Participate in the Totally Tubular Demonstration and then answer these questions. Be sure to show your work.
Volume of a Cylinder = Height x x Radius2
v = h · · r²
-
Summarize what you learned in the Totally Tubular Demonstration. Which G-III flew straighter, the one with UAVSAR autopilot or the one without?
-
-
Using the formula for the Volume of a Cylinder to determine the volume of the Totally Tubular test cylinder. (You will need to take measurements.)
-
-
Using the formula for the Volume of a Cylinder to calculate the volume of the airspace for the G-III if h = 20 miles and r = 2 miles.
-
-
Using the formula for the Volume of a Cylinder, calculate the volume of the airspace for the G-III if the h = 50 miles and r = 10 miles.
-
-
Why would it be important to limit the radius of the cylinder of the UAVSAR remote pilot?
-
Swath Geometry
NASA’s G-III aircraft carries a RADAR system known as a Synthetic Aperture Radar (SAR) that is used for measuring very small changes in the surface of the earth in order for scientists to understand and possibly predict earthquakes.
The G-III and the UAVSAR fly predetermined paths with great precision. The UAVSAR only “looks” to the left of the aircraft, so the flight paths have to be flown in such a way that data are collected over the entire selected area. This is represented by the image below.
Activity 2.1 Swath Geometry Problem Set
The swath area is dependent upon the altitude of the G-III. Complete the Swath Geometry Problem Set and use the Pythagorean Theorem to calculate distance.
You’ll need the following facts to help you complete this problem set:
-
The aircraft flies at 40,000 feet (6.6 nautical miles) above the earth and the SAR’s line of sight to the ground below is perpendicular to the G-III’s flight path.
-
The beam width of the SAR is approximately 10o and the center of the beam is angled downward 13o below the horizon. This creates a swath along the ground track that varies in size and position based on the aircraft’s altitude.
-
The aircraft flies in a straight line for 150 nautical miles taking RADAR data, then descends to 20,000 feet (3.3 nm) and flies in a straight line for another 150 nautical miles taking RADAR data.
-
NASA’s G-III aircraft takeoff performance allows it to climb 1 mile in altitude for every 4 miles it travels across the ground.
-
For the Gulfstream III jet that UAVSAR flies on, its maximum flight time is about 6 hours from takeoff to landing.
In your Daily Log, summarize what you’ve learned:
DL 5: How do the G-III and UAVSAR
do their jobs?
Swath Geometry Problem Set
Complete the following problem set involving the Pythagorean Theorem. Be sure to show your work and be prepared to defend your solution.
-
Solving for Length of Missing Side Using Pythagorean Theorem: NASA’s G-III aircraft takeoff performance allows it to climb 1 mile in altitude for every 4 miles it travels across the ground. If the aircraft levels off for cruise flight at 5 miles above the ground, what was the angular distance (hypotenuse) from the point of takeoff that the G-III flew to get to its cruise altitude?
-
Solving for Length of Missing Side Using Pythagorean Theorem: NASA’s G-III aircraft is flying a mission at 6 miles above the earth’s surface. As the aircraft approaches the end of its orbit, the pilot tunes the Distance Measurement Equipment (DME) of the aircraft’s navigation system to the nearest airport transmitter. The DME indicates a distance of 18 miles from the G-III aircraft. What is the actual distance of the aircraft from the airport below?
-
Solving for Length of Missing Side Using Pythagorean Theorem: NASA’s G-III aircraft carries a RADAR system known as a Synthetic Aperture Radar (SAR) that is used for measuring very small changes in the surface of the earth in order for scientists to understand and possibly predict earthquakes. The distance from the G-III’s flight path to the point on the ground for data collection is 19 miles (b). The distance from the SAR unit on the G-III to the point where the center of SAR’s beam strikes the ground below is 20 miles (c). Find the height above ground that the G-III is flying.
-
Solving for Length of Missing Side Using Pythagorean Theorem: NASA’s G-III aircraft flies west from Midville to Swanson, a distance of 250 miles, then turns south and flies to Cornertown, a distance of another 80 miles, for a total distance of 330 miles. What would the distance be if the G-III had flown directly from Midville to Cornertown?
-
Solving for Angular Distance of Right Triangles Using the Pythagorean Theorem: NASA’s G-III aircraft carries a RADAR system known as a Synthetic Aperture Radar (SAR) that is used for measuring very small changes in the surface of the earth in order for scientists to understand and possibly predict earthquakes. The aircraft flies at 40,000 feet (6.6 nautical miles) above the earth and the SAR’s line of sight to the ground below is perpendicular to the G-III’s flight path. The beamwidth of the SAR is approximately 10o and the center of the beam is angled downward 13o below the horizon. This creates a swath along the ground track that varies in size and position based on the aircraft’s altitude. Given that the slant range to the farthest edge of the swath at 40,000 feet is 47 miles from the SAR, and the slant range to the closest edge of the swath is 21 miles from the aircraft, what is the width of the swath on the ground (b1 – b2)? Round off distances to whole numbers.
-
Solving for Angular Distance/Right Triangle with One Side and One Angle: NASA’s G-III aircraft carries a RADAR system known as a Synthetic Aperture Radar (SAR) that is used for measuring very small changes in the surface of the earth in order for scientists to understand and possibly predict earthquakes. The aircraft typically flies at 40,000 feet (6.6 nautical miles high) above the earth and the SAR’s line-of-sight to the ground below is perpendicular to the G-III’s flight path. The center of the SAR’s beam has a depression angle of 13o below the horizon, creating a Radar swath along the ground track that varies in size and position based on the aircraft’s altitude. If the G-III descends to 30,000 feet (4.9 nautical miles high), how much closer to the aircraft will the center of the swath be (c1 – c2)?
-
Solving Area Changes using Right Triangles & Trigonometric Ratios: NASA’s G-III aircraft carries a RADAR system and flies at 40,000 feet (6.6 nautical miles) above the earth and the SAR’s line of sight to the ground below is perpendicular to the G-III’s flight path. The beamwidth of the RADAR is approximately 10o wide and the center of the beam is angled downward 13o below the horizon (depression angle). This creates a swath along the ground track that varies in size and position based on the aircraft’s altitude. The aircraft flies in a straight line for 150 nautical miles taking RADAR data, then descends to 20,000 feet (3.3 nm) and flies in a straight line for another 150 nautical miles taking RADAR data. Determine the area of both data swaths at the different altitudes (round off values to one decimal point).
D
Day 6
ifferential Interferometry
Differential interferometry (D-InSAR) requires taking at least two images with. The DEM can be either produced by GPS measurements or could be generated by interferometry as long as the time between acquisition of the image pairs is short, which guarantees minimal distortion of the image of the target surface. In principle, three images of the ground area with similar image acquisition geometry are often adequate for D-InSar.
The principle for detecting ground movement is quite simple. One interferogram is created from the first two images; this is also called the reference interferogram or topographical interferogram. A second interferogram is created that captures topography plus distortion. Subtracting the latter from the reference interferogram can reveal differential fringes, indicating movement. The described 3 image D-InSAR generation technique is called 3-pass or double-difference method.
Differential fringes which remain as fringes in the differential interferogram are a result of SAR range changes of any displaced point on the ground from one interferogram to the next. In the differential interferogram, each fringe is directly proportional to the SAR wavelength, which is about 5.6 cm for ERS and RADARSAT single phase cycle.
Surface displacement away from the satellite look direction causes an increase in path (translating to phase) difference. Since the signal travels from the SAR antenna to target and back again, the measured displacement is twice the unit of wavelength. This means in differential
interferometry one fringe cycle -pi to +pi or one wavelength corresponds to a displacement relative to SAR antenna of only half wavelength (2.8 cm).
Activity 2.2: Interpreting Interferograms
(PLACEHOLDER: UNDER DEVELOPMENT)
When you have completed the activity, be sure to respond to the Daily Log:
DL 6: How will UAVSAR interferogram data help us mitigate earthquake damage?
Interpreting Interferograms
(PLACEHOLDER: UNDER DEVELOPMENT)
B
Gulfstream-III
By the Numbers
69,700 lbs
|
Maximum Takeoff Weight (with fuel/ passengers/cargo)
|
38,000 lbs
|
Empty Weight
|
77 ft
|
Wingspan
|
83 ft
|
Length of Airplane
|
24 ft
|
Height of Airplane
|
495 mph (430 knots)
|
Average Cruising Speed
|
581 mph (505 knots Mach 0.85)
|
Maximum Speed
|
45,000 ft
|
Maximum Operating Altitude
|
4,000 nautical miles
|
Range (when fully loaded)
|
2
|
Number of Engines (Rolls-Royce Spey Mark 511-8 turbofan)
|
11,400 lbs (5,170 kg)
|
Thrust produced per Engine
|
Day 7
asics of Flight Planning
It would be very difficult to build a house without a plan.1 A builder depends on the plan to provide information about the design and size of a house under construction. Plans can also be used to describe an action or sequence of events such as planning for a celebration.
The pilot of an airplane depends on a flight plan to provide information to help ensure a successful flight to a destination. The
plan may contain the following information:
-
Aircraft number (identification)
-
When the flight will leave (departure time)
-
Where the plane will takeoff from (departure point)
-
How it will get there (route of flight)
-
Where it will land (destination)
-
How long it will take to fly there (estimated time en route)
-
When the flight will land (estimated time of arrival)
Abbreviations and codes are used on flight plans to save space and reduce the number of words. For example, the code for San Francisco International Airport in California would appear on the flight plan as SFO. Palmdale International Airport, the departure point for the G-III, is abbreviated PIA.
The pilot plans the route of flight by connecting a series of points on an aeronautical chart (see example on the left).
Prominent landmarks such as radio towers, race tracks, and mountains are depicted on aeronautical charts to help pilots navigate. Pilots also use landmarks to specify their location when communicating on the radio to flight controllers and air traffic. Be sure to consider the use of landmarks in your flight plan to assist your navigator.
A
To learn more about future flight design and air traffic control, go to http://futureflight.arc.nasa.gov/. In this program, you become a NASA researcher and design the air transportation system of the future! When cars were invented, scientists and engineers had to design a ground transportation system with roads and traffic rules. A similar system was designed for air transportation. With more people traveling by air than ever before, your challenge is to find ways to improve this air transportation system.
re pilots required to use a flight plan? For most pilots, the answer is yes.. For example, pilots flying commercial airliners are required to use flight plans.Other pilots use flight plans for safety reasons. If a flight is not completed on time, government agencies are notified so search and rescue operations may locate the pilot and airplane filed on the flight plan.
P ilots use a radio or telephone to communicate or "file" flight plan information with a Flight Service Station. Once the airplane is airborne, Air Traffic Control (ATC) controllers use the information on flight plans to help track airplanes, and to maintain a safe distance between airplanes.
Different airplanes travel at different speeds. Pilots determine the time en route based upon the cruising speed of their airplane. In order to be as economical as possible, the G-III flies at an average cruising speed of 490 mph (430 knots)
Activity 2.3: Flight Planning – Part 1
U se the Flight Plan Draft and a map of California, the United States, or the world to record your departure airport, destination airport, route of flight, and estimated flying time in hours.
Complete the calculations on your Flight Plan Draft to help your team decide on an appropriate the departure time and subsequent
arrival time at the destination airport. I f you have to stop to refuel, consider where would be the best site to land.
Be sure to include your reasoning in your flight plan proposal. If time and resources permit, plot your takeoff airport, return airport, and three data takes on a printed map.
When you feel that your Flight Plan Draft is complete, you’ll be ready to go to NASA’s online flight planning tool and incorporate the UAVSAR data takes into your plan.
Be sure to respond to the Daily Log:
DL 7: What does your flight plan include?
Flight Plan Draft
Basic Flight Plan Information
|
Aircraft Identification
|
NASA Gulfstream-III
|
Departure Airport
|
Palmdale International Airport (PIA)
|
Departure Time(Military Time)
|
|
Intermediate Airport
|
|
Description of Route of Flight
|
|
Destination Airport
|
|
Total Distance from Departure to Destination Airports
(include Intermediate Airports if appropriate)
|
Nautical Miles
|
Average Speed of G-III
|
430 Nautical Miles/hour
|
Estimated Time En Route
|
Hours
|
Arrival Time (Military Time)
|
|
Cost/hour
|
Dollars
|
Estimated Total Cost
|
Dollars
|
UAVSAR Data Take Paths Information
|
Recommended Altitude of Flight
|
|
Area to be Mapped
|
Nautical Miles2
|
Width of Swath
|
Nautical Miles
|
Number of Swaths (Data Take Paths)
|
|
Diagram of Area with Rough Swath Plan
|
|
Day 8
Activity 2.4: Flight Planning – Part 2
The UAVSAR Flight Planning map is a Google Maps flight planning tool developed specifically for NASA. You will log into the site as a guest and use the tool to plan your flight and estimate the time and distance required.
The main features of the flight planning tool include drawing flight lines on the map, nudging them, adding them to the current flight plan, and reordering them. You can also add ground control points and search and select takeoff, landing, and intermediate airports. As the flight plan is constructed, all of its components are constantly being saved and updated.
The tool may be accessed from any computer with Safari, Foxfire, or Chrome. It will not work properly in Internet Explorer. Access the tool at http://uavsar.jpl.nasa.gov/cgi-bin/fps
Once in the system, click on Video Tutorial (top right) and view the following tutorials. You will also be able to refer back to these tutorials at any time during the flight planning process.
-
Getting Started
-
Airport & Flight Lines: drag & drop
-
Flight Line: add line using end point method
-
Takeoff Airport: select airport
-
Landing Airport: select airport
-
Flight Plan Report (Generate Plan and View Previous Plans)
Flight Plan Requirements
You should create a flight plan that includes the following:
-
Takeoff Airport
-
Landing Airport
-
Minimum of 3 data take lines
G enerating Your Flight Plan Report
When you have completed your plan, you will generate a report. This report will include three important components of your plan:
-
Summary – this contains all the flight time estimates as well as the estimated cost of the flight plan at the bottom.
-
F
Summary
light Plan Maps (terrain and hybrid views) - this displays the full flight plan and each individual swath. It also includes a legend and a list of the data take paths. The map above is in the “hybrid” view and shows two data take paths
-
Configuration File – this file contains more detailed information about the flight plan.
In addition to these three documents, you will also need to update your Flight Plan Draft Worksheet.
Be sure to respond to the Daily Log:
DL 8: How did the online flight planning tool help you create a flight plan that is accurate and comprehensive?
Days -9-10
Activity 2.5: Creating the Multimedia
Map (Hybrid View)
T he last information you need for your multimedia proposal is to develop your argument for your flight plan. Complete the Defending Your Flight Plan and Presentation Flow Chart: Flight Plan Proposal
To develop your multimedia proposal, you will use all of your resources—Flight Plan Draft, Flight Plan Summary, Flight Plan Maps, Configuration File, Flight Plan Defense—as well as your Argument Construction Worksheet and Argument Flow Chart. Be sure also to use the checklist and rubric to guide your effort.
T
Configuration File
here are many options for multimedia, including the following. Check with your teacher to see which options are available or if you may use one not listed: PowerPoint, KeyNote, Prezy, Camtasia, Audacity, Producer, Movie Maker, Garage Band, Wikis, Glogster, VoiceThread, or Animoto.
Be sure to respond to the Daily Log:
DL 9: How is your multimedia proposal progressing?
Creating the Argument for Your Proposal
Defending Your Flight Plan
|
Defend your Destination Airport: Why was your choice the best destination airport possible?
|
|
Defend your Intermediate Airport: Why was your choice the best intermediate airport possible?
|
|
Defend your Departure Time: Why did you decide to start your flight at that time of day?
|
|
Defend your Total Cost: What is your flight plan the most cost effective?
|
|
Defend your Data Take Paths: Why did you choose these data take paths?
|
|
What other information do you want to provide in your multimedia proposal?
|
|
Multimedia Proposal Flow Chart – Flight Plan Information
Use the flow chart below to organize your presentation on the flight plan you are proposing. Use additional pages as needed. (Technology Tip: Construct your storyboard digitally using Microsoft Word® and Smart Art Flowchart Design.)
Pre-Conference Form
Use the Proposal Checklist and Scoring Guide to identify strengths and areas of improvement for your multimedia proposal. Complete one form per team and be ready to share your ideas with your teacher.
|
Strengths (2 per category)
|
Areas for Improvement (2 per category)
|
Quality and Strength of Argument for Site Selection
|
|
|
Quality, Accuracy, and Cost Efficiency of Flight Plan
|
|
|
Quality of Multimedia Proposal
|
|
|
Teacher Feedback
|
|
THE FLIGHT MISSION CHALLENGE
The Flight Mission Challenge: Improving Earthquake Monitoring is the culmination of the knowledge and achievements students have gained in the preceding activities.
The design challenge is the opportunity to “put it together” in creating a proposal to advance our knowledge of how earthquakes impact the surface of the earth.
This section of the guide provides further details on the FMC: IEM rules and requirements, multimedia formats and resources, and evaluation rubrics.
Challenge Objective
Student teams will propose a site location and flight plan for earthquake monitoring.
Challenge Description
Working in three phases, small teams of students will identify a site location that is in need of earthquake monitoring and baseline data collection; design a flight plan to/from Edwards Air Force Base; and create a multimedia presentation to present their proposal to NASA.
Assessment Process
Two summative assessment tools are provided to assist in the evaluation of individual and team performance in Flight Mission Challenge: Improving Earthquake Monitoring challenge.
An analytic rubric provides detailed criteria in four categories: Competitive, Strong, Limited, and Poor. A multiple choice questions test bank includes 50 questions in science, mathematics, and engineering that be used in a unit examination.
Extensions
-
Enter the team with the best results in NASA’s 2011 Flight Mission Challenge: Improving Earthquake Monitoring. This is a national contest to identify new sites for improved earthquake monitoring. The winning team will be brought to the NASA Dryden Flight Research Center for VIP tours and other experiences. Information about the contest can be found at the following site: http://arees.nasa.gov/. If future contests will be held, information will be found on the same site.
-
Hold FMC: IEM team briefings for other classes.
-
If your school hosts a science fair, have teams present their proposals for fair visitors.
-
Hold a school or district-wide competition for the Quaky-Shaky Engineering Design Challenge.
Proposal Checklist and Scoring Guide
|
CATEGORY
|
Characteristics of a Successful Proposal
(Each characteristic is worth 5 points)
|
Points
Possible
|
Points
Earned
|
Quality and Strength of Argument for Site Selection
|
| -
Selected site is within parameters of Challenge.
|
45
|
|
| -
Proposal includes comprehensive and accurate information of location and description of site.
|
| -
Proposal includes accurate information about how area will benefit from improved earthquake monitoring data.
|
| -
Proposal identifies accurate information about how U.S. and NASA will benefit from improved earthquake monitoring in this area.
|
| -
Proposal identifies accurate information about how scientists, engineers, state and federal authorities, fire departments, police, and families would benefit.
|
| -
Proposal identifies what resources for damage mitigation are available in the area.
|
| -
Proposal includes summary of impact of the location on flight planning and how these impacts will be maximized or minimized.
|
| -
Charts, graphics, and maps of important data are provided.
|
| -
References are current, relevant, and reputable.
|
Quality, Accuracy, and Cost Efficiency of Flight Plan
|
| -
Flight plan meets parameters of the Challenge.
|
30
|
|
| -
Proposal includes description of flight plan, including explanation of how resources (time, budget, human) will be used efficiently.
|
| -
Proposal includes details on take-off, intermediate, and landing airports and data take paths.
|
| -
Proposal includes images of terrain and hybrid views of flight plan.
|
| -
Configuration data is analyzed and explained.
|
| -
Proposal includes discussion of why choices were made and reflection on flight plan design process.
|
Quality of
Multimedia
Proposal
|
| -
All major elements of proposal are addressed.
|
25
|
|
| -
Content is well organized with subheadings or bulleted lists. Use of font, color, graphics, and effects enhance presentation.
|
| -
Use of multimedia contributes to the persuasiveness of the argument.
|
| -
Contributions of each author are identified. Each author makes important contributions to the oral presentation.
|
| -
Proposal is professional, interesting, and well-rehearsed, with smooth delivery that holds audience attention.
|
TOTAL POINTS POSSIBLE
|
100
|
|
Rubric for Flight Mission Challenge: Improving Earthquake Monitoring
|
Competitive
|
Strong
|
Limited
|
Poor
|
Quality and Strength of Argument for Site Selection
| -
Information of location and description of site is comprehensive and accurate.
-
Argument for site selection is logical and well supported.
-
Information about how area will benefit from improved earthquake monitoring data are accurate, comprehensive, and persuasive.
-
Information about how U.S. and NASA will benefit from improved earthquake monitoring in this area is persuasive.
-
Multiple ways that scientists, engineers, state and federal authorities, fire departments, police, and families would benefit is creative and compelling.
-
Multiple resources for damage mitigation are available in the area are identified.
-
Summary of impact of location on flight planning is comprehensive.
-
Four or more charts, graphics, and maps of important data provide support for argument.
-
References are current, relevant, and reputable.
| -
Information of location and description of site is accurate.
-
Argument for site selection is logical and supported with some evidence.
-
Information about how area will benefit from improved earthquake monitoring data are accurate and supports the argument.
-
Information about how U.S. and NASA will benefit from improved earthquake monitoring in this area is included.
-
Several ways that scientists, engineers, state and federal authorities, fire departments, police, and families would benefit are itemized.
-
Includes identification of at least one resource for damage mitigation are available in the area are identified.
-
Impact of location on flight planning is summarized.
-
Three Charts, graphics, and maps of important data support argument.
-
References are relevant and reputable.
| -
Information of location and description of site is accurate but key points are missing, or information is present but inaccurate.
-
Argument for site selection is logical but critical evidence is missing in one or more of the following areas: how area will benefit from improved earthquake monitoring data are appropriate; how U.S. and NASA will benefit from improved earthquake monitoring in this area is included; ways that scientists, engineers, state and federal authorities, fire departments, police, and families would benefit are itemized; and/or identification of at least one resource for damage mitigation are available in the area.
-
Impact of location on flight planning is incomplete.
-
Only two charts, graphics, and maps of important data are included.
-
References are relevant.
| -
Information of location and description of site is inaccurate and key points are missing.
-
Argument for site selection is poorly developed and critical evidence is missing in several of the following areas: how area will benefit from improved earthquake monitoring data are appropriate; how U.S. and NASA will benefit from improved earthquake monitoring in this area is included; ways that scientists, engineers, state and federal authorities, fire departments, police, and families would benefit are itemized; and/or identification of at least one resource for damage mitigation are available in the area.
-
Impact of location on flight planning is missing or incomplete.
-
Charts, graphics, and maps of important data are not included or are dated and not related to the argument.
-
References are incomplete.
|
Quality, Accuracy, and Cost Efficiency of Flight Plan
| -
Flight plan is detailed and strategic.
-
Thoroughly describes flight plan, including explanation of how resources (time, budget, human) will be used efficiently.
-
Documents important details on take-off, intermediate and landing airports and data take paths. Includes images of terrain and hybrid views of flight plan.
-
Configuration data are accurately analyzed.
-
Thorough and persuasive discussion of why choices were made and thorough reflection on planning process.
| -
Flight plan is reasonable.
-
Description of flight plan includes explanation of how resources (time, budget, human) will be used efficiently.
-
Details on take-off, intermediate and landing airports and data take paths are accurate.
-
Includes images of terrain and hybrid views of flight plan.
-
Configuration data are analyzed with few mistakes.
-
Solid explanation of why choices were made and sufficient reflection on planning process.
| -
Flight plan is reasonable, but there are gaps in explanation of how resources (time, budget, human) will be used efficiently.
-
Calculations of cost or distance are inaccurate.
-
Information on take-off, intermediate and landing airports and data take paths is incomplete.
-
Includes images of terrain and hybrid views of flight plan.
-
Analysis of configuration data are limited.
-
Incomplete explanation of how choices were made. Limited evidence of reflection on planning process.
| -
Flight plan is not reasonable.
-
There is little explanation of how time, budget, and human resources will be use efficiently.
-
Calculations of cost and distance are inaccurate.
-
Missing Information on take-off, intermediate and landing airports and/or data take paths.
-
Missing images of terrain and hybrid views of flight plan.
-
Little or no analysis of configuration data.
-
Explanation of how choices were made is missing or incomplete.
|
Quality of Multimedia Presentation
| -
All elements of proposal are fully addressed.
-
Content is well organized with subheadings or bulleted lists.
-
Use of font, color, graphics, and effects enhance presentation.
-
Use of multimedia contributes to persuasiveness of the argument.
-
Contributions of each team member are identified.
-
Each team member makes important contributions to the oral presentation.
-
Presentation is convincing, professional, interesting, well-rehearsed, and designed to captivate audiences.
| -
All major elements of proposal are addressed.
-
Content is organized to direct viewer.
-
Use of font, color, graphics, and effects supports presentation. Use of multimedia contributes to the persuasiveness of the argument.
-
Contributions of each author are identified, but there are obvious differences in the degree of contributions of team members.
-
Presentation is interesting, convincing, and holds audience attention.
| -
Some elements of the proposal are poorly developed.
-
Some content is disorganized.
-
Use of font, color, graphics, or effects detracts viewer.
-
Use of multimedia is limited; but what is used contributes to the persuasiveness of the argument.
-
Contributions of each author are not well identified or only a few team members completed the bulk of the work.
-
Presentation captures attention but confused the audience.
-
Some points are relevant, but overall argument fails to convince.
| -
Multiple elements of the proposal are missing or incomplete.
-
Content is disorganized and argument is difficult to follow.
-
Font, color, graphics, and effects detract from presentation.
-
Little multimedia is included.
-
Contributions of authors are not well identified and work is shoddy and unprofessional.
-
Argument fails to convince.
|
Share with your friends: |
