1

Benchmark

Student’s Full Name

Institutional Affiliation

Course Number and Name

Instructor’s Full Title

Due Date
 2

Benchmark

Sample Student Self-Progress Monitoring Assessment Tool

Day of Unit/Questio Not at all or Somewhat Mostly o Thoroughly

ns or r or
1

2 3 4

Day 1: Lesson Title

Marble Run

Learning Objective Questi X

on

Example: Did my gr

aph communicate the data

from the experiment? (AZ

Standard Concept 4: PO 2

Produce graphs to commu

nicate data and NGSS: H

S-PS2 Analyze data to sup

port the claim that Newton’

s second law of motion de

scribes the mathematical r

elationship among the net f

orce on a macroscopic obj

ect, its mass, and its accel

 3

eration)

Knowledge/Skills Question X

Example: I effectivel

y analyzed the data from t

he experiment to create a

graph model.

Student Question/Reflectio I enjoyed the different trials of the experimen

n t. It was exciting to observe how our adjustments to

our structure allowed the marbles to move faster ea

What did you enjoy
ch time down the obstacle. I needed clarification ab
about today’s lesson? Wha
out how to take the data from each trial, organize it
t challenge(s) did you face
to make sense, and demonstrate how the adjustme
during the experiment toda
nts created improvement.
y?

Day 2

Forces and Motion

Students will be abl

e to analyze data collected

from their marble run expe

riment and explain how for

ces and motion are relate

 4

d. | Graph paper, rulers, pe

ncils | Have students revie

w their data from the marbl

e run experiment. Ask the

m to explain how forces an

d motion are related to thei

r data. Have the students p

resent their findings to the

class. Did I explain how for

ces and motion are related

to the data from the marble

run experiment? (AZ Stand

ard Concept 4: PO 1 Expla

in how forces and motion a

re related and NGSS: HS-

PS2 Analyze data to supp

ort the claim that Newton’s

second law of motion desc

ribes the mathematical rela

tionship among the net for

ce on a macroscopic objec

t, its mass, and its acceler

ation (Touitou et al., 2021).

Knowledge/skills question
 5

I effectively explain

ed how forces and motion

are related to the data fro

m the experiment.

Question/Reflection I learned that

forces and m
What did you learn
otion are relat
about forces and motion to
ed and that fo
day? What challenged you
rces cause ob
the most about this lesso
jects to accel
n?
erate or decel

erate. I learne

d about Newt

on's three law

s of motion, w

hich state that

an object in m

otion stays in

motion, that f

orces act in p

airs, and that

every action h

as an equal a

nd opposite r
 6

eaction. I also

discovered th

at there are t

wo types of fo

rces: balance

d and unbala

nced, and tha

t motion is ca

used by unbal

anced forces.

What challen

ged me the m

ost about this

lesson was u

nderstanding.

Day 3

Designing a Car

Learning objective questio

Did I design a car th

at efficiently moved a marb

le down a ramp? (AZ Stan

dard Concept 4: PO1 Expl

 7

ain how forces and motion

are related and NGSS: H

S-PS2 Analyze data to sup

port the claim that Newton’

s second law of motion de

scribes the mathematical r

elationship among the net f

orce on a macroscopic obj

ect, its mass, and its accel

eration)

Students can desig

n a car that efficiently mov

es a marble down a ramp.

| Cardboard, marbles, ruler

s, pencils, hot glue, and va

rious materials for the car |

Have students work in sma

ll groups to design a car th

at will move a marble dow

n a ramp. Provide the stud

ents with the materials nee

ded and ask them to use t

heir knowledge of forces a

nd motion to design a car t

 8

hat will move the marble ef

ficiently (Van Meeteren, 20

22). Have the groups test t

heir car and record the tim

e it takes for the marble to

move down the ramp. Ask

the students to compare th

eir design to the design of t

heir marble run from the pr

evious day.

Knowledge/skills question

I effectively designe

d a car that efficiently mov

ed a marble down a ramp.

Question/Reflection I enjoyed the

creative proc
What did you enjoy
ess of designi
about designing your car?
ng my car. I f
What challenges did you fa
elt like an arti
ce when designing your ca
st, imagining t
r?
he perfect co

mbination of l

uxurious feat

ures and slee

 9

k designs. I w

as able to exp

ress my style

in the car's fe

atures. It was

also fun to re

search new te

chnologies th

at could be a

dded to make

my car stand

out from the r

est.

Finding the p

erfect mix bet

ween aestheti

cs and practic

ality was one

of the major c

hallenges. I n

eeded to ens

ure the car ha

d all the nece

ssary feature
 10

s while still be

ing stylish an

d modern. I al

so had to stay

within my bud

get and ensur

e the car was

reliable and s

afe. It was a d

ifficult task, b

ut in the end,

I created a ca

r I am proud o

f.

Day 4

Modifying Car Des

ign

Learning objective questio

Did I explain the eff

ect of modifications to my

car design on the efficienc

y of my car? (AZ Standard

 11

Concept 4: PO1 Explain h

ow forces and motion are r

elated and NGSS: HS-PS2

Analyze data to support th

e claim that Newton’s seco

nd law of motion describes

the mathematical relations

hip among the net force on

a macroscopic object, its

mass, and its acceleration)

Students will be abl

e to explain the effect of m

odifications to their car des

ign on the efficiency of thei

r car. | Cardboard, marble

s, rulers, pencils, hot glue,

and various materials for t

he car | Have students wor

k in small groups to modify

their car design. Ask them

to explain how their modifi

cations will affect their ca

r's efficiency. Have the gro

ups test their car again an

 12

d record the time it takes f

or the marble to move dow

n the ramp (Presser et al.

2019). Ask the students to

compare the results of thei

r modified design with their

original design.

Knowledge/skills question

I effectively explaine

d the effect of modification

s to my car design on the e

fficiency of my car.
 13

Question/Reflection I modified the

car design by
What modifications
adding a spoil
did you make to your car d
er at the bac
esign? What was the result
k, lowering th
of your modifications?
e ride height,

and adding wi

der tires. I als

o swapped ou

t the old whee

ls for larger a

nd more stylis

h ones.

These modific

ations resulte

d in a car with

much better a

erodynamics,

improved han

dling and cor

nering, and a

much more a

ggressive loo
 14

k. The lowere

d ride height

gave the car

a much sporti

er stance, an

d the wider tir

es provide m

ore grip on th

e road. The la

rger wheels

made the car

look more mo

dern and aggr

essive. The m

odifications g

ave the car a

more sporty a

nd sleek look.

Day 5

Presenting Findin

gs

Learning objective questio

n
 15

Students will be abl

e to present the results of t

heir experiments clearly an

d concisely. | Graph paper,

rulers, pencils, markers | H

ave each small group pres

ent their findings from the

marble run and car experi

ments. Ask the students to

explain their data and how

the data supports their con

clusions. Have the student

s use graph paper and mar

kers to create a poster to p

resent their findings.

Did I present the res

ults of the experiments cle

arly and concisely? (AZ St

andard Concept 4: PO3 Pr

esent data accurately and

NGSS: HS-PS2 Analyze d

ata to support the claim th

at Newton's second law of

motion describes the math

 16

ematical relationship amon

g the net force on a macro

scopic object, its mass and

its acceleration)

Knowledge/skills question

I effectively present

ed the results of the experi

ments clearly and concisel

y.

Question/Reflection From the pres

entation of th
What did you learn f
e experiment
rom the presentation of the
s, I learned th
experiments? What did yo
at it is importa
u find challenging about pr
nt to properly
esenting your findings?
explain an ex

periment's m

ethodology, r

esults, and co

nclusions. It i

ncludes provi

ding an overvi

ew of the exp

eriment, discu
 17

ssing backgro

und informati

on, and showi

ng data supp

orting the con

clusions. Addi

tionally, I lear

ned that it is i

mportant to b

e concise and

organized wh

en presenting

findings.

I found prese

nting my findi

ngs challengi

ng because it

took time to s

ummarize my

research clea

rly and concis

ely. I also had

to keep in min
 18

d the present

ation's time li

mits.. Overall,

I had to ensur

e that I could

explain the ke

y points of my

experiments

without going

into too much

detail.

References
 19

Presser, A. L., Dominguez, X., Goldstein, M., Vidiksis, R., & Kamdar, D. (201

9). R amp It UP! Science and Children, 56(7), 30-37. https://www.jstor.

org/stable/26901427

Touitou, I., Schneider, B., & Krajcik, J. (2020). Incorporating Mathematical Thi

nking and Engineering Design into High School STEM Physics: A Case

Study. Integrated Approaches to STEM Education: An International Pe

rspective, 313-329. https://link.springer.com/chapter/10.1007/978-3-03

0-52229-2_17

Van Meeteren, B. D. (Ed.). (2022). Investigating Ramps and Pathways with Y

oung Children (Ages 3-8). Teachers College Press.