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The International School of Azerbaijan
MYP Science HandbookM4-5
2009 – 2010
Table of Contents
MYP Science at TISA...........................................................................................................3Goals of the TISA Science Programme................................................................................3What to bring to each Science lesson..................................................................................3TISA Science Text Books.....................................................................................................3Rotation blocks.....................................................................Error! Bookmark not defined.Introduction to the areas of interaction...............................................................................12ATL Coverage....................................................................................................................13Science objectives..............................................................................................................21MYP Science Assessment at TISA....................................................................................23Assessment in M4 and M5.................................................................................................24MYP Science Rubrics M4 – M5..........................................................................................30MLA Referencing................................................................................................................32Moderation.........................................................................................................................34MYP Science Report Grades.............................................................................................34Descriptor for the report grade...........................................................................................35Rules for students during Science lessons.........................................................................36Science Homework............................................................................................................37
If you do not understand how to tackle the homework................................................37General.......................................................................................................................38Questions asking for a written answer or description..................................................38Approach.....................................................................................................................38Common words that you will meet in Science Investigations and Questions..............39Numerical Questions...................................................................................................40Approach to answering numerical questions...............................................................40
Drawing Apparatus.............................................................................................................42Electrical Circuit Symbols...................................................................................................43Periodic Table....................................................................................................................47Personal laptops.................................................................................................................48Record of Achievement......................................................................................................49
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MYP Science at TISA
Welcome to the Science Department at TISA. During your time in Science we hope that you will not only enjoy your lessons, but gain useful knowledge and skills in the process. Achieving in science is also about working hard and pushing your own limits. If at anytime you are struggling with the material or assessments, please ensure you seek help from your teacher, we are here to help you understand and to learn.
This handbook was designed to give you the information we feel will make your Science studies more rewarding and productive. Please take time to read through the handbook and we hope you will keep referring to it throughout your time in the MYP Science programme.
Goals of the TISA Science Programme
To prepare students for an academically rigorous programme of further Science study at tertiary level, such as the IB Diploma, whilst promoting the MYP fundamental concepts of intercultural awareness, communication and holistic education
What to bring to each Science lesson
Pen, Pencil, Rubber, Calculator, Ruler, Textbook, Science folder.
TISA Science Text Books
M4-M5Biology : Biology For You. Nelson Thornes Chemistry : Earl and Wilford. GCSE Chemistry. John Murray Ltd. 2001Physics ; Duncan and Kennett. GCSE Physics. John Murray Ltd. 2001
3
Rotation blocks 2009-10
Term 1Block 1 Block 2
20 Aug - 2 Oct 5 Oct - 20 NovClass Teacher Subject Teacher SubjectM5A Mr. Hunt Physics Mr. Gurung BiologyM5B Mr. Gurung Chemistry Mr. Hunt Biology
M4A Ms. Khoruzhik Biology Mr. Gurung ChemistryM4B Mr. Gurung Chemistry Ms. Khoruzhik Biology
Term 2Block 1 Block 2
23 Nov - 29 Jan 1 Feb - 19 MarClass Teacher Subject Teacher SubjectM5A Mr. Gurung Chemistry Mr. Hunt PhysicsM5B Mr. Hunt Physics Mr. Gurung Chemistry
M4A Mr Gurung Physics Mr Gurung PhysicsM4B Ms. Khoruzhik Physics Ms. Khoruzhik Physics
Term 3Block 1 Block 2
5 Apr - 14 May 17 May - 25 JuneClass Teacher Subject Teacher SubjectM5A Mr. Gurung Chemistry Mr. Gurung BiologyM5B Mr Hunt Physics Mr Hunt Biology
M4A Mr. Gurung Chemistry Ms. Khoruzhik BiologyM4B Ms. Khoruzhik Biology Mr. Gurung Chemistry
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M4 Science Overview 2009 – 10 Teacher Unit title AOI focus Unit question
M4Specialist teacher
for Biology
Cells and Tissues
ID UnitHuman Physiology/Healthy Lifestyle
Human Ingenuity
HSE
How can the development of new tools allow us to gain new knowledge
How does my lifestyle impact on my health
M4Specialist teacher
for Chemistry
Matter
Changes to Matter
Fuels & Energy
Human ingenuity
Human Ingenuity
Environment
How do we know about things we cannot see?
Are changes to matter predictable and controllable?
What makes a fuel the “best” fuel for a job?
M4Specialist teacher
for Physics
Optical technology
Energy transfer through waves
Life the Universe and Everything
Human Ingenuity
Human Ingenuity
Environments
How has the study of optics benefited our society?
How can we harness the energy in waves to benefit mankind?
Are we alone in the universe?
M5 Science Overview 2009 – 10Unit title AOI focus Unit question
M5Specialist
teacher for
Biology
Ecology
Stem Cell research
Plant Science
Environment
Human ingenuity
Human ingenuity.
‘What can we do to become guardians of our local and global environments?’
‘How can I take an informed position on any controversial issue?’
How does the scientific process allow us to increase our understanding of organisms
and biological systems?
M5Specialist
teacher for
Chemistry
Chemical Reactivity
Redox Reactions
Rates of Reactions
Environment
Human Ingenuity
Human Ingenuity
Are chemicals bad? Can you have too much of a good thing?
What would life be like without oxygen?
Why do we control how fast matter undergoes change?
M5Specialist
teacher for
Physics
Forces and their affect on the human body
Role of thermodynamics in driving the Earth’s systems
Sensing our Environment
Human Ingenuity
Environments
Environments
How has our knowledge of forces and their effects enabled us to venture into space?
What drives our weather?
How can we make systems respond to environmental changes without our
presence?
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M4 Science content
Year Physics Chemistry Biology
M4 Optical technology
understand what reflection, refraction, dispersion and total internal reflection are.
understand how lenses work and how they correct near and far sightedness.
explain the operation of flat, concave and convex mirrors and lenses
explain the formation of rainbows, the colours of the sky and eclipsed moon, the operation of fibre optic cable and the presence of the blind spot.
Appreciate how research into optics has affected the quality of our life.
Energy transfer through waves
understand the basic properties of transverse and longitudinal waves.
understand what the various parts of the wave function are called
understand the evidence for the wave nature of light and sound.
recall the differences between sound and light. Understand the basics of seismology and how it has enabled a determination of the internal
Matter
Define chemistry as the study of matter and how it changes.
State that all matter is made up of atoms (atomic theory) and explain the structure of an atom.
Differentiate between pure matter and mixtures.
All energy is an atom can be classified as kinetic or potential.
Changes Matter Undergoes
Discuss how the physical and chemical properties of matter result from the structure of matter.
Explain how the structural differences in covalent, ionic, and metallic compounds account for the differences in properties.
Explain how energy and forces are responsible for changes in matter.
Differentiate between a physical and a chemical change.
Write and balance simple chemical reactions (chemical changes).
Cells and TissuesBecome familiar with biological organization and the characteristics of life.
Recognize the structure and functions of viruses.
How to use a microscope.
Understand that all living things are composed of cells.
Appreciate the relationship between cell structure and function.
Know the structure of a typical plant and animal cell.
Recognize the different types of cell transport
Identify the different stages of mitosis
Human Physiology Food and diet-digestive system; nutritional analysis; research report: Diet for the Day
Blood and circulation-heart dissection; anatomy exercise
Lungs and gas exchange-lung volume-blood pressure lab;
Support and movement-bone and muscle lab; anatomy exercise
Control systems-brain lab; reflex investigation;
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structure of the Earth.
recall the electromagnetic spectrum and its uses.
evaluate the evidence to ascertain if mobile phones are safe.
Life the universe and everything
understand the basic properties of transverse and longitudinal waves.
understand what the various parts of the wave function are called
understand the evidence for the wave nature of light and sound.
recall the differences between sound and light.
Understand the basics of seismology and how it has enabled a determination of the internal structure of the Earth.
recall the electromagnetic spectrum and its uses.
evaluate the evidence to ascertain if mobile phones are safe.
Fuels & Energy
Describe how energy is involved in chemical reactions
Describe how energy generated by chemical reactions can be put to use
Identify fuels as sources of energy for our everyday life.
Evaluate different fuels for energy content and their appropriateness for different purposes
Homeostasis-negative feedback loops (thermoregulation, salt/water balance, glucose regulation); test
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M5 Science content
Year Physics Chemistry Biology
M5 Forces and their affect on the human body
Understand how to interpret displacement-time and velocity time graphs.
Use the formula x = ½ at2 in unfamiliar situations.
Recall and apply Newton’s laws of motion to both familiar and unfamiliar situations.
Know conditions and factors affecting terminal velocity.
Appreciate the affects of sudden deceleration/acceleration on the human body.
Appreciate the difference between mass and weight.
Know why astronauts appear weightless and the affects on the human body of long term weightlessness.
Understand kinetic and potential energy and its interchange in freefall and in the rollercoaster.
Be aware of the factors that affect the period of a simple pendulum.
Appreciate the meaning of work in a physical sense.
Chemical reactivity
Chemical reactions are classified into groups based on similarities of sub-microscopic behavior.
Calculations involved in chemical reactions.
Describe acids and bases and their reactions.
Describe the preparation of salts.
Redox reactions
Be able to define redox reactions and their uses.
Be able to identify patterns in reactivity of metals and nonmetals and place them in the order of reactivity
Be able to describe the role of oxygen in redox reactions
Be able to describe the methods used to prevent the reaction of materials with oxygen in the air
Describe application of reactivity series in the extraction and use of metals
Ecology
investigating the impact of human intervention on natural environments in areas such as climate change, species loss, deforestation, overpopulation, pollution of air and water, and diminishing of natural resources
exploring the interdependence of human conditions (activities and actions) and the environment, its resources and its sustainability for future generations
discussing how social, economic and political dimensions affect actions and decisions about issues of environmental importance
exploring how human activity and exploitation of natural resources play a role in the sustainability of the natural capital
developing plans to address a local environmental problem and to help maintain an environmental balance
evaluating the effectiveness of actions to protect the environment in local or global contexts.
Biology: Stem Cell research
Become familiar with stem cells (the science, ethical issues, stakeholder perspectives and legislation)
Appreciate the social and ethical implications of
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Understand condition for circular motion and how this can produce ‘artificial gravity’ in space environment.
Appreciate the effects on the human body of long term weightlessness.
Role of thermodynamics in driving the Earth’s systems
Appreciate the mechanisms of CCR.
Understand the options available to reduce energy losses from buildings and to determine the most cost effective options for a given budget.
Understand how the human body maintains a constant temperature through evaporation.
Understand the meaning of the terms temperature, heat, and internal energy.
Understand specific heat capacity.
Understand latent heat.
Explain the expansion and contraction of materials, and its relevance to everyday life.
Understand the roll of the thermohaline conveyor in sustaining global temperatures.
Appreciate that thermodynamics drives our weather.
Sensing the environment
Rates of reactions
Understand that matter changes at different rates.
Understand that various factors affect the rate at which matter change
Be able to identify the factors which affect the rate at which matter changes
Know that various methods are available for the study of rate of change of matter
Know that various methods are available for controlling the rate at which matter undergoes change
science in general
Become acquainted with consensus building as a method of resolving disagreement
Learn how stem cells and other controversial technologies are governed in Canada
Be inspired to participate in the social debate on stem cells and other controversial technologies
Develop skills related to group work, independent thinking, critical evaluation, public speaking and consensus building
Biology: Plant Science
Students will develop knowledge of the cellular process of photosynthesis
Students will develop awareness of the use of the scientific method to investigate living organisms and biological systems
Students will understand that application of our scientific understanding of the world around us can help us to optimise growing conditions for crop plants.
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Appreciate how static electricity can be produced and its uses.
Understand the chemistry of electrolysis and how to electroplate.
Understand what an amp and a volt really means.
Understand the concept of electrical resistance and be able to use it to predict the amount of electric current resulting from given potential differences across series and parallel circuits.
Understand the potential divider
Understand the operation of a LDR, Thermistor and diode.
Be able to design basic switching circuits using LDR, thermistor and potential divider to carry out a variety of tasks within our communities.
Design and build a MindStorms NXT robot and programme it to carry out a range of challenges.
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Introduction to the areas of interaction
The areas of interaction provide the MYP with its unique core. Teaching Science through these contexts allows teaching and learning to focus on attitudes, values and skills.
Approaches to learning (ATL) represents general and subject-specific learning skills that the student will develop and apply during the programme and beyond. The focus of this area is on teaching students how to learn and on helping students find out about themselves as learners so that they can develop learning skills.
Community and service considers how a student engages with his or her immediate family, classmates and friends in the outside world as a member of these communities. Through effective planning and teaching, students can learn about their place within communities and be motivated to act in a new context.
Health and social education delves into the range of human issues that exists in human societies, such as social structures, relationships and health. The area can be used by students to find out how these issues affect societies, communities and individuals, including students themselves. Through the area of health and social education, students can identify and develop skills that will enable them to function as effective members of societies, as well as learning about how they are changing and how to make informed decisions that may relate to their welfare.
Environments considers how humans interact with the world at large and the parts we play in our environments. It extends into areas beyond human issues and asks students to examine the interrelationships of different environments. This area can lead students to consider both their immediate classroom environments and global environments.
Human ingenuity (formerly homo faber) deals with the way in which human minds have influenced the world, for example, the way we are, think, interact with each other, create, find solutions to and cause problems, transform ideas and rationalize thought. It also considers the consequences of human thought and action. In the final year of the programme students are engaged in the personal project. This personal project willreflect the efficacy of the integration of the areas of interaction in the school. Through the project students should be able to demonstrate ATL skills learned through the programme while focusing research and project development around at least one other area of interaction.
ATL Coverage
Helping students to learn is the ultimate goal of all schools. Through approaches tolearning (ATL), schools provide students with the tools to enable them to takeresponsibility for their own learning. This involves articulating, organizing and teachingthe skills, attitudes and practices that students require to become successful learners.
Approaches to learning goes beyond study skills. It also includes the skills listed below.
Organizational skills, study practices and attitudes towards workCollaborative skills
CommunicationInformation literacy
ReflectionProblem solving and thinking skills
Subject-specific and interdisciplinary conceptual understanding
The Science department at TISA has mapped the above ATL skills through M1 to M5 in 3 strands:
ESTABLISHING M1
DEVELOPING M2-3
EXTENDING M4-5
The ATL skills are shown on the next few pages.
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Organisation skills, study practices and attitudes towards work
ESTABLISHING M1 DEVELOPING M2-3 EXTENDING M4-5
Organize materials
- Bring correct resources &
equipment to class
- Organise materials (Science
notebook, homework diary)
- Manage own materials and
resources- Be responsible & independent
Organize own work - Record information accurately
- Record information
systematically
- Take notes
- Be systematic
Manage Time
- Be punctual
- Use the homework diary
- Hand in assignments on due
dates
- Plan ahead for ALL
homework.
- Estimate time required for
Science assessments.
- Make & keep appointments
- Schedule priorities
- Meet deadlines
Manage Assignments
- Decide what needs to be
done.
- Complete homework on time
- Identify study priorities
- Use Science criteria rubrics to
focus effort
- Break down Science
assignment into tasks
- Apply a process to achieve
results
Engage With Learning
- Work independently
- Pay attention in class
- Follow instructions
- Appreciate knowing
- Show initiative
- Give constructive feedback
- Adhere to task specifications
- Question, support, or
challenge ideas
- Take responsible risks
- Initiate & maintain inquiry
- Accept & give constructive
feedback
- Create new ideas
Approach tasks
- Understand what the task is
asking.
- Be aware of safety issues &
procedures & act safely
- Persist through difficulties
- Explain safety procedures
- Apply the Scientific method to
a problem.
- Discuss information and ideas
- Use Scientific method
confidently
- Demonstrate safety
procedures
Present work - Present work clearly &
confidently
- Explain work product &
process
- Strive for accuracy in
measurement
- Present organised & accurate
work
- Evaluate process with
precision & confidence
Collaborative skillsESTABLISHING M1 DEVELOPING M2-3 EXTENDING M4-5
Accept others
- Invite & accept other
people’s ideas
- Respect others
- Identify ways to listen
with understanding &
kindness
- Ask others for their ideas
- Use strategies to
understand & empathise
with others
- Use others’ ideas critically &
appropriately
- Evaluate own
understandings of others’
ideas
Help others
- Cooperate with others - Be aware of other
people’s safety - Help others with their
work
- Participate in practical work
- Care about the safety of
others
- Help others to improve
- Encourage others
- Contribute to safety
- Demonstrate safety
procedures to others
- Take part in groups
Face Challenges
- Talk about different ideas
& choose best options
- Work as a team member on
investigations.
- Resolve conflict
- Achieve goals
- Use teamwork to achieve
goals
- Accept group decisions
- Develop alternatives
Work In Groups
- Direct others & follow
directions
- Contribute to discussions
- Work with all group
members
- Identify others’ strengths
& weaknesses
- Work effectively to achieve
results - Take the lead
- Work with all members of
the group
- Use team-mates’ strengths
and make up for their
weaknesses
- Delegate responsibilities
- Support group members
taking the lead
- Cope with difficulties
- Cope with uncooperative,
unreliable or unhelpful
group members
- Inspire others
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CommunicationESTABLISHING M1 DEVELOPING M2-3 EXTENDING M4-5
Be Literate
- Identify scientific words
- Able to spell correctly basic
scientific terms
- Understand information from
various sources
- Able to spell correctly most
scientific terms
- Identify important ideas in
science texts
- Identify what is confusing in
texts
- Interpret complex sources of
information
- Able to spell correctly all
scientific terms
- Interpret a wide range of
content-specific & technical
language
Learn With Others
- Respond to teachers’
questions
- Ask for help in class - Listen to others
- Follow peers’ instructions
- Ask questions - Give constructive feedback
- Ask for help outside of class
time if needed
- Participate in discussions - Give reasonable feedback to
others
- Initiate discussions
- Negotiate goals, limitations, &
concerns with peers &
supervisor.
Use Media - Use Word and PowerPoint as
presentation resources
- Use a variety of software and
technology in science
presentations
- Use appropriate media in
presentations
Be Informed - Find ideas & information from
different sources
- Connect sets of different
ideas
- Read widely in a variety of
formats
- Synthesise different sets of
ideas & information
- Critically evaluate ideas &
information
Inform Others
- Draw & label diagrams &
graphs appropriately
- Write a simple lab report
- Formulate a simple
hypothesis
- Direct others
- Present relevant scientific
information clearly
- formulates a testable
hypothesis as part of a lab
report.
- Provide a reasoned opinion to
others
- Present scientific information
in appropriate form.
- Support central arguments
- Keep teacher informed of
working process
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Information literacyESTABLISHING M1 DEVELOPING M2-3 EXTENDING M4-5
Access information
- Understand the TISA
library catalogue system
- Use the library to find
information
- Use the Internet for
research
- Use a scientific dictionary
- Choose relevant information
from larger bodies of text,
graphs, & tables
- Research information
independently
- Use the most appropriate
information source for
research and investigation
- Seek appropriate resources
- Use online catalogues.
- Use a variety of relevant
sources
- Identify opportunities for
primary research
- Construct scientific surveys
Select and Organize Information
- Choose useful
information
- Identify main ideas
- Organise / group key ideas
when taking notes
- Use relevant information &
resources
- Make connections among a
variety of resources
- Use primary & secondary
research
- Evaluate relevance &
validity
- Identify point of view, bias,
and weaknesses
- Make inferences
Be Honest
- Identify other’s work and
ideas
- Use bibliography to
reference websites and
books
- Write information in own
words
- Include a bibliography
- Paraphrase information
- Use citing & footnote
referencing for text, interview
and graphic/photo sources
- Understand plagiarism and
intellectual property
- Use MLA referencing when
quoting interview, field
research, database, and
media sources
- Respect the concepts of
plagiarism and intellectual
property
- Avoid the misuse of others’
ideas
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ReflectionESTABLISHING M1 DEVELOPING M2-3 EXTENDING M4-5
Be Self Aware
- Be aware of own strengths
& weaknesses
- Understand the value of self
analysis/ criticism
- Identify learning styles
- Use reflection to evaluate
achievement of goals
- Reflect on learning
preferences to strengthen
different abilities
- Analyse a situation
- Be self-critical in a positive
fashion
- Collect & submit evidence of
own ATL
- Explore beyond own
learning styles &
preferences
- Adapt to learning situations
& requirements
- Seek & appreciate criticism
- Use self-analysis
Improve Ideas & Work
- Use criteria rubrics to
assess peers & self
- Describe & evaluate work
processes
- Describe own study targets
- Choose ways to achieve
targets
- Update science folder
- Use reflection as a tool to
expand ideas
- Use reflection to refine work
processes
- Break areas for
improvement down into
specific identifiable actions
- Use self & peer assessment
to improve work
-
- Evaluate science folder
effectiveness
- Use reflection to help
others’ improvement
- Reflect at each stage of the
learning process
- Combine reflection and
analysis to identify specific
ways to improve
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Problem solving and thinking skillsESTABLISHING M1 DEVELOPING M2-3 EXTENDING M4-5
Apply Past Knowledge
- Form and justify own
opinion
- Refer to previous
experiences
- Make analogies
- Use previous experience to
make comparisons &
predictions
- Form reasoned opinions
- Create questions and
problems from different
perspectives
- Draw logical conclusions
from evidence
Generate Ideas
- Identify a different point
of view
- Estimate, speculate, &
predict based on
information or logic
- Look for multiple points of
view, different perspectives
- Use a variety of thinking
strategies to approach tasks
and understand & solve
problems
- Use creative thinking
strategies & critical thinking
tools to develop original
ideas
- Make predictions and justify
them
- Combine critical & creative
thinking strategies
- Consider different
perspectives
- Synthesize ideas to create
new ones
Organise Ideas - Arrange & categorize
information and ideas
- Use planning & outlining
strategies
- Evaluate a planning &
outlining strategy (personal
project in Science?)
Inquire - define the purpose of an
investigation.
- Defines the purpose of
the experiment, and
provides an
explanation/prediction
using some scientific
language.
- Defines the purpose of
the experiment,
formulates a testable
hypothesis and explains
the hypothesis using
scientific reasoning.
Pose Problems - Identify real world
problems
- Understand causes, effects,
solutions, & consequences
in real world problems
- Apply & evaluate solution to
a real world problem
(personal project)
- Use deduction to solve
problems
- Evaluate real world
solutions
-
19
Interdisciplinary conceptual understandingESTABLISHING M1 DEVELOPING M2-3 EXTENDING M4-5
Make Connections
- Recognise similar
contexts
- Use ideas and skills
taught in one subject, in
another subject
- Apply knowledge &
understanding from one
subject to another
- Use techniques & strategies
taught in one subject in
others
- Understand the relationships
between common processes
in different subjects
- Use knowledge across
subjects to create products
or solutions
- Understand
interdisciplinary tasks
- Apply skills and knowledge
to unfamiliar situations
Connect The AOIs
- Connect ideas &
experiences with the
AOIs
- Use AOI perspectives to
organise learning
- Use the AOIs to structure
& evaluate Science
projects. (Personal
Project?)
Appreciate Culture
- Recognise the role of
Scientists from other
countries.
- Appreciate the
environmental issues in
different countries.
-
- Appreciate the reason for
environmental issues in
different countries.
- Be able to contrast and
compare many different
scientific issues in relation
to culture.
20
Science objectives
The objectives of any MYP subject state the specific targets set for learning in the subject. They define what the learner will be able to do, or do better, as a result of studying the subject. The objectives of sciences listed below are final objectives and they describe what students should be able to do by the end of M5. These objectives have a direct correspondence with the final assessment criteria, A–F (see “Sciences assessment criteria”).
A. One World
This objective refers to enabling students to understand the interdependence between science and society. Students should be aware that science has a global dimension, has an impact on our lives and may contribute to sustainable development.
At the end of the course, and within local and global contexts, students should be able to: Explain the ways in which science is applied and discuss how it is used to address
issues discuss the effectiveness of science and scientific applications in addressing issues discuss and evaluate the moral, ethical, societal and environmental implications of
science and its use.
B Communication in science
This objective refers to enabling students to develop their communication skills in science. Students should be able to communicate using appropriate scientific language in a variety of ways.
At the end of the course, students should be able to:• use appropriate scientific terminology correctly • communicate scientific information effectively• present scientific information in a variety of ways • select a communication format* appropriate to the task• reference and acknowledge the work of others. * Need to clarify ‘communication formats’ and delete ‘modes’
C. Scientific knowledge and understanding
This objective refers to enabling the students to understand concepts of science* andapply them to a range of situations. Students are expected to develop critical and reflective thinking skills to make scientific judgments
At the end of the course, students should be able to:
recognize and recall scientific knowledge (eg facts, concepts, terminologies, models, theories, laws, systems)
construct scientific explanations. apply scientific knowledge to familiar and unfamiliar situations. critically analyse and evaluate information to make informed judgments
D. Scientific inquiry
This objective refers to enabling students to develop scientific inquiry skills to design and carry out scientific investigations.
At the end of the course, students should be able to: State a focused problem/ research question to be tested by a scientific investigation formulate a testable hypothesis and explain it using scientific reasoning design scientific investigations that include variables and controls,
material/equipment needed, a method to be followed, and how results are to be collected and processed.
evaluate the validity and reliability of the method* relate the conclusion to the hypothesis suggest improvements to the method or further inquiry, when relevant.
E. Processing data
This objective refers to enabling students to manipulate sufficient qualitative and/or quantitative data to draw appropriate conclusions. Students are expected to develop critical and reflective thinking skills to judge the reliability the data.At the end of the course, students should be able to:
record data using units of measurement when appropriate organize, transform and represent data using numerical and/or visual forms as
appropriate to the task analyze, interpret and evaluate data draw conclusions consistent with the data. and supported by scientific
reasoning
F Attitudes in science
This objective refers to encouraging attitudes and actions that will contribute to students’ development as principled, caring and responsible individuals.
It includes notions of safety and responsibility when working in science as well as respect for and collaboration with others and their shared environment
During the course, students should:
carry out scientific investigations using materials and techniques safely and competently work effectively as individually or as a team member, collaborating, acknowledging and supporting others as well as ensuring a safe working environment Demonstrate initiative, integrity show respect for themselves and others, and deal responsibly with the living and non-living environment
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MYP Science Assessment at TISA
There are no formal externally-set examinations within the MYP. Students will be assessed using a criterion-referenced approach and will not be assessed against other students. Assessment needs to reflect achievement against the defined criteria for Science.
Continuous assessment is an integral part of teaching and learning, and will be both formative and summative to identify strengths and weaknesses. The MYP places ‘Approaches to Learning’ at the core of the curriculum; therefore some forms of process assessment will focus less on the result or product itself than on the thought processes leading to the desired outcome.
Assessment tasks and activities will be varied and may include planning investigations, developing experimental techniques, analysis of data, written lab reports, research projects, oral presentations and tests.
23
Assessment in M4 and M5
The following assessment criteria have been established by the IBO for sciences in the Middle Years Programme. The final assessment required for IBO-validated grades and certification at the end of the MYP must be based on these assessment criteria.
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An assessment rubric for M4 to M5 based on the above criteria has been prepared by TISA to assist students in ensuring assessed pieces of work fully satisfy the assessment criteria. Students are encouraged to use the rubric to do a self assessment of the assessed piece of work before handing it in to their teacher.
MYP Science Rubrics M4 – M5
AchievementLevel
Criterion A:ONE WORLD
Student TeacherScience and Society Benefits and Limitations Interaction of Science with Other
Factors
5-6 5-6 Explains how science is used to address/solve a specific local or global issue.
Explains some of the benefits and limitations in solving the issue.
Discusses how science and its uses interact with some of the following: social, economic, political, environmental, cultural, and ethical.
3-4 3-4 Describes how science is used to address/solve a specific local or global issue.
Describes some of the benefits or limitations in solving the issue.
Describes how science and its uses interact with one of the following: social, economic, political, environmental, cultural, and ethical.
1-2 1-2 Describes how science is used to address/solve a specific local or global issue.
States some of the benefits or limitations of science in addressing the issue.
0 0Does not meet above any of the above criteria.
Does not meet above any of the above criteria.
Does not meet above any of the above criteria.
AchievementLevel
Criterion B:COMMUNICATION IN SCIENCE
Student TeacherCommunication of Scientific Information
Use of Symbolic/Visual Representation
Sites Sources
5-6 5-6 Communicates scientific information effectively using scientific language correctly.
All information is presented appropriately using symbols, diagrams &/or pictures where necessary.
Sites sources of information appropriately.
3-4 3-4 Communicates scientific information using scientific language.
Most information is presented appropriately using symbols, diagrams &/or pictures where necessary.
Sites sources of information with occasional errors.
1-2 1-2 Attempts to communicate scientific information using some scientific language.
Some information is presented appropriately using symbols, diagrams &/or pictures where necessary.
Attempts to site sources of information but does so inaccurately.
0 0Does not meet above any of the above criteria.
Does not meet above any of the above criteria.
Does not meet above any of the above criteria.
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AchievementLevel
Criterion C:KNOWLEDGE AND UNDERSTANDING
Student TeacherUnderstanding and Application of Scientific Information and Concepts
Development of Critical Thinking Skills to Analyse and Evaluate Scientific Information
5-6 5-6 Explains scientific information and concepts and applies scientific understanding to solve problems in familiar and unfamiliar situations.
Analyses and evaluates scientific information by making scientifically supported judgements about the information, validity of ideas or quality of work.
3-4 3-4 Explains scientific information and concepts and applies scientific understanding it to solve problems in familiar situations.
Analyses scientific information by identifying parts, relationships or causes and provides anexplanation that shows understanding.
1-2 1-2 Recalls scientific information and concepts and applies these to solve simple problems.
0 0 Does not meet above any of the above criteria.
Does not meet above any of the above criteria.
AchievementLevel
Criterion D:SCIENTIFIC INQUIRY
Student TeacherPurpose and Hypothesis
Variables Method and Evaluation of Method
5-6 5-6 Defines the purpose of the experiment, formulates a testable hypothesis and explains the hypothesis using scientific reasoning.
Identifies the relevant variables and explains how to manipulate them.
Evaluates the method commenting on its reliability and/or validity. Suggests improvements to the method and ideas for further inquiry.
3-4 3-4 Defines the purpose of the experiment, and provides an explanation/prediction but this is not fully developed.
Acknowledges some of the variables and explains how they will be manipulated.
Method suggested is complete and includes a list of materials. The evaluation of the method is partially developed.
1-2 1-2 Attempts to define the purpose of the investigation.
Makes references to variables but they are incomplete.
Method is partially complete and the evaluation of the method is eitherabsent or incomplete.
0 0 Does not meet above any of the above criteria.
Does not meet above any of the above criteria.
Does not meet above any of the above criteria.
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AchievementLevel
Criterion E:PROCESSING DATA
Student TeacherOrganizing and Processing Data Drawing Conclusions
5-6 5-6 Organizes and transforms data into numerical and diagrammatic forms and presents it logically and clearly using appropriate communication modes.
Explains trends, patterns or relationships in the data, comments on the reliability of the data, and draws a clear conclusion based on the correct interpretation of the data and explains it using scientific reasoning.
3-4 3-4 Organizes and transforms data, into numerical and diagrammatic forms and presents it using appropriate communication modes.
Draws a conclusion consistent with the data.
1-2 1-2 Organises and presents data using simple numerical or diagramatic forms (tables, graphs, charts, etc.)
Draws an obvious conclusion.
0 0 Does not meet above any of the above criteria.
Does not meet above any of the above criteria.
AchievementLevel
Criterion F:ATTITUDES IN SCIENCE
Student TeacherAttitudes of Safety Working with Others and Responsibility
5-6 5-6 Works largely independently in class, uses science equipment with percision and skill, and Pays close attention to safety.
Consistently works effectively as part of a team, collaborating with others and respecting their views and deals responsibly.
3-4 3-4 Requires occasional guidance in class, uses most science equipment competently and pays attention to safety.
Generally cooperates well with other students and works responsibly.
1-2 1-2 Requires guidance and supervision in class and using science equipment.
Can cooperate with others but may need reminders.
0 0 Does not meet above any of the above criteria.
Does not meet above any of the above criteria.
MLA Referencing
Students need to also remember that in Science as in all TISA subjects, we use the MLA referencing system. This is of particular importance in writing One World Essays (Criteria A) and in any Criteria B (communication) assessments.
Parents who wish to receive a copy of how to cite sources using the MLA Referencing System can contact the Science Coordinator who will email the document to any interested parent.
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The Standard Laboratory Report
Laboratory write ups tend to vary from one educational establishment to the other, but a general pattern is found by comparing different laboratory reports, generally the expected format is one of:
Title, Date and name of experimenter: This needs no explanation.
Aim: This section should define the purpose of the investigation
Hypothesis: formulate a testable hypothesis and explain the hypothesis using scientific reasoning.
Apparatus: Usually a list of apparatus and a schematic showing how the apparatus fits together.
Method: identifies the relevant variables (dependent, independent, control) and explains how to manipulate them.
Results: Typically the results are given in a table and then as a graph where appropriate.
Conclusion: Put here what it is you have found. This may just be a statement of a numerical value, or a simple statement that relates your results to your hypothesis.
Evaluation: evaluate the method commenting on its reliability and/or validity, suggesting improvements to the method and making suggestions for further inquiry when relevant.++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Reliability: Refers to measurement of the data. This depends upon the selection of the measuring instrument, the precision and accuracy of the measurements, errors associated with the measurement, the size of the sample, the sampling techniques used, the number of readings.Validity: Refers to the success of the method at measuring what the investigator wishes to measure. This includes factors such as the choice of the measuring instrument and whether this measures what it is supposed to measure, the conditions of the experiment, and variable manipulation (fair testing).
You are not constrained to use this format but it is one which has become familiar to many experimentalists as it does follow a logical path. Whatever format you prefer to use, make sure it can be followed easily by somebody who is not conversant with your work!
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Moderation
While all MYP assessment is carried out by the students' own classroom teachers, it is the task of the IB moderation procedures to ensure that the final judgements made by these teachers on their students all conform to an agreed scale of measurement on common criteria represented by the final grade. A sample of M5 students work will be sent to the IBO for moderation in March of each year. This work will not decide the students final mark but will be used to standardise the marking from school to school, and country to country.
MYP Science Report Grades
The individual assessed pieces of work are graded on a 1 to 6 scale. The sustained grade for each criteria is then added together and converted into an overall subject grade that is based on a 1 to 7 scale (not 6). The table below shows the relationship between summed assessment grades and final reported grade.
Report Card
GradeTotal of marks from the 6
criteria on report
1 0-52 6-103 11-174 18-235 24-286 29-327 33-36
The descriptor for each grade is given on the next page:
GRADE DESCRIPTOR
Grade 1(Very poor)
Minimal achievement in terms of the objectives.
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Grade 2(Poor)
Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support.
Grade 3(Mediocre)
Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.
Grade 4(Satisfactory)
A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.
Grade 5(Good)
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.
Grade 6(Very good)
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.
Grade 7(Excellent)
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.
Descriptor for the report grade
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Rules for students during Science lessons1. You must not enter a laboratory unless
instructed to do so by a teacher.
2. You must not do anything with equipment or materials unless told to do so by a teacher. Always listen to instructions. Always follow instructions. This will prevent accidents.
3. Keep benches and floors clear of bags and coats.
4. You must wear eye protection when told to do so. You must keep it on until told to take it off when all practical work including clearing away is finished.
5. When instructed to use a Bunsen burner, make sure that hair, ties, headscarves etc. are tied back or tucked in to keep them well away from the flame. Close the air-hole when not in use so that the yellow flame can be seen.
6. Be careful when heating and use small amounts. Do not point test tubes at yourself or others. Never look directly down a test tube.
7. When working with liquids, always stand up, never sit. Then you can move out of the way quickly if there is a spill.
8. Never eat or drink in the laboratory. Never taste anything or put anything in your mouth when in the laboratory. This includes sweets, fingers and pencils which might have picked up poisonous chemicals from the bench. If you get something in your mouth spit it out at once and wash your mouth out with lots of water.
9. If any chemicals get on your hands or any other part of the body, wash them off. Wash your hands after work with chemicals or with animal or vegetable matter.
10.Put waste solids in the right bin, never in the sink.
11.Report any accident to the teacher at once. This includes chemicals in the mouth, the eyes or on the skin. Also report any burns or cuts. If you get burnt wash the affected part at once with lots of water.
12.Report breakages to the teacher. Always put broken glass in the glass bin.
13.Keep your bench clean and tidy. Wipe up small splashes with a damp cloth.
14.NEVER sit on a Science bench, there may be chemical residue on it.
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Science Homework
Homework is important. It gives you an opportunity, away from the lesson, to practise what you have learnt and see if you really understand it. Doing your homework to the best of your ability will definitely improve your grade in Science. The TISA homework policy specifies the following amount of time that students should spend on homework in EACH subject:
Classes Minutes per day (total) Minutes per subject per weekM1–M3 60 - 90 80M4-M5 90-120 90IB1-IB2 120+ 130
Every week, part of your homework is to review your notes. This involves reading through them carefully, checking that you understand them, making summaries of the key points and highlighting areas (problems) that you need to ask about. This is in addition to any homework that the teacher may have specifically written on the board.
Ensure that you have copied down the homework task correctly from the board and that you know when it is due in.
If in doubt ASK!
Start your homework the same day. This will give you time should it not be as straightforward as you thought. Your teacher will have allowed time between setting the homework and it being due in so that you have time to sort out any problems.
If you do not understand how to tackle the homework
a) Show some initiative - read your notes and/or read a textbook. The homework is designed to get you to think.
b) If you are still unsure of how to do it ask your teacher. If it is a quick matter then you can come at any time. If you need a lot of help then you should make an appointment to see your teacher at a mutually convenient time.
c) You must see your teacher, even if only briefly, before the next lesson.
Standard of work - what we expect.
We expect you to try your best.
Everyone is at a different standard. You will not get a bad report for not being able to do something but you will if you do not even try.
'Trying' means:
Spending some time attempting it.
Reading your notes and text-books.
Seeking help if you cannot do it.
Using the guidance you have been given. This includes the Guidance Notes and the feedback comments that you get on homework.
The "How to Answer Questions in Science" that follows, uses specific examples of questions to illustrate how these guidelines apply. You should follow these guidelines as closely as possible.
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All your homework should be to the best of your ability and must be handed in on the date due. If for some reason (other than you haven't tried) you cannot hand in
your homework, you must ask your parents to write a note in your homework diary.
HOW TO ANSWER QUESTIONS IN SCIENCE
General
1. Get into the habit of slowing yourself down and reading the questions carefully. There is very often a subtle twist in the question which you will probably miss if you rush.
2. Just as you are given time in a language oral exam to prepare phrases and vocabulary, you should give yourself time, before putting pen to paper, to recall relevant facts, definitions and formulae.
3. If you can't start on a question at this stage, move on and come back to it later.
Questions asking for a written answer or description
These questions are testing your recall of science principles and your ability to apply them, often to new situations. They also test your ability to use the language of science precisely.
Approach
a) Look at the number of marks allocated. This is generally an indication of how many separate points they are looking for.
b) Answer in short concise sentences or better still, list your points. This way you are less tempted to waffle. Do, however, give sufficient detail. One word answers are often not enough.
c) Use labelled diagrams wherever possible to describe or illustrate a point. This is perfectly acceptable and often preferable to long-winded written answers.
d) Be precise.
e) Use the appropriate scientific term e.g. calling a solenoid a "curly-wurly thing" is not going to impress the examiner.
f) Know your definitions e.g. mass and weight are NOT the same thing; atomic number and mass number are different; respiration is not breathing.
g) Know your laws e.g. It is much simpler to state "By the law of conservation of energy’ than waffle on about it.
Accuracy is important. That is why we spend so much time correcting you on the above.
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Common words that you will meet in Science Investigations and Questions
Analyse Interpret data to reach conclusions.
Annotate Add brief notes to a diagram, drawing or graph.
Apply Use an idea, equation, principle, theory or law in a new situation.
Calculate Find an answer using mathematical methods. Show the working unless instructed not to do so.
Compare Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout. Comparisons can be given using a table.
Construct Draw, using the data provided.
Define Give the precise meaning of a word or phrase as concisely as possible.
Describe Give a detailed account, including all the relevant information.
Design Produce a plan or model.
Determine Find the only possible answer.
Distinguish Describe the differences between two or more items.
Draw Represent by means of pencil lines. Add labels unless told not to do so.
Estimate Find an approximate value for an unknown quantity, based on the information provided and scientific knowledge.
Evaluate Comment on the accuracy and suggest improvements.
Explain Give a clear account including causes and reasons.
Identify Find an answer from a number of possibilities.
List Give a sequence of names or other brief answers.
Measure Find a quantity and state it using a number and SI unit.
Outline Give a brief account or summary, including essential information only.
Predict Give an expected result.
State Give a specific name or other brief answer.
Suggest Give your ideas.
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Numerical Questions
Here we are looking for evidence of:
1) Logical progression of thought.
2) Ability to select the correct formula and rearrange it.
3) Ability to convert units e.g. g to kg; N/m2 to N/cm2; J to kJ and to use the units correctly.
4) Ability to handle large and small numbers efficiently and significant figures sensibly.
Approach to answering numerical questions
a) Read the question carefully.
b) Draw a diagram. This is essential. It allows you to see the problem. You may need to re-sketch the diagram for different parts of the question.
c) Pull out the quantities from the question and write them down as they appear with their units.
d) Convert the units e.g. cm/s to m/s, if necessary, so that they are compatible.
e) Choose a formula which connects the quantities you have and that will lead to the answer. Write it down in its usual form. e.g. F = ma
f) If necessary, rearrange the formula e.g. m = F/a, to give the quantity you wish to find, (the subject), on the left-hand side.
g) Now put in the quantities. Don't put the units in as well as this will confuse.
h) Arrange your work vertically m = F / a Formulai.e. only one = sign per line m = 20 / 4 Working
m = 5kg Answer / Unit
i) At some stage in answering the question you will need to state your reasoning e.g. ‘By Newton's 2nd Law'
j) Single underline subsidiary answers to indicate the end of a stage in your writing. Double underline your final answer.
k) UNITS: Check you have included them in all subsidiary and final answers.
l) Similarly No. of moles = gramsRAM
No. of moles = 3612
No. of moles = 3 moles
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m) Check your working. Have you rearranged the formula correctly. Have you converted the units before entering them. Does the figure you have calculated seem reasonable. Estimate what the answer should be in your head. If your work is set out well it should be easy for you to check and for your teacher to follow.
If you are thorough in your approach to answering questions and you adopt a step by step approach, you will make far fewer mistakes.
Remember: a large proportion of the marks are awarded for working out. If you have set out your work correctly, you will still get these marks even if the final answer is wrong.
Initially you will find this approach takes a little longer BUT you will make fewer mistakes and it does get quicker.
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Drawing Apparatus
Apparatus Name Diagram What it is used forTest tube Storing or mixing solids and
liquids
Boiling tube Heating solids and liquids
Beaker Holding liquids or solids
Conical flask (i.e. cone-shaped)
Holding and mixing liquids
Measuring cylinder Measuring volumes of liquid
Tripod Supporting apparatus during heating by Bunsen burner
Gauze Supporting a beaker or flask and spreading the heat from the flame
Bunsen burner Heating things
Evaporating dish Evaporating the water from a solution
Funnel Directing poured liquids
Rubber bung with a hole
The hole is so that a tube or thermometer can be put into the liquid without any gases escaping
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Electrical Circuit Symbols
The Following Circuit symbols are required for MYP Physics
Wires and connections Component Circuit Symbol Function of Component
Wire To pass current very easily from one part of a circuit to another.
Wires joined
A 'blob' should be drawn where wires are connected (joined), but it is sometimes omitted. Wires connected at 'crossroads' should be staggered slightly to form two T-junctions, as shown on the right.
Wires not joined
In complex diagrams it is often necessary to draw wires crossing even though they are not connected. I prefer the 'bridge' symbol shown on the right because the simple crossing on the left may be misread as a join where you have forgotten to add a 'blob'!
Power Supplies Component Circuit Symbol Function of Component
CellSupplies electrical energy.The larger terminal (on the left) is positive (+). A single cell is often called a battery, but strictly a battery is two or more cells joined together.
BatterySupplies electrical energy. A battery is more than one cell.The larger terminal (on the left) is positive (+).
DC supplySupplies electrical energy.DC = Direct Current, always flowing in one direction.
AC supplySupplies electrical energy.AC = Alternating Current, continually changing direction.
FuseA safety device which will 'blow' (melt) if the current flowing through it exceeds a specified value.
Transformer
Two coils of wire linked by an iron core. Transformers are used to step up (increase) and step down (decrease) AC voltages. There is no electrical connection between the coils.
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Output Devices: Lamps, Heater, Motor, etc. Component Circuit Symbol Function of Component
Lamp (lighting)
A transducer which converts electrical energy to light. This symbol is used for a lamp providing illumination, for example a car headlamp or torch bulb.
Lamp ( indicator)
A transducer which converts electrical energy to light. This symbol is used for a lamp which is an indicator, for example a warning light on a car dashboard.
Heater A transducer which converts electrical energy to heat.
Motor A transducer which converts electrical energy to kinetic energy (motion).
Buzzer A transducer which converts electrical energy to sound.
Inductor(Coil, Solenoid)
A coil of wire which creates a magnetic field when current passes through it. It may have an iron core inside the coil. It can be used as a transducer converting electrical energy to mechanical energy by pulling on something.
Switches Component Circuit Symbol Function of Component
On-Off Switch(SPST)
SPST = Single Pole, Single Throw.An on-off switch allows current to flow only when it is in the closed (on) position.
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Resistors Component Circuit Symbol Function of Component
Resistor
A resistor restricts the flow of current, for example to limit the current passing through an LED. A resistor is used with a capacitor in a timing circuit. Some publications still use the old resistor symbol:
Variable Resistor(Rheostat)
This type of variable resistor with 2 contacts (a rheostat) is usually used to control current. Examples include: adjusting lamp brightness, adjusting motor speed, and adjusting the rate of flow of charge into a capacitor in a timing circuit.
Meters Component Circuit Symbol Function of Component
VoltmeterA voltmeter is used to measure voltage. The proper name for voltage is 'potential difference', but most people prefer to say voltage!
Ammeter An ammeter is used to measure current.
Audio and Radio Devices Component Circuit Symbol Function of Component
Microphone A transducer which converts sound to electrical energy.
Loudspeaker A transducer which converts electrical energy to sound.
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Sensors (input devices) Component Circuit Symbol Function of Component
LDRA transducer which converts brightness (light) to resistance (an electrical property). LDR = Light Dependent Resistor
Thermistor A transducer which converts temperature (heat) to resistance (an electrical property).
When drawing circuit diagrams or any Science apparatus you must use a pencil and a RULER.
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Periodic Table
Personal laptops
If you have your own laptop and would like to use it in class for writing up assessments or research on the internet you are most welcome to do so. There is wi-fi network access in all the labs and the IT technician will setup the wi-fi for you on your laptop. This will give you full access to the school network (if you are running Windows XP- professional) or only to the internet and school printers if you are running Windows XP home edition.
In addition you can install any Science software (subject to license) that is used in Science lessons.
Please be aware that TISA accepts no responsibility whatsoever for loss or damage to your personal laptop.
Record of Achievement
Use the grids below to record your assessment pieces.
MYP Criteria Name of Assignment Achievement levelCriteria A:One World
MYP Criteria Name of Assignment Achievement levelCriteria B: Communication in Science
MYP Criteria Name of Assignment Achievement levelCriteria C: Scientific Knowledge & Understanding
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MYP Criteria Name of Assignment Achievement levelCriteria D: Scientific Inquiry
MYP Criteria Name of Assignment Achievement levelCriteria E: Processing data
MYP Criteria Name of Assignment Achievement levelCriteria F: Attitudes in Science
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