This document evaluates a STEM group project on minimizing water pollution. It contains ratings from A to D on whether the group's final product was relevant and implementable, realistic and sustainable, followed the STEM process, incorporated design technologies, improved from prototype to final product, identified relevant subjects, showed critical thinking, used materials creatively, was original, had collaborative work, and was well presented like a product pitch.
The Implementation of Animation (Computer Software) in Teaching Sustainable Architecture (Education for Sustainability) with Specific Reference to the Sun.
This document evaluates a STEM group project on minimizing water pollution. It contains ratings from A to D on whether the group's final product was relevant and implementable, realistic and sustainable, followed the STEM process, incorporated design technologies, improved from prototype to final product, identified relevant subjects, showed critical thinking, used materials creatively, was original, had collaborative work, and was well presented like a product pitch.
This document evaluates a STEM group project on minimizing water pollution. It contains ratings from A to D on whether the group's final product was relevant and implementable, realistic and sustainable, followed the STEM process, incorporated design technologies, improved from prototype to final product, identified relevant subjects, showed critical thinking, used materials creatively, was original, had collaborative work, and was well presented like a product pitch.
This document evaluates a STEM group project on minimizing water pollution. It contains ratings from A to D on whether the group's final product was relevant and implementable, realistic and sustainable, followed the STEM process, incorporated design technologies, improved from prototype to final product, identified relevant subjects, showed critical thinking, used materials creatively, was original, had collaborative work, and was well presented like a product pitch.
implemented into the community Is the product realistic, sustainable, and suitable to given task
Did the group follow the
investigating, design, product, evaluation method of STEM Did the group incorporate digital and design technologies in any part of their project Did the group reflect and evaluate first prototype using annotations and drawings to improve design Did modifications from first prototype to final product improve overall product Are the subjects of mathematics and science identified Are aspects of critical and creative thinking present
Did group use materials in a
creative and effective manner Creativity and originality of product
Did the group work
collaboratively and all members contributed throughout the project Presentation skills (eye contact, volume, organisation)
The Implementation of Animation (Computer Software) in Teaching Sustainable Architecture (Education for Sustainability) with Specific Reference to the Sun.