Pseudoscience Invention Rubric: TOK
Name:_______________________
Excellent
Write Up: The description of the invention
Pseudosciences  provides complete explanation with a
detailed connection to the
pseudoscience upon which it is
based.  based.  based.
Write Up: The student was able to give a
Inspiration  detailed explanation of his/her
inspiration and where the inspiration
was found for the creation of the
invention. 
Write Up: The student was able to give detailed
Intended Use  and in-depth use or uses of the
invention that was created.  that was created.  invention that was created.  invention that was created.
Write Up: The student showed considerable
Problem Solving  insight into problems that may occur
or be solved from use of his/her
invention.  invention.
Invention: The name for this invention is very
clever and creative. It is apparent
Name that the student put a great deal of
thought into this product name.
Invention: This invention is very original and
reflects the creative thinking/problem
Originality  solving abilities of the student. This
product is unique and would excite
many consumers.
Invention: This invention is clearly high quality.
It is neatly put together, highly
Quality  detailed, and appealing to
consumers.  The color, design and
overall look is professional and
realistic.
Invention: This invention addresses a real need
or problem and its purpose is readily
Purpose understood. It is a multi-faceted
product and has numerous features
or options that would appeal to many
Name: ________________________
Proficient
The plan for the invention provides
an accurate explanation with a clear
connection to the pseudoscience
upon which it is based.  pseudoscience upon which it is
The student was able to give a
detailed explanation of his/her
inspiration for the creation of the
invention. 
The student was able to give a
detailed use or uses of the invention
The student showed insight into
problems that may occur or be solved
from use of his/her invention.  or be solved from use of his/her
The name for this invention is clever
and creative. It is apparent that the
student spent time considering the
product’s name.
This invention is somewhat original
and reflects the creative
thinking/problem solving abilities of
the student. This product would
definitely interest some consumers.
This invention is good quality. It is
neatly put together, detailed, and
attractive.  The color, design and
overall look may need a little more
work to be completely realistic.
This invention addresses a real need
or problem OR its purpose is readily
understood. It has several features
or options that could appeal to a
consumer.
Acceptable
The plan for the invention
provides an explanation with
some connection to the
The student was able to give an
explanation of his/her inspiration
for the creation of the invention.  the creation of the invention.
The student was able to give a
vague use or uses of the
The student showed limited
insight into problems may occur
The name for this invention is
somewhat interesting.
This invention is a variation or
off-shoot of a known invention.
Though predictable or traditional,
it still reflects some critical
thinking on the part of the
student.
This invention is mediocre
quality. It is somewhat neat and
attractive.  It lacks the detail and
design of a professional and
realistic product.
This invention somewhat
addresses a real need or
problem OR its purpose is
somewhat understood. Thought
it has few features it would be
Limited
The plan for the invention does not
provide an explanation with a
detailed connection to the
pseudoscience upon which it is
The student was not able to give an
explanation of his/her inspiration for
 
The student was not able to give
examples of a use or uses of the
The student did not consider any
problems that may occur or be solved
from use of his/her invention. 
The name for this invention is either
not fitting, “cliché” or vague. It
seems as if the student hurriedly
came up with it.
The invention appears to be thrown
together at the last minute and does
not reflect any particular creativity or
critical thinking on the part of the
student. 
This invention is poor quality. It is
either messy, unattractive, or both.
It may be too plain and lacks the
detail and design of a professional
and realistic product. It appears
hurriedly completed and reflects a
student who did not take the project
seriously.
This invention is either silly and does
not address any realistic needs or it
is a completely unnecessary product
with very little to offer to the
consumer.
 consumers.
Invention: This invention has a strong obvious
connections to a pseudoscience that
Pseudosciences  is readily understood. The product
reflects research into the
pseudoscience and a strong
connection to course concepts.
COMMERCIAL: The commercial clearly employs two
RHETORICAL APPEALS or more of the rhetorical appeals
(LOGOS, ETHOS, through its use of imagery/art,
PATHOS)  language, and expression. The
student skillfully manipulates the
audience into purchasing the product.
COMMERCIAL: The commercial clearly employs two
LOGICAL FALLACIES or more of the logical fallacies
through its use of imagery/art,
language, and expression. The
student skillfully manipulates the
audience into purchasing the product.
COMMERCIAL: This commercial is clearly high
QUALITY quality. It is carefully put together,
practiced, and appealing to
consumers.  It has a natural “flow.”
The overall look/sound is professional
and engaging.
COMMERCIAL: This entire project reflects a highly-
TEAMWORK functional team that collaborated well
together, divided up the workload
evenly, and participated in the
process at an equally high level.
This invention has a clear connection
to a pseudoscience that is
understood. The product reflects an
understanding of the pseudoscience
and a connection to course concepts.
The commercial clearly utilizes a
rhetorical appeal through its use of
imagery/art, language, or expression.
The student cleverly attempts to
persuade the audience into
purchasing the product.
The commercial clearly utilizes a
logical fallacy through its use of
imagery/art, language, or expression.
The student cleverly attempts to
persuade the audience into
purchasing the product.
This commercial is good quality. It is
neatly put together, practiced, and
attractive.  The overall look/sound
may need a little more
work/rehearsal to be a completely
professional and engaging
advertisement.
This entire project reflects a team
that collaborated well together,
divided up the workload, and
participated in the process at an
equal level.
appealing to some consumers.
This invention is somewhat
connected to a pseudoscience.
The product reflects a basic
understanding of the
pseudoscience OR some
connection to course concepts.
The commercial somewhat
utilizes a rhetorical appeal
though it is difficult to see it
reflected in its use of
imagery/art, language, or
expression. The student
attempts to convince the
audience to purchase the
product.
The commercial somewhat
utilizes a logical fallacy though it
is difficult to see it reflected in its
use of imagery/art, language, or
expression. The student
attempts to convince the
audience to purchase the
product.
This commercial is mediocre
quality. It is somewhat neat,
practiced and attractive.  It lacks
the detail and design of a
professional and engaging
advertisement.
This entire project reflects a
team that collaborated, but did
not divide up the workload or
participate at an even or equal
level.
This invention shows no clear
evidence of the pseudoscience on
which it is purportedly based on. It
does not reflect any particular
understanding of the pseudosciences
or the course concepts.
No discernible rhetorical appeal is
present. The student did not attempt
to manipulate the audience into
purchasing the product.
No discernible logical fallacies are
present. The student did not attempt
to manipulate the audience into
purchasing the product.
This commercial is poor quality. It is
either messy, unattractive, or both.
It lacks professionalism and care. It
appears hurriedly completed and
reflects a student who did not take
the project seriously.
This entire project reflects a
dysfunctional team that divided up
the workload in a way that was either
unfair or led to the breakdown of the
project altogether. There is not
evidence of all team members’ ideas
in all areas of the project and, as
such, the overall work and learning
have suffered.