new environment and its effect on the system

·          Describe the changes in the model so it will work in the new environment

·          Describe why those changes are required for the model to function as a new system

Helpful Information

·        Density is the amount of matter in a given space. 

·        Density can be calculated using the formula:   D= m/v

·        Density units are g/mL

Resources

·        How Stuff Works: http://science.howstuffworks.com/submarine1.htm

·        Archimedes’ Principle: http://www.onr.navy.mil/Focus/blowballast/sub/work3.htm

·        Density of Water Activity: http://pbskids.org/zoom/activities/sci/waterdensity.html

·        Nova – Buoyancy Basics: http://www.pbs.org/wgbh/nova/lasalle/buoybasics.html

·        Why Boats Float and Elephants Sink – Buoyancy: http://www.spartechsoftware.com/reeko/Experiments/floating.htm

Student Checklist

Complete the following checklist as you work through the Submarine Cause and Effect Anchor Task.

1. Introduction/System Description

•    Diagram the buoyancy system
•     Identify the buoyancy system components (variables)
•     Explain how each component (variable) functions within the buoyancy system 
•     Identify the final manipulated, responding and controlled variables

2. Model Design

•     Design a submarine that is able to float, then sink, then re-float in fresh water at room temperature
•     Describe how the model functions in fresh water at room temperature
•     Test (at least three trials) and analyze the submarine for efficiency (does the submarine float, sink and then re-float?)
•     Change one variable on the submarine to improve the efficiency (what can you change to make the submarine float, sink and then re-float)
•     Convinces reader that the modified design is the most efficient
•     Continue manipulating the submarine until it can demonstrate the principles of buoyancy (float, sink, and then re-float)

3. Model Performance Results

•     Describe how the submarine functions in an environment of fresh water at room temperature
•     Data and measurements are complete, accurate and recorded with precise and appropriate units

4. Conclusion

•     Explain why the submarine responded in the environment of fresh water at room temperature using experimental data, prior knowledge and/or observations (Describe the cause and effect relationship between the manipulated and responding variable of the model using data gathered and reported in the study-what actually happened)
•     Diagrams and labels the changes to the system at each stage (floating, sinking, re-floating)

5. Application

•     Describe the new environment (given by your teacher) and its effect on the system
•     Describe the changes in the submarine so it will work in the new environment
•     Describe why those changes are required for the submarine to function as a new system (Describe the cause and effect relationship between the manipulated and responding variable of the model in the new environment)

Assessment

	1 Novice	2 Basic	3 Proficient	4 Exemplary
Introduction/System Description	·         Gives incomplete, inaccurate or no problem ·         Misidentifies or omits major components ·         Includes no / irrelevant / incorrect/ incomplete explanations of component function ·         Gives incomplete, inaccurate or no variables	·         Describes the question or problem being studied, although details may be unclear ·         Partially identifies key system components (variables) relevant to the question being investigated although some components may be unclear ·         Diagrams included may be vague or hard to understand ·         Explains how each component functions within the system although details may be missing and/or minor inaccuracies might be present ·         Includes all three variables although identification of the variables may be somewhat inaccurate or incomplete	·         Clearly describes the question or problem being studied. ·         Identifies all key system components (variables) relevant to the question being investigated ·         Diagrams included support the understanding of the system ·         Explains how each component (variable) functions within the system  ·         Correctly identifies the manipulated, responding, and controlled variables	·         Clearly describes the question or problem being studied using appropriate vocabulary and terms such as inputs, outputs, transformations and interactions ·         Might focus and define the question or problem by providing operational definitions and background information ·         Might include a brief introductory paragraph with background information and/or a summary of the problem or question being studied ·         Clearly identifies the components relevant to the system being studied ·         Diagrams included enhance the understanding of the system ·         Clearly explains how each component functions within the system ·         Correctly identifies the manipulated, responding, and controlled variables
Performance Results	·         Includes no / irrelevant / incorrect/ incomplete descriptions of how the model functions component function ·         Any data included might be confusing, incomplete, and or fictitious	·         Describes how the model functions within the environment described in the prompt although details may be missing and/or minor inaccuracies might be present ·         Data/observations may be incomplete, or difficult to understand.	·         Describes how the model functions in the environment described in the prompt ·         Data/observations are complete, organized, accurate and make sense	·         Clearly describes how the model functions within the environment described in the prompt, may include terms such as:  inputs, outputs, interactions and transformations ·         Data/observations are complete, detailed, accurate, objective, and enhance understanding of the study
Conclusions	·         Lacks a complete or accurate explanation of why the model responded in the environment described in the prompt using data gathered and reported in the study ·         If diagrams are included, they might be unrelated, inaccurate or difficult to understand	·         Explains why the model responded in the environment described in the prompt using data gathered and reported in the study although details may be missing and/or minor inaccuracies might be present ·         Diagrams and labels the changes to the system (at each stage) ·         Diagrams may be unclear	·         Clearly explains why the model responded in the environment described in the prompt using data gathered and reported in the study ·         Diagrams and labels the changes to the system (at each stage) ·          Diagrams support understanding	·          Clearly explains why the model responded in the environment described in the prompt using data gathered and reported in the study ·          May describe the cause and effect relationship between the manipulated and the responding variable of the system ·          Might provide a well written summary paragraph describing the purpose and findings of the study ·          Diagrams enhance understanding
Application	·          Lacks a complete or accurate description of the new environment and its effect on the system ·          Description of the model change may be missing/incomplete and/or impossible to test	·          Describes the new environment and its effect on the system but gaps or ambiguities may be present in the description ·          Describes how the model could be manipulated to work in a new environment but gaps or ambiguities may make some parts of the change hard to understand or test ·          Partially describe why those changes are required for the model to function as a new system	·          Clearly describes the new environment and its effect on the system ·          Describes how the model could be manipulated to work in a new environment with enough detail that the change can be tested ·          Describes why those changes are required for the model to function as a new system	·          Clearly describes the new environment and its effect on the system ·          Describes how the model could be manipulated to work in a new environment with enough detail that the change could be easily tested ·          Clearly describes why those changes are required for the model to function as a new system ·          Might provide a well written summary paragraph describing the cause and effect relationship between the manipulated and the responding variable in the system
Conventions/Style	Substantial errors impede the reader’s understanding due to problems in: ü        Grammar / usage ü        Sentence structure ü        Capitalization ü        Punctuation ü        Spelling ü        Legibility ü        Excessive wordiness ü        Ideas presented logically	Errors begin to impede the reader’s understanding in certain parts of the text  due to some problems in: ü        Grammar / usage ü        Sentence structure ü        Capitalization ü        Punctuation ü        Spelling ü        Legibility ü        Excessive wordiness ü        Ideas presented logically	Proficient use of conventions/style; minor errors in the following may be present but do not impede the reader’s understanding: ü        Grammar / usage ü        Sentence structure ü        Capitalization ü        Punctuation ü        Spelling ü        Legibility ü        Excessive wordiness ü        Ideas presented logically

Scoring Guide

Scale	Score		Name
Teachers: · Indicate the score by circling the correct number for each component. · Add the component scores to determine the total score.	Total Score Scale:   Novice:           Basic:       Proficient:    Exemplary:
			Teacher						Date
			Title
Evaluation of MS Cause and Effect Anchor Task
Comments
Introduction/System Description		1		2	3		4
·         Clearly describes the question or problem being studied. ·         Identifies all key system components (variables) relevant to the question being investigated ·         Diagrams included support the understanding of the system ·         Explains how each component (variable) functions within the system  ·         Correctly identifies the manipulated, responding, and controlled variables
Performance Results		1		2	3		4
·         Describes how the model functions in the environment described in the prompt ·         Data/observations are complete, organized, accurate and make sense
Conclusions		1		2	3		4
·         Clearly explains why the model responded in the environment described in the prompt using data gathered and reported in the study ·         Diagrams and labels the changes to the system (at each stage) ·         Diagrams support understanding
Application		1		2	3		4
·         Clearly describes the new environment and its effect on the system ·         Describes how the model could be manipulated to work in a new environment with enough detail that the change can be tested ·         Describes why those changes are required for the model to function as a new system
Conventions/Style		0		1	2
Proficient use of conventions;  minor errors in the following may be present but do not impede the reader’s understanding: ·         Grammar / usage ·         Sentence structure ·         Capitalization ·         Punctuation ·         Spelling ·         Legibility ·         Ideas presented logically