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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can identify a simple problem in the car challenge and try a teacher-guided solution by using basic force ideas, such as naming push or pull forces and telling whether motion looks balanced or unbalanced
- I can use a partially completed organizer to record observations, with support, and share one idea about how the car could move more straight.
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- I can use force diagrams and net-force calculations with support to explain why a car moves straight, slows, or veers, and I can connect balanced and unbalanced forces to Newton’s first law
- I can compare trial data, calculate a simple average, and use the results to suggest one change to improve the car.
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- I can independently analyze test data to explain how force, mass, and acceleration are related in my car design, and I can use F = ma and a graph to support my thinking
- I can evaluate multiple design options, use feedback from peers or woodshop partners, and revise my car based on evidence.
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- I can apply scientific and engineering ideas flexibly to solve the design challenge by using force evidence, graphs, averages, and acceleration data to justify a refined car that moves straight and predictably
- I can explain how my team’s choices improved performance, evaluate tradeoffs in the design, and clearly communicate our problem-solving process in the portfolio, display card, and competition presentation.
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Deeper Learning Competencies
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Collaboration
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- I can take part in a team design task by sharing ideas, listening to others, and helping my group make a simple plan for our self-propelled car
- With support, I can follow team roles, use feedback from the teacher or peers, and help my group complete a basic build or test step.
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- I can work with my team to make shared decisions about our car design, testing, and revision, and I can explain my ideas using simple force vocabulary and test results
- I can use peer or teacher feedback to improve my part of the work and help my group stay organized during planning, building, and testing.
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- I can collaborate with my team to compare ideas, solve problems during building and testing, and use evidence from our data to choose revisions
- I can give and receive feedback respectfully, help my group divide tasks fairly, and explain how our design choices connect to balanced and unbalanced forces and predictable motion.
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- I can lead and contribute to a highly effective team process by helping my group make evidence-based decisions, resolve disagreements, and revise our car using test data and feedback
- I can support my team in clearly documenting our collaboration, sharing our learning with others, and explaining how our design improved through shared problem solving and reflection.
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Deeper Learning Competencies
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Effective Communication
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- I can share a simple idea about my car test or force diagram when asked, using a few science words or a drawing to help others understand what I noticed
- I can listen to feedback from a partner or teacher and add one helpful comment or change to my work.
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- I can explain my car’s motion with basic force language, including whether forces are balanced or unbalanced, and use a labeled diagram or short sentence to show my thinking
- I can present test results such as distance, time, or average in a clear format and respond to feedback by making one or two specific revisions.
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- I can communicate my design process using evidence from my tests, including a force diagram, net force calculation, and a simple graph or table that helps others follow my results
- I can clearly explain how feedback, averaging, and F = ma informed my car redesign and use respectful collaboration to share ideas and solve problems with my team.
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- I can present a clear, organized explanation of how my car design moved from first test to final version, connecting force diagrams, net force, averages, acceleration, and graph data to my design choices
- I can confidently share my results with an audience, answer questions using evidence, and reflect on how feedback and teamwork improved the clarity and quality of my communication.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use teacher-provided tools and checklists to complete my car tests, record measurements, and make simple changes after feedback
- I can identify one strength or next step in my work and show that I used feedback to improve my car or portfolio.
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- I can follow a plan to test my car multiple times, organize my data, and revise my design with support from my team and teacher feedback
- I can use a simple reflection to explain what I changed and how the changes affected my results.
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- I can independently use test data, averages, and peer or teacher feedback to make purposeful revisions to my car and explain why I made those choices
- I can monitor my progress, keep my portfolio organized, and describe how my evidence connects to balanced and unbalanced forces, net force, or acceleration.
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- I can self-direct my design process by setting goals, using repeated test results, graphs, and force calculations to decide what to revise next
- I can justify my final design choices with evidence, reflect on what I learned about motion and force, and clearly communicate how my revisions improved the car’s performance.
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Deeper Learning Competencies
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Content Expertise
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- I can identify common contact forces in my car tests, draw a simple force diagram with teacher support, and use given numbers to find whether forces are balanced or unbalanced
- I can contribute basic observations and measurements to my team’s work and help record results in a simple organizer.
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- I can create a more accurate force diagram for my car, calculate net force by adding positive and negative forces, and explain whether the motion matches balanced or unbalanced forces
- I can measure repeated trials, find an average, and use a provided graph or table format to show my results.
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- I can use evidence from my car tests to connect net force, mass, and acceleration using Newton’s first law and F = ma
- I can organize repeated measurements, make a clear graph, and explain how my data helped my team revise the design for straighter, more predictable motion.
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- I can independently apply force analysis, net force calculations, averages, and graphs to evaluate and improve a self-propelled car that meets the challenge criteria
- I can justify design choices with evidence from test data, explain how my results support Newton’s laws, and clearly communicate my learning in the portfolio and display card.
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