Excellent (100-85) Very Good (84-75)
Motion Students clearly explain the
difference between distance,
displacement, speed, velocity
and acceleration.
Students correctly graph
trajectory, speed, velocity
and acceleration, following
the correct trend. Comments
are made on the graphs both
individually and in
comparison to each other.
Forces Students correctly calculate
the forces within the scenes.
Students identify and explain
the unbalanced forces and
how this changes throughout
the scenes through the use
of force diagrams.
Students correctly draw and
label the force diagrams,
ensuring the forces of gravity,
normal and any other factors.
Scientific Students use valid
Reasoning estimations where applicable
and discuss why the
estimations were selected.
Students use scientific
language when justifying any
working. Students comment
on all topics throughout
Good (74-65)
Students explain the
difference between
distance, displacement,
speed, velocity and
acceleration.
Students have the correct
trend for their graphs of
trajectory, speed, velocity
and acceleration. Students
explain the graphs.
Students identify the forces
within the scene and
correctly calculate these
forces. Students comment
on the balance of the
forces.
Students draw the force
diagram labelling gravity
and the normal.
Students use reasonable
estimations.
Students use scientific
language when justifying
any working. Students
comment on most topics
throughout assignment,
noting points of error.
Satisfactory (64-50) Unsatisfactory (<50)
Students struggle to Students struggle to Students does not
differentiate between differentiate between explain the difference
displacement and displacement and between
distance, and velocity distance, and velocity displacement,
and speed. Students and speed. Students distance, velocity,
identify acceleration. do not graph speed and
Students attempt to trajectory, speed, acceleration.
graph trajectory, velocity and Students do not
speed, velocity and acceleration. attempt to graph
acceleration. trajectory, speed,
velocity and
acceleration.
Students identify Students identify some Students does not
some of the forces of the forces and identify any forces.
and calculate them calculate them within Student does not
within the scene. the scene. attempt to calculate
Student attempts to Student does not the forces.
draw the force attempt to draw force Student does not
diagram and labels diagrams. attempt to draw force
the gravity force. diagrams.
Students use good Students use Students do not use
estimations. estimations. reasonable
Students some Students little scientific estimations or
scientific language language when scientific language
when justifying any justifying any working. throughout
working. Students Students do not assignment.
comment on a few comment on topics Students do not
 assignment, noting points of
error and supplying potential
solutions.
Students present sensible
hypothesis and clearly
answer this in the
assignment and discuss how
the scene could be made
realistic.
Units, Students correctly calculate
calculations, everything with no errors and
graphs correct units are always
used. Students working out is
clear and easy to follow.
Students consider the error in
their calculations.
Graphs contain a title, axis
labels, correct type of graph
is used.
Students answer
hypothesis during
assignment and discuss if
the scene is realistic or not.
Students have minor (less
than 2) errors in
calculations and units are
correct. Students working
out is clear and easy to
follow.
Students mention error
within calculations.
Graphs contain a title, axis
labels, correct type of
graph is used.
topics throughout throughout answer if the scene
assignment. assignment. is realistic or not.
Students answer Students state if the Students do not write
hypothesis during scene is realistic or or answer a
assignment and not. hypothesis.
discuss if the scene is Students do not
realistic or not. comment on their
hypothesis.
Students have minor Students have a lot of Students make more
(2-5) errors in errors (5-10) in their than 10 errors in
calculations and units. calculations and units. calculations.
Students working out Students do not have Students do not use
is clear and easy to clear working out and units or any graph
follow. is difficult to follow. features.
Most of the graph Graph contains a title.
requirements are met.