Years 9 and 10 Put your name here
MYP SCIENCE
Useful information for Year 9 & Year 10 students
NAME: ______
Sciences assessment criteria: Year 5
Criterion A: Knowing and understanding
Maximum: 8
At the end of year 5, students should be able to:
i explain scientific knowledge
ii apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
iii analyse and evaluate information to make scientifically supported judgments.
Achievement level / Level descriptor0 / The student does not reach a standard identified by any of the descriptors below.
1–2 / The student is able to:
i state scientific knowledge
ii apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations
iii interpret information to make judgments.
3–4 / The student is able to:
i outline scientific knowledge
ii apply scientific knowledge and understanding to solve problems set in familiar situations
iii interpret information to make scientifically supported judgments.
5–6 / The student is able to:
i describe scientific knowledge
ii apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
iii analyse information to make scientifically supported judgments.
7–8 / The student is able to:
i explain scientific knowledge
ii apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
iii analyse and evaluate information to make scientifically supported judgments.
Criterion B: Inquiring and designing
Maximum: 8
At the end of year 5, students should be able to:
i explain a problem or question to be tested by a scientific investigation
ii formulate a testable hypothesis and explain it using scientific reasoning
iii explain how to manipulate the variables, and explain how data will be collected
iv design scientific investigations.
Achievement level / Level descriptor0 / The student does not reach a standard identified by any of the descriptors below.
1–2 / The student is able to:
i state a problem or question to be tested by a scientific investigation
ii outline a testable hypothesis
iii outline the variables
iv design a method, with limited success.
3–4 / The student is able to:
i outline a problem or question to be tested by a scientific investigation
ii formulate a testable hypothesis using scientific reasoning
iii outline how to manipulate the variables, and outline how relevant data will be collected
iv design a safe method in which he or she selects materials and equipment.
5–6 / The student is able to:
i describe a problem or question to be tested by a scientific investigation
ii formulate and explain a testable hypothesis using scientific reasoning
iii describe how to manipulate the variables, and describe how sufficient, relevant data will be collected
iv design a complete and safe method in which he or she selects appropriate materials and equipment.
7–8 / The student is able to:
i explain a problem or question to be tested by a scientific investigation
ii formulate and explain a testable hypothesis using correct scientific reasoning
iii explain how to manipulate the variables, and explain how sufficient, relevant data will be collected
iv design a logical, complete and safe method in which he or she selects appropriate materials and equipment.
Criterion C: Processing and evaluating
Maximum: 8
At the end of year 5, students should be able to:
i present collected and transformed data
ii interpret data and explain results using scientific reasoning
iii evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv evaluate the validity of the method
v explain improvements or extensions to the method.
Achievement level / Level descriptor0 / The student does not reach a standard identified by any of the descriptors below.
1–2 / The student is able to:
i collect and present data in numerical and/or visual forms
ii interpret data
iii state the validity of a hypothesis based on the outcome of a scientific investigation
iv state the validity of the method based on the outcome of a scientific investigation
v state improvements or extensions to the method.
3–4 / The student is able to:
i correctly collect and present data in numerical and/or visual forms
ii accurately interpret data and explain results
iii outline the validity of a hypothesis based on the outcome of a scientific investigation
iv outline the validity of the method based on the outcome of a scientific investigation
v outline improvements or extensions to the method that would benefit the scientific investigation.
5–6 / The student is able to:
i correctly collect, organize and present data in numerical and/or visual forms
ii accurately interpret data and explain results using scientific reasoning
iii discuss the validity of a hypothesis based on the outcome of a scientific investigation
iv discuss the validity of the method based on the outcome of a scientific investigation
v describe improvements or extensions to the method that would benefit the scientific investigation.
7–8 / The student is able to:
i correctly collect, organize, transform and present data in numerical and/or visual forms
ii accurately interpret data and explain results using correct scientific reasoning
iii evaluate the validity of a hypothesis based on the outcome of a scientific investigation
iv evaluate the validity of the method based on the outcome of a scientific investigation
v explain improvements or extensions to the method that would benefit the scientific investigation.
Criterion D: Reflecting on the impacts of science
Maximum: 8
At the end of year 5, students should be able to:
i explain the ways in which science is applied and used to address a specific problem or issue
ii discuss and evaluate the various implications of using science and its application to solve a specific problem or issue
iii apply scientific language effectively
iv document the work of others and sources of information used.
Achievement level / Level descriptor0 / The student does not reach a standard identified by any of the descriptors below.
1–2 / The student is able to:
i outline the ways in which science is used to address a specific problem or issue
ii outline the implications of using science to solve a specific problem or issue, interacting with a factor
iii apply scientific language to communicate understanding but does so with limited success
iv document sources, with limited success.
3–4 / The student is able to:
i summarize the ways in which science is applied and used to address a specific problem or issue
ii describe the implications of using science and its application to solve a specific problem or issue, interacting with a factor
iii sometimes apply scientific language to communicate understanding
iv sometimes document sources correctly.
5–6 / The student is able to:
i describe the ways in which science is applied and used to address a specific problem or issue
ii discuss the implications of using science and its application to solve a specific problem or issue, interacting with a factor
iii usually apply scientific language to communicate understanding clearly and precisely
iv usually document sources correctly.
7–8 / The student is able to:
i explain the ways in which science is applied and used to address a specific problem or issue
ii discuss and evaluate the implications of using science and its application to solve a specific problem or issue, interacting with a factor
iii consistently apply scientific language to communicate understanding clearly and precisely
iv document sources completely.
Tips on drawing graphs
ü Choose a sensible scale
ü Ensure that the scale intervals increase by a constant number (0, 2, 4, 6, etc)
ü Label the x and y axes with units included
o Time (s)
o Mass (g)
o Temperature (°C)
ü Plot the line or curve of best fit (only join the data points if it is a linear line)
ü Give an appropriate title that includes the independent and dependent variable
ü Range bars/error bars can be added in Excel to look at reliability
Example:
Graph 1: The relationship between the number of births (thousands) and years since 1970 in Hong Kong
http://moodle2.rockyview.ab.ca/mod/book/tool/print/index.php?id=51942
Format of Science lab reports
Name of Student ______
Grade ______
Teacher ______
Experiment to investigate the effect of ______
(Independent variable) on ______(Dependent variable).
Instructions
Follow the instructions to complete the lab report. Double-space your work.
Use your own words as much as possible and acknowledge the words of others.
Remove all the instructions (in red).
The lab report is divided into sections that are shown with sub headings (printed in bold).
Follow the instructions below each sub heading to complete the section.
Cite your sources, where necessary.
LABORATORY REPORT MYP 5
Research Question
How does (or Too what extent does) the ______(independent variable) affect the
______(dependent variable)?
Background to the Research question
What previous scientific work has been carried out in this area? Have any relationships been established between variables similar to the ones you will be studying? Explain (describe and give reasons) how the results of this investigation could be used for a practical application outside the classroom.
Don’t forget to cite your sources, where necessary.
Hypothesis
Write one or two sentences to predict how the dependent variable will change when the independent variable is changed. Give scientific reasons for your prediction. (You can use your class notes and / or some research.) Your explanation should include how and why the independent variable affects the dependent variable.
Draw a simple graph to show your hypothesis.
Variables
Independent variableUse a phrase (not just one word) to describe it.
Units of IV
Range of IV measured
Describe the procedure to change the independent variable.
Dependent variable
Use a phrase (not just one word) to describe it.
Units of DV
Describe the procedure to measure the dependent variable.
Controlled variables
For each controlled variable, give the procedure to control it. / Controlled variable / Procedure to control it
Materials / Equipment List
Compile a list of materials and equipment you need for the experiment.
Be very specific eg. 1 x 100ml measuring cylinder, not just measuring cylinder,
100 g of diced apples, not just apples.
Method / Procedure
Draw a diagram or insert a picture of your assembled apparatus.
Label the diagram.
Write a logical sequence of how you will do the experiment.
Don’t forget to mention how you will keep yourself and your surroundings safe.
Your method needs to be detailed enough for someone else to repeat your experiment exactly.
Results
Draw a results table to enter the raw data.
Don’t forget to include the heading, IV, DV and units.
Highlight the outliers.
Qualitative Observations
What did you see, hear, smell of feel during the course of the experiment?
Processed data
Draw a table to show your processed data.
Don’t forget to include the headings, IV, DV etc. and all of the units after the headings.
For example: Time / s
Graph
Graph the processed data.
Don’t forget to include the heading, labels and units.
Conclusion
Describe the trend observed in your data.
To what extent do your results support the hypothesis? Give reasons.
To what extent do your results not support the hypothesis? Give reasons.
Evaluation
Validity of the hypothesis
Even if your results support the hypothesis it might not be valid.
The following flow diagram is useful to help you organise ideas for the evaluation of your results.
Validity of the method
Was the method of the experiment appropriate to investigate the research question? Give reasons.
Evaluation of the Method and Suggested Improvements
Recognise problems and state how they affected your results. Suggest improvements to make the method more valid.
Problems with the experiment / The effect caused by the problem / Suggested improvementsSuggest one or two possible extensions to this experiment.
Works Cited (MLA Format)
Page 1 of 1 1