# Kinematics Presentation and Report Rubric

## Task

Students present a labelled model or report on kinematics. This work shows they understand motion. Motion involves displacement, velocity, acceleration and time. Students apply these ideas to real or made-up motion scenarios.

## Curriculum alignment

Students are assessed on describing motion using displacement, velocity, acceleration and time ([Topic](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41870)). The rubric checks these skills: defining displacement, velocity and acceleration in words and with numbers ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41871)); telling scalar and vector quantities apart ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41872)); explaining uniform and uniformly accelerated motion using words, numbers and graphs ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41873)); interpreting two-dimensional motion using vector components ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41875)); and interpreting the motion of one object relative to another using relative velocity.

## Rubric

| Criterion | Beginning | Developing | Proficient | Exemplary |
|---|---|---|---|---|
| **Definitions and Concepts** | Defines displacement, velocity or acceleration with significant omissions or errors; confuses scalar and vector quantities. | Defines most terms correctly but with minor gaps; shows partial understanding of scalar versus vector distinction. | Defines displacement, velocity and acceleration accurately; correctly identifies scalar and vector quantities and explains the distinction. | Provides precise definitions with clear examples; explains how scalar and vector quantities differ in real motion contexts. |
| **Quantitative Analysis** | Calculations are missing, incorrect or lack supporting work; units are absent or inconsistent. | Calculations are mostly correct with minor errors; units are present but occasionally inconsistent; work is partially shown. | Calculations are correct with clear working; units are consistent and appropriate throughout; algebraic steps are shown. | Calculations are correct and efficient; units are justified; work demonstrates understanding of underlying physics principles. |
| **Representation and Labelling** | Model or diagram is unclear, incomplete or poorly labelled; graphs or vectors are missing or inaccurate. | Model or diagram is present with most components labelled; graphs or vectors are included but lack clarity or completeness. | Model or diagram is clear and fully labelled; graphs and vectors are accurate and appropriately scaled; all key features identified. | Model or diagram is clear, detailed and precisely labelled; graphs and vectors are accurate, well-scaled and annotated; enhances understanding. |
| **Application to Motion Scenarios** | Applies concepts inconsistently; explanations lack connection to kinematics principles; motion type is misidentified. | Applies concepts with partial success; explanations show some connection to kinematics; motion type is identified but analysis is incomplete. | Applies concepts correctly to uniform and uniformly accelerated motion; explanations clearly connect data to kinematics principles. | Applies concepts to complex scenarios; explains motion with reference to displacement, velocity and acceleration relationships; interprets two-dimensional motion using vector components and describes the motion of one object relative to another. |

## Scoring

Give each criterion a level: Beginning (1 point), Developing (2 points), Proficient (3 points), or Exemplary (4 points). Add up the four scores. A total of 4 to 8 points shows beginning skill. A total of 9 to 11 points shows developing skill. A total of 12 to 14 points shows proficiency. A total of 15 to 16 points shows exemplary work. Students study kinematics by looking at changes in position and velocity of objects and systems.

## Notes for the teacher

- **Consistency in quantitative work:** Require students to show all algebraic steps and state units at each stage. Deduct points only once for a unit error that propagates through multiple calculations, not for each occurrence.

- **Labelling standards:** Insist that all axes, vectors, displacement markers and time intervals carry labels with appropriate units. A clear legend or key should accompany any vector diagram.

- **Scalar versus vector distinction:** Accept either written explanation or colour-coded/symbol-coded diagrams that distinguish the two. The method matters less than the accuracy of the classification.

- **Two-dimensional motion:** For students addressing two-dimensional scenarios, require explicit resolution of motion into horizontal and vertical components. If the task does not require two-dimensional analysis, do not penalize its absence; mark only on what the student attempted.

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*AILI marking guide · language en · model claude-haiku-4-5-20251001 · generated 2026-09-17 · id 929969d4-6948-490a-9c2c-cee6b503ca22*

### Sources

- node:n1: Unit A: Kinematics (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41869)
- node:n2: General Outcome 1 (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41870)
- node:n3: Specific Outcomes for Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41871)
- node:n4: Specific Outcomes for Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41872)
- node:n5: Specific Outcomes for Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41873)
- node:n6: Specific Outcomes for Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41874)
- node:n7: Specific Outcomes for Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41875)
- node:n8: Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis) (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/41876)