Summative design evaluation

15.A Develop and use a series of models to represent (a) the relative strength of the forces (change and stability) being applied to three different objects and subsystems in contact in a collision,(b) in each case what interaction (cause) is producing this force (effect) on the object, and (c) the direction of these forces in three different free body diagrams and use the ideas from these models to support or refute an argument for the effect on peak forces on heads during a collision.

See Item alignment guide to determine which questions on Part 1: Cheerleading Headgear Assessment are aligned to which crosscutting concepts and related pieces of disciplinary core ideas. See Part 1 Key: Cheerleading Headgear Assessment for scoring guidance and anticipated responses to the related questions on Part 1: Cheerleading Headgear Assessment.

Refer students to examples of free body diagrams the class developed in Lessons 5, 10, and 13, as well as the examples they developed in the individual assessments in Lessons 6 and 10. Use these to help students identify the key features of a free body diagram and what force interactions are represented in each subsystem.

For question 3b of the assessment, students are asked to support or refute their claim by citing evidence from investigations we did and using any related science ideas we developed to defend their argument. Offering students a choice in modality to share their explanation provides equal access for all students. Some students may benefit from drawing a representation of the potential collision results when one cheerleader collides with another and labeling it to support why they think this. As another alternative, some students may find more success explaining this orally through recording themselves and then turning in the recording or presenting to the class or presenting to you during an appropriate time in the classroom.