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High Points
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Medium Points
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Low Points
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Introduction:
Two minute Self Introduction
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Confident and professional, suitable for a formal business setting.
Provides a concise, clear and detailed description of their Agriscience Fair project related to the award area, what they personally did to start the project and the project’s current status.
Answers clearly demonstrate personal ownership/responsibility for the project.
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Less confident and somewhat casual for a formal business setting.
Provides a general view of the Agriscience Fair project and/or includes information not related to the project, does not present a detailed picture of how they personally started the project and/or is unclear about the project’s current status.
Answers do not clearly demonstrate personal ownership/responsibility for the project.
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Nervous or unsuitable for conducting business in a formal setting.
Provides a vague or disorganized overview of the Agriscience Fair project and/or includes information with little to no relevance to the described project, what they personally did to start the project and/or provides little or no detail on current project status.
Answers leave in doubt the implied level of personal ownership/responsibility for the project.
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x 1
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Knowledge
Gained - Student 1
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• There is evidence the student has acquired scientific skills and/or knowledge by doing the project.
• The student exhibits knowledge of the scope and limitations of the problem selected.
• The project demonstrates application of skill attainment with significant measurable impact on the overall project.
If a team member is not in attendance, score 0 points.
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• There is some evidence that the student has acquired scientific skills and/or knowledge by doing this project.
• The student has limited knowledge of the scope and limitations of the problem selected.
• There is some evidence the project demonstrates application of skill attainment with some measurable impact on the overall project.
If a team member is not in attendance, score 0 points.
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• There is no evidence that the student has acquired scientific skills and/or knowledge by
doing this project.
• The student does not recognize the scope and limitations of the problem selected.
• There is no evidence of the project demonstrates application of skill attainment with no measurable impact on the overall project.
If a team member is not in attendance, score 0 points.
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x 1
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Knowledge
Gained - Student 2
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• There is evidence the student has acquired scientific skills and/or knowledge by doing the project.
• The student exhibits knowledge of the scope and limitations of the problem selected.
• The project demonstrates application of skill attainment with significant measurable impact on the overall project.
If a team member is not in attendance, score 0 points.
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• There is some evidence that the student has acquired scientific skills and/or knowledge by doing this project.
• The student has limited knowledge of the scope and limitations of the problem selected.
• There is some evidence the project demonstrates application of skill attainment with some measurable impact on the overall project.
If a team member is not in attendance, score 0 points.
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• There is no evidence that the student has acquired scientific skills and/or knowledge by
doing this project.
• The student does not recognize the scope and limitations of the problem selected.
• There is no evidence of the project demonstrates application of skill attainment with no measurable impact on the overall project.
If a team member is not in attendance, score 0 points.
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x 1
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Scientific
Research
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• The problem is clearly stated.
• The students use scientific facts as a basis for new conclusions.
• The students are aware of the basic scientific principles that lend support to the methods used and conclusions reached.
• The research is the basis for further study.
• The appropriate methods and scientific design have been applied.
• The students are aware of
the empirical method and the importance of
controlling the variables in order to reach valid
conclusions.
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• The problem is not clearly stated.
• The students use some scientific facts as a basis for new conclusions.
• The students have limited knowledge of the
basic scientific principles that lend support to the methods used and
conclusions reached.
• With some modification, the research could be the basis for further study.
• Some of the appropriate methods
and scientific design have been applied.
• The students are partially aware of the empirical method and the importance of controlling the variables in order to reach valid
conclusions.
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• The problem is not stated.
• The students do not use scientific facts as a basis for new conclusions.
• The students are unaware of the basic
scientific principles that lend support to the
methods used and conclusions reached.
• The research cannot be the basis for further study.
• Inappropriate methods and a flawed scientific design have been applied.
• The students are unaware of the empirical
method and do not recognize the importance
of controlling the variables in order to reach valid
conclusions.
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x 1
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Collaboration
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• There is clear evidence of collaboration.
• The students identified portions of the project representing the work of others.
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• There is lack of clear evidence of collaboration or the students do not identify portions of the project representing the work of others.
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• There is lack of clear evidence of collaboration and the students do not identify portions of the project representing the work of others.
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x 1
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Peer to Peer Collaboration
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There is clear evidence of collaboration. Both team members are present.
If only one team member is present, no points will be awarded in this area.
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Some collaboration is evident.
If only one team member is present, no points will be awarded in this area.
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There is lack of evidence of collaboration.
If only one team member is present, no points will be awarded in this area.
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x 1
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Thoroughness/
Information
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• Students clearly communicate the
original plan and adaptations that may have
been made to the study.
• Any adaptations made uphold the integrity of the study.
• Facts and principles the students state are correct and accurate.
• All results of the experiments are reported
accurately based on methodology used.
• Any errors and weaknesses in the study are identified, if applicable.
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• Students partially communicate the
original plan and adaptations that may have
been made to the study.
• Any adaptations made may uphold the integrity of the study.
• Facts and principles the students state are partially correct and accurate.
• Most results of the experiments are
reported accurately based on methodology used.
• Most errors and weaknesses in
the study are identified, if applicable.
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• Students do not communicate the original plan and adaptations that may have been made to the study.
• Adaptations made do not uphold the integrity of the study.
• Facts and principles the students state are inaccurate.
• Results of the experiments are not reported accurately based on methodology used.
• Errors and weaknesses in the study are not identified.
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x 1
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Results/
Conclusions
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• The students use known facts to draw
conclusions.
• Conclusions are consistent with the
data and/or observations presented.
• The students clearly share what was learned as a result of the research.
• The students effectively communicate
the results and impact of the study.
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• The students use known facts to draw
conclusions.
• Conclusions are inconsistent with the
data and/or observations presented.
• The students ineffectively
share what was learned as a result of the research.
• The students ineffectively communicate
the results and impact of the study.
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• The students do not use known facts to
draw conclusions.
• Conclusions are inconsistent with the data
and/or observations presented.
• The students do not share what was learned as a result of the research.
• The students do not communicate the results and impact of the study.
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x 1
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