Performance Assessment
Courtney White and Lisa Maddox
Gravity-Based Force Diagrams
Learning Objectives:
1. Students should be able to explain how gravity affects objects.
2. Students should be able to diagram forces for objects in freefall.
3. Students should be able to describe and diagram additional forces that keep objects from being in full
freefall. Examples of objects include: Rockets/space capsules, skydivers, bungee jumpers, elevators,
and objects being transported by a crane.
4. Students should be able to verbally use technical physics language from online research about
rockets/capsules.
Description of Performance Assessment to be submitted on the school platform (schoology, google
classroom, canvas, etc.).
Forces in motion affect every aspect of daily life. Force diagrams are used by engineers to build bridges,
buildings, elevators, cranes, roads, cars, ships, and amusement park rides to make sure that they are
safe and will not collapse or break. Force diagrams are used by rocket scientists to ensure that rockets
can safely return to earth. We rely on spacecraft for just about every form of electronics we use,
including cell phones, internet, television, and GPS. Engineers want to be able to use the rockets that
launch spacecraft more than once to save money and reduce costs. So, they carefully design those
rockets using complex force diagrams.
Force diagrams are a visual representation of how mathematical equations are used. Before this lesson,
students will have gone over the kinematic equations of motion (this is the unit that generally precedes
forces). It is important to show students a visual representation since a lot of students learn best from
visuals. This can be helpful in their future studies or professions, teaching students how to draw a visual
representation of the problem at hand is important in all fields.
1) Written component
1) Force diagram of freefalling pencil assuming no air resistance or opposing force
2) Force diagrams of Dragon (parachute air resistance) and Falcon 9 (opposing force)
3) Brief paragraph describing why the force diagrams for 1 and 2 above are different
2) Video on rocket design
1) Describe what they learned from the research about the rocket/capsule about forces
on rocket/capsule
2) Use technical physics language to describe and model force diagrams based on
internet research
Instructional Strategies
1. Provide students with partner reading material and internet websites to view that they can
discuss as a group. This should be on the latest exploration of Dragon and Falcon 9
2. Introduce terms to the students such as: gravity, freefall, opposing forces, free body diagrams,
etc.
3. Introduce students to websites that they can use to create their video presentations
4. Suggest ideas to build the home-school connections where families can be involved with their
children’s classroom environment
5. Model fluent and comprehensive reading. Have students do this on their own in their groups.
Student Instructions:
Forces in motion affect every aspect of daily life. Force diagrams are used by engineers to build bridges,
buildings, elevators, cranes, roads, cars, ships, and amusement park rides to make sure that they are
safe and will not collapse or break. Force diagrams are used by rocket scientists to ensure that rockets
can safely return to earth. We rely on spacecraft for just about every form of electronics we use,
including cell phones, internet, television, and GPS. Engineers want to be able to use the rockets that
launch spacecraft more than once to save money and reduce costs. So, they carefully design those
rockets using complex force diagrams.
Force diagrams are a visual representation of how mathematical equations are used. Before this lesson,
students will have gone over the kinematic equations of motion (this is the unit that generally precedes
forces). It is important to show students a visual representation since a lot of students learn best from
visuals. This can be helpful in their future studies or professions, teaching students how to draw a visual
representation of the problem at hand is important in all fields.
Complete all of the following steps together with your lab group:
1. Draw a force diagram of a freefalling pencil, assuming there is no air resistance or opposing force,
with your lab group. Be sure to include all of the applicable forces on the diagram and ensure that there
are no extraneous forces included. Be sure to properly label each force. Your lines should be straight,
and the arrows should be pointing in the correct direction. The drawing should be near, clear, and easy
to understand.
2. Share pencil force diagrams with the teacher and other students from other lab groups for feedback
through peer review.
3. Read provided materials and conduct internet research on the SpaceX Dragon Capsule and Falcon 9
to learn what engineers and scientists did so that the spacecraft could return to earth safely. Focus
specifically on how engineers determine which forces in motion may operate on the spacecraft. Be sure
to compare and contrast the different forces on the Dragon Capsule (which lands in the ocean using a
parachute system) and the Falcon 9 (which lands on the ground or on a ship using rockets).
4. Draw a force diagram of the forces on the SpaceX Dragon Capsule as it parachuted back to earth.
Please see the force diagram instructions under number 1 above.
5. Draw a force diagram of the forces on the Falcon 9 as it used its rocket engines to land back on earth.
Please see the force diagram instructions under number 1 above.
6. Share Dragon and Falcon 9 force diagrams with the teacher and other students from other lab groups
for feedback through peer review.
7. Write a paragraph about why the force diagram for the freefalling pencil was different from the force
diagrams for the Dragon and Falcon 9 rockets. Be sure that your explanations for why the force
diagrams are different are accurate. Utilize terms we have studied for forces in motion. Make sure that
your paragraph has enough detail so that a lay person would understand what you are trying to say.
8. Turn in your draft paragraph to the teacher for feedback.
9. Create a video where you:
i. Describe what you learned from your research about the forces on the SpaceX Dragon Capsule
and Falcon 9. Make sure to use technical language and demonstrate that you have a clear
understanding of the forces and physics involved. Ensure that your research is properly shown and
cited. Demonstrate that all of your group members understand the material.
ii. Describe the forces operating on the Dragon and Falcon 9. Verify that all of the forces are
included.
iii. Explain your force diagrams using the physics language we learned about forces in motion.
Assessment Checklist
Written Component
1. Force Diagrams
a. Are all of the applicable forces (this includes gravity) included on the diagram?
b. Are there any extraneous forces included that were not applicable?
c. Are the forces properly labeled?
d. Are the force lines straight?
e. Are the arrows pointing in the right way?
f. Is the drawing neat, clear, and easy to understand?
2. Written paragraph describing why the force diagrams are different
a. Are the explanations for why the force diagrams are different accurate?
b. Does the paragraph utilize key force in motion terminology?
c. Is the paragraph sufficiently detailed so that a lay person would understand what is
being said?
Video Component
1. Force Diagrams
a. Is technical language being used to describe the diagrams?
b. Is there a clear understanding of the forces and physics involved?
c. Do all students in the group understand the concepts?
d. Was the internet research described, shown, and cited properly?
e. Are all the forces included on the rockets that were discussed in class?
Written Component
4-5pts 2-3pts 0-1pts
Force Diagrams
Applicable Forces All applicable forces are Most of the applicable forces Few to no applicable forces
included and described are included, there are some are included and the
accurately errors in description descriptions are not accurate
Extraneous Forces Extraneous forces listed that Some extraneous forces were Student did not show any
were not included in the mentioned, but little effort was effort for extraneous forces
applicable forces put into understanding
Labeling Forces All forces are labeled Most of the forces are labeled Most forces are not labeled
correctly for which forces correctly, student missed a few correctly and there are few
exist and their direction. All forces involved in the motion to no forces included in the
forces are included in the diagram
diagram
Drawing Forces Drawings are clear, the forces Some of the forces are unclear Forces are not drawn in the
are drawn in the right or not in the correct direction. correct area or format. The
direction with straight lines. Forces may be drawn correctly, drawing is messy and not
The drawing is easy to follow but the overall appearance is easy to follow, the drawing
hard to follow does not make sense
Written Paragraph
Explanation of Force Forces are all explained Some ideas are missing for why Students miss major
correctly for where they are, the forces are where they are. concepts when describing
what they are doing, and how Students miss a few concepts. the forces. There is little to
it affects the motion. no explanation of the forces.
Terminology Terminology from class was Limited terminology was Little to no terminology was
used correctly and frequently included, or the student does used. Students do not display
to describe the motion. not understand the understanding of the
terminology they are using. terminology used in the
motion.
Organization The paragraph is organized The paragraph is mostly The paragraph is messy and
and easy to follow. The organized, but there are parts difficult to follow. The
information is correct and the that are hard to follow. student does not understand
motion is described. Information on the motion is the motion.
correct.
Video Component
4-5pts 2-3pts 0-1pts
Force Diagrams
Technical Language Technical language was used Some Technical language was No technical language was
in the video to describe the used in the video. There were used or the terms were
motion. These terms were few errors in the terms used. used incorrectly
used often and correctly. throughout the
presentation.
Understanding There is a clear There is developing There is little to no
understanding of the forces understanding of the forces and understanding of how the
being used in the physics physics used for the motion. forces and physics are
that describes the motion. Students regurgitate being used to describe the
information instead of motion.
understanding.
Group Work All students in the group Most students participated Only one student speaks
have an understanding of equally, there is some or one student does not
the forces and physics domination in the video say anything at all. There is
behind the motion. There is presentation. no indication of group
not just one student talking. communication.
Research The research was presented The research was presented in The research was not
in the video and describes the video, but had little presented in the video or
how the students used the description how this aided students did not describe
research to their advantage. students in their thinking. how this aided in their
thinking.
Rockets The students talked about Students discussed the forces on Students did not present
the forces from class and rockets, but not in detail. the rocket with forces or
used this to describe the Students brushed over this topic clearly copied from a
forces used on a rocket from and had little explanation. website instead of using
their own understanding. their own thinking.
Students will be revising their force diagrams through this process. They will be turning in drafts so they
can get feedback on what to improve on for their drawings and understandings. The final grade will be
the full assignment completion, handed in as one unit. The video component would be worth 25pts and
the written component is worth 35pts. This is because students should have an understanding of the
physics involved. It is more important to understand the concept than be able to present a video. While
both are important, the drawings for the force diagrams is a big subject for this unit and lesson plan.
Anti-racist Teaching
Students will be placed into lab groups for their video analysis. The students will be put into groups
based on academic performance and need of assistance. This means if a student is not proficient in
English, they should be placed with a student who has the ability to translate the information. In
addition, students who may be struggling with the material should be placed with students who have a
good grasp on the material. This way the students can teach themselves and gain a better understanding
of the overall physics concepts. Students will be graded on overall group performance unless there are
problems within the group and a member is not contributing.
The lab group will be closely monitored to ensure that all members have the opportunity to participate
fully. The teacher will utilize scaffolding to draw on all students’ prior funds of knowledge to bridge the
gap between confusing physics concepts and their everyday experience with physics. The goal will be to
ensure that all students, especially those who are struggling or emerging bilinguals, are on an equal
footing in the group, and deficit roles are not perpetuated.
Formative Assessment Map
1. Students will be creating force diagrams throughout the project. They will have to keep updating
their force diagrams as they gain more information.
○ Students will be evaluated each time they redo their force diagrams. Feedback will be
given so they can correct any mistakes made.
Learning Objective covered:
○ Students should be able to diagram forces for objects in freefall.
2. Students will be writing a paragraph to go with their video presentation. The paragraph should
be presented to the teacher before submission.
○ The paragraph will be analyzed for correct conceptual understanding of forces present.
Feedback will be given before the final submission.
Learning Objectives covered:
○ Students should be able to explain how gravity affects objects.
○ Students should be able to describe and diagram additional forces that keep objects
from being in full freefall. Examples of objects include: Rockets/space capsules,
skydivers, bungee jumpers, elevators, and objects being transported by a crane.
3. The students will submit a video describing the force and verbally explaining their force
diagrams.
○ Students will be evaluated on their understanding of concepts. All adjustments to
previous submissions should be made and finalized.
Learning Objectives covered:
○ Students should be able to explain how gravity affects objects.
○ Students should be able to describe and diagram additional forces that keep objects
from being in full freefall. Examples of objects include: Rockets/space capsules,
skydivers, bungee jumpers, elevators, and objects being transported by a crane.
○ Students should be able to verbally use technical physics language from online research
about rockets/capsules.
Validity and Reliability Rationale
The performance assessment shows the learning described in each of the listed objectives by engaging
students in a step-by-step process to reach the higher level thinking required by the final product. This
is an appropriate way for students to demonstrate the learning because it relates to real-world physics
problems and incorporates funds of knowledge that the students bring to the activity. This type of
performance is authentic to physics because adults create, launch, and land free-falling rockets as part
of the process of ensuring that humans have the technological infrastructure to complete everyday
tasks. Without rockets, there would be no satellites, which means there would be no cell phones,
internet service, GPS, etc. Similarly, humans create and build other devices that prevent objects from
free-falling, including elevators, cranes, etc.
The performance relates to each of the performance criteria as follows. Students will explain how
gravity affects objects in the video and written paragraph. Students will diagram forces for objects in
freefall as part of the performance assessment. In the video and written paragraph, students will
describe and diagram additional forces that keep objects, such as the Dragon and Falcon9 rockets, from
being in free fall. Throughout the performance assessment, students will use technical physics language
from their internet research in their written and video work. The checklist/rubric relate directly to the
objectives by specifically measuring that the students are capable of developing the force diagrams and
explaining and describing them. The scoring rules will ensure that all students will be treated fairly and
equitably in the grading process since the rules are objectively based. Between the checklist and the
rubric, the scoring rules are clear enough that another teacher could objectively apply them and come
up with the same scores when evaluating a student’s work.
