Grade 9 & 10 Course Reference
Grade
9 & 10
Title
Grade 9 & 10 Course Reference
Student
Science MYP Grade 9 & 10 Course Reference Areas of Interaction
Approaches to learning (ATL) How do I learn best? How do I know? How do I communicate my understanding?
Community and service How do we live in relation to one another? How can I contribute to the community? How can I help others?
Human Ingenuity Why and how do we create? What are the consequences?
Environment Where do we live? What resources do we have or need? What are my responsibilities?
Health and social education How do I think and act? How am I changing? How can I look after myself and others?
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Science MYP Grade 9 & 10 Course Reference The MYP Programme
The Science programme in the MYP is delivered through Areas of Interaction; •
Community and Service
•
Human Ingenuity
•
Environment
•
Health and Social Education
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Science MYP Grade 9 & 10 Course Reference Science MYP Objectives A
One world To understand how science and society are linked together. To understand the consequences of science on our lives. To understand that science can be used to solve local & global problems.
B
Communication in science To develop communication skills in science. To develop presentation skills of scientific information. To develop processing skills of scientific information.
C
Knowledge and understanding of science To understand the main ideas and concepts of science. To apply scientific information to solve problems. To develop critical and reflective thinking skills.
D
Scientific inquiry To define the research question to be investigated. To design and carry out a scientific investigation. To analyse and evaluate the investigation.
E
Processing data To collect and record data appropriately. To present data using appropriate methods. To draw reasoned conclusions.
F
Attitudes in science To safely and skilfully carry out scientific investigations. To work effectively as members of a team. To show respect for themselves, others and the environment.
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Unit Question
Environment
Looking for Patterns in Reactions
How useful are Scientific models?
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Why is it important to understand How can we use Resources more behaviour? efficiently?
Community & Service
Area of Interaction
How does Life continue?
Human Ingenuity
The Building Blocks of Matter
The Building Blocks of Life
Health & Social Education
Chemistry
Biology
Looking for Patterns in Behaviour
2
1
Semester
Grade 9 Overview
Title
Unit Question
Area of Interaction
Title
Details
Science MYP Grade 9 & 10 Course Reference
How can we explore the world around us?
Environment
Looking for Patterns in Waves
How can we measure what we cannot see?
Community & Service
The Building Blocks of Measurement
Physics
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Will anything be smarter than us?
Environment
Area of Interaction
Unit Question
Predicting the Future of Life
Title
2
How can we make useful materials?
How are living things controlled by Chemistry?
Unit Question
What are the extremes in the Universe?
How much do we need? How much will we get?
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Human Ingenuity
Extreme Measurements
How can we make journeys more safely?
Health & Social Education
Predicting the Next Move
Physics
Health & Social Education
Predicting Reactions
Community & Service
Human Ingenuity
1
Making Useful Materials
Chemistry
Area of Interaction
Biology
The Chemistry of Life
Semester
Grade 10 Overview
Title
Details
Science MYP Grade 9 & 10 Course Reference
Science MYP Grade 9 & 10 Course Reference Science Command Terms Key word
Meaning
Annotate
Add brief notes to a diagram or graph.
Apply
Use an idea, equation, principle, theory or law in a new situation.
Calculate
Find a numerical answer showing the relevant stages in the working.
Define
Give the precise meaning of a word, phrase or physical quantity
Describe
Give a detailed account.
Distinguish
Give the differences between two or more different items
Draw
Represent by means of pencil lines.
Estimate
Find an approximate value for an unknown quantity
Identify
Find an answer from a given number of possibilities
Label
Add labels to a diagram
List
Give a sequence of names or other brief answers with no explanation.
Measure
Find a value for a quantity.
Outline
Give a brief account or summary.
Analyse
Interpret data to reach conclusions
Comment
Give a judgment based on a given statement or result of a calculation.
Compare
Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout.
Construct
Represent or develop in graphical form
Deduce
Reach a conclusion from the information given.
Derive
Manipulate a mathematical relationship(s) to give a new equation or relationship
Design
Produce a plan, simulation or model
Determine
Find the only possible answer
Discuss
Give an account including a range of arguments for and against the relative importance of various factors, or comparisons of alternative hypotheses.
Evaluate
Assess the implications and limitations
Explain
Give a detailed account of causes, reasons or mechanisms
Predict
Give an expected result
Show
Give the steps in a calculation or derivation
Sketch
Represent by means of a graph showing a line and labelled but un-scaled axes but with important features (for example, intercept) clearly indicated.
Solve
Obtain an answer using algebraic and/or numerical methods
Suggest
Propose a hypothesis or other possible answer
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Science MYP Grade 9 & 10 Course Reference Laboratory Safety Rules
1. Do not enter any laboratory or science office unless your teacher has asked you to do so. 2. You must always follow the instructions given to you by your teacher. You must not use chemicals or apparatus for any other purpose. 3. Do a ‘risk assessment’. Does the experiment you are doing have any risks (danger) for you or your neighbour? If so, take precautions. Make sure you: a) Wear an apron and goggles if necessary b) Take great care of any flames. c) Keep hair and loose clothes away from flames. d) Keep bags where people will not fall over them. 4. The following activities are not allowed in any of the laboratories: a) Running b) Throwing things c) Wearing outside coats d) Eating, drinking or chewing gum e) Doing your own experiments without permission f)
Touching any science equipment without permission
5. Any accident or near- accident, or any breakage, must be reported to your teacher immediately 6. Make sure you know the emergency routines; a) Where is the eye wash equipment? b) Where is the fire blanket? c) Where is the nearest fire escape? d) Where is the fire extinguisher? Where is the nearest first aid kit? (you would not normally have to use these last two yourselves) 7. Most laboratory rules are just common sense. If you think you should not be doing something – then do not do it!
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Science MYP Grade 9 & 10 Course Reference Assessment in Science
Assessment of Criteria A and B Criteria A (One World) and B (Communication) assess students’ ability to research, analyze and present scientific information. The general criteria in Biology, Chemistry and Physics are given in this booklet. Students are expected to; •
Do the necessary research in their own time;
•
Bring selected printed material, including tables, pictures and a bibliography to the teacher before starting the assessment.
Students will be given lesson time to handwrite this assignment in class under test conditions. In this case; •
Pictures / diagrams can be included in the assignment but these should be fully referenced in order to gain credit for them.
•
All sources of work should be fully referenced using the MLA referencing style.
Assessment of Criteria D, E and F Laboratory work forms a significant element of the assessment framework in Science. In the MYP programme the criteria are; •
Criterion D(Scientific Inquiry)
•
Criterion E (Processing Data)
•
Criterion F(Attitudes in Science)
These criteria will be assessed as a practical work during a sequence of lessons. The students will usually plan and perform an experiment in class. After the allocated time for collecting the data, the teacher will inform students of the period of time during which they can; •
Work on their lab report
•
Hand in a draft of their work for comments.
•
Hand in their final written assessment.
The final written assessment should include all raw data collected in class. Work handed in after the assessment hand-in week will not normally be considered for assessment.
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Science MYP Grade 9 & 10 Course Reference A – One World
Level
0
1-2
A: One World
Advice and Clarifications
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student states how science is applied and how it may be used to address a specific problem or issue in a local or global context.
I have stated the problem
The student states the effectiveness of science and its application in solving the problem or issue.
The student describes how science is applied and how it may be used to address a specific problem or issue in a local or global context.
3-4
I have described the problem scientifically. I have considered some possible solutions to the problem.
The student describes the effectiveness of science and its application in solving the problem or issue. The student describes the implications of the use and application of science interacting with at least one of the following factors: moral, social, economic, political, environmental, cultural and ethical.
The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context.
5-6
I have compared alternative solutions to the problem. I have described how my solution to the problem affects at least one area of our lives. I am close to the word limit.
I have explained the problem scientifically in detail. I have discussed how effective my solution to the problem would be.
The student discusses the effectiveness of science and its application in solving the problem or issue.
I have discussed the implications of my solution to the problem.
The student discusses and evaluates the implications of the use and application of science interacting with at least two of the following factors: moral, social, economic, political, environmental, cultural and ethical.
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I have stated some benefits or limitations of my solution to the problem.
I have evaluated how my solution to the problem affects (at least two areas of our lives.) I am within the word limit.
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Science MYP Grade 9 & 10 Course Reference A – Explanatory Notes
One world enables students to gain a better understanding of the role of science in society and allows them to explore how scientific developments and applications are applied and used to address specific problems or issues in local and global contexts. This report, particularly in Grades 9 and 10, should be between 700 and 1200 words in length.
Students should be able to: Explain the ways in which science is applied and used to address a specific problem or issue. Discuss the effectiveness of science and its application in solving the problem or issue. Discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues. Assessment tasks should give students the opportunity to explore how science is used to address a specific problem or issue. Students are required to critically discuss and evaluate the implications associated with the use and application of science by considering moral, ethical, social, economic, political, cultural and environmental factors. Suitable assessment tasks for criterion A include written pieces of work, essays, case studies and research projects, as well as debates, oral and multimedia presentations.
Key word
Definition
Describe
to give a detailed account.
Discuss
to give an account including, where possible, a range of arguments for and against the relative importance of various factors and comparisons of alternative hypotheses.
Evaluate
to assess the implications and limitations.
Explain
to give a clear account, including causes and reasons or mechanisms.
State
to give a specific name, value or other brief answer without explanation or calculation.
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Science MYP Grade 9 & 10 Course Reference B - Communication
Level
0
B: Communication
Advice and Clarifications
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student uses a limited range of scientific language correctly. 1-2
The student communicates scientific information with limited effectiveness. The student makes little attempt to document sources of information.
3-4
I have made an effort to present my information clearly. I have made an effort to include a bibliography
The student uses some scientific language correctly.
I have presented my information using some clearly described scientific terms and ideas.
The student communicates scientific information with some effectiveness.
I have made an effort to present my information clearly using both text and graphical sources, so that my audience can understand it,
The student partially documents sources of information.
I have included a bibliography.
The student uses sufficient scientific language correctly. 5-6
I have presented my information using some scientific words or ideas
I have presented my information using a range of clearly described scientific terms and ideas.
The student communicates scientific information effectively.
I have presented my information clearly using text and graphics with impact, so that my audience can understand my arguments clearly.
The student fully documents sources of information correctly.
I have included references to my sources at the point of use (in-line referencing). I have included a detailed bibliography.
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Science MYP Grade 9 & 10 Course Reference B – Explanatory Notes
Communication in science enables students to develop the communication skills to become competent and confident when communicating information in science. Students should be able to use different communication modes, including verbal (oral, written) and visual (graphic, symbolic), as well as appropriate communication formats (laboratory reports, essays, and multimedia presentations) to effectively communicate scientific ideas, theories, findings and arguments in science. Students should be able to: •
Use scientific language correctly.
•
Use appropriate communication modes and formats.
Acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system. Suitable assessment tasks for criterion B include scientific investigation reports, research essays, case studies, written responses, debates and multimedia presentations among others. The first strand of the criterion requires students to use scientific language correctly. Teachers are expected to determine within the context of the task what constitutes acceptable evidence for “limited range”, “some” and “sufficient” scientific language and communicate this to students. Effective communication in this context implies that the work achieves what it intends to, including being successful and convincing, well structured and presented in a logical sequence, and supported by evidence as appropriate. It involves the use of appropriate communication modes and formats to communicate scientific ideas, theories or findings to a particular audience in a successful way. Criterion B can be used with a range of tasks such as written pieces of work as well as oral and multimedia presentations. In all cases students are expected to acknowledge the work of others and the sources of information used by referencing (or citing). The IB does not prescribe any particular referencing system. Schools are allowed to follow a recognized referencing system of their choice in a consistent manner. The statement “when appropriate to the task” means that, depending on the nature of the tasks (and generally for written pieces of work), students are required to fully document the sources used.
Key word
Definition
Document
to credit fully all sources of information used by referencing (or citing), following one recognized referencing system. References should be included in the text and also at the end of the piece of work in a reference list or bibliography.
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Science MYP Grade 9 & 10 Course Reference C – Knowledge and Understanding
Level
0
1-2
C – Knowledge and Understanding
Advice and Clarifications
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student recalls some scientific ideas, concepts and/or processes.
I know about the main ideas in this topic. I can answer simple problems on this topic.
The student applies scientific understanding to solve simple problems.
The student describes scientific ideas, concepts and/or processes. 3-4
The student applies scientific understanding to solve complex problems in familiar situations. The student analyses scientific information by identifying parts, relationships or causes.
I can read information from tables and graphs. I can use information from tables and graphs to help me make conclusions.
I can explain scientifically and give examples of the main ideas in this topic. I can calculate information from tables and graphs.
The student applies scientific understanding to solve complex problems including those in unfamiliar situations.
I can use information from tables and graphs in problems that are new to me.
The student analyses and evaluates scientific information and makes judgments supported by scientific understanding.
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I can explain the main ideas in the topic using some scientific arguments.
I can write conclusions from the information given using some scientific ideas.
The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations. 5-6
I can describe and give examples of the main ideas in this topic.
14
I can write scientific conclusions using my knowledge and the evidence available. I can evaluate the strengths and weaknesses of the information given
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Science MYP Grade 9 & 10 Course Reference C – Explanatory Notes
Knowledge and understanding of science enables students to demonstrate their understanding of science by applying scientific knowledge to construct scientific explanations, solve problems and formulate scientifically supported arguments. Students should be able to: •
Recall scientific knowledge and use scientific understanding to construct scientific explanations
•
Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
•
Critically analyse and evaluate information to make judgments supported by scientific understanding.
The first strand of the criterion refers to students using scientific knowledge. It requires students to “recall/describe/use scientific ideas, concepts and/or processes”. However, this list is not exclusive and may also include scientific models, laws, principles and theories as appropriate to the task. To reach the highest level of the criterion, students are required to make scientifically supported judgments about the validity and/or quality of the information presented to them. For this purpose assessment tasks could include questions dealing with “scientific claims” presented in media articles (newspapers, television, the internet, and so on), or the results and conclusions from experiments carried out by others, or any question that challenges students to critically analyse and evaluate the information and that allows them to formulate arguments about its validity and/or quality using their knowledge and understanding of science.
Key word
Definition
Analyse
to identify parts and relationships and to interpret information to reach a conclusion.
Complex problems
refers to problems that are set in a familiar or unfamiliar context and require analysis. These problems can often be broken down into sub-problems or stages, each of which requires the selection and application of the appropriate principle, rule, equation or method.
Evaluate
to assess the implications and limitations; to make judgments about the value of ideas, works, solutions and methods in relation to selected criteria.
Simple problems
refers to straightforward problems that are clearly stated and set in a familiar context, and require the student to apply the appropriate principle, rule, equation or method.
Unfamiliar situation
refers to a problem or situation in which the context or the application is modified so that it is considered unfamiliar for the student.
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Science MYP Grade 9 & 10 Course Reference D – Scientific Inquiry
Level
0
D – Scientific Inquiry
Advice and Clarifications
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student attempts to state a focused problem or research question. 1-2
I have attempted to write an aim.
The method suggested is incomplete. The student attempts to evaluate the method and respond to the focused problem or research question.
The student states a focused problem or research question and makes a hypothesis but does not explain it using scientific reasoning.
3-4
5-6
The student selects appropriate materials and equipment and writes a mostly complete method, mentioning some of the variables involved and how to manipulate them.
I have written a simple method. I have attempted to evaluate the method.
I have written an aim and a simple hypothesis. I have written a scientific method that allows for the collection of relevant data. I have described the independent, dependent and controlled variables.
The student partially evaluates the method. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests some improvements to the method or makes suggestions for further inquiry when relevant.
I have described some difficulties in the method and ways that it could be improved. I have compared my conclusion to my hypothesis and I have described some ways that the investigation can be extended.
The student states a clear focused problem or research question, formulates a testable hypothesis and explains the hypothesis using scientific reasoning.
I have written an aim and have described the independent, dependent and controlled variables appropriately for a fair test. I have written a hypothesis using appropriate scientific ideas.
The student selects appropriate materials and equipment and writes a clear, logical method, mentioning all of the relevant variables involved and how to control and manipulate them, and describing how the data will be collected and processed.
I have written a detailed scientific method that allows for the collection of sufficient relevant data.
The student evaluates the method, commenting on its reliability and validity. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests realistic improvements to the method and makes suggestions for further inquiry when relevant.
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I have evaluated the method and have commented on the suitability of the instruments and whether it was a fair test. I have given realistic and relevant improvements to my method that follow from my evaluation and I have described specific ways that the investigation can be extended.
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Science MYP Grade 9 & 10 Course Reference D – Explanatory Notes
This criterion enables students to design and carry out scientific investigations independently. Students should be able to: •
State a focused problem or research question to be tested by a scientific investigation.
•
Formulate a testable hypothesis and explain it using scientific reasoning.
•
Design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed, and the way in which the data is to be collected and processed.
•
Evaluate the validity and reliability of the method.
•
Judge the validity of the hypothesis based on the outcome of the investigation.
•
Suggest improvements to the method or further inquiry, when relevant.
To explain the hypothesis using scientific reasoning requires students to include in their explanations the scientific concepts, theories or understanding that support their thinking of why or how something might happen the way they have hypothesized or predicted. When designing a scientific investigation, students should develop a method that will allow them to collect sufficient data so that the research question can be answered and the reliability of the data evaluated. Students will be provided with an open-ended problem to investigate. An open-ended problem is one that has several independent variables from which students can/could choose one as a suitable basis for the investigation. This should ensure that students formulate a range of plans and that there is sufficient scope to identify both independent and controlled variables.
Key word
Definition
Explain
to give a detailed account of causes, reasons or mechanisms.
Reliability of the method
refers to whether the method allows for the collection of sufficient reliable data to answer the question. This depends upon the selection of the measuring instrument, the precision and accuracy of the measurements, errors associated with the measurement instrument, the size of the sample, the sampling techniques used and the number of readings.
Validity of the method
refers to whether the method allows for the collection of sufficient valid data to answer the question. This includes factors such as whether the measuring instrument measures what it is supposed to measure, the conditions of the experiment and the manipulation of variables (fair testing).
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Science MYP Grade 9 & 10 Course Reference E – Processing Data
Level
0
E – Processing Data
Advice and Clarifications
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student collects some data and attempts to record it in a suitable format.
1-2
The student organizes and presents data using simple numerical or visual forms.
I have obtained some results in an experiment.
The student attempts to identify a trend, pattern or relationship in the data.
I have attempted to identify a pattern, trend or relationship in my results.
The student attempts to draw a conclusion but this is not consistent with the interpretation of the data.
I have written a simple conclusion.
The student collects sufficient relevant data and records it in a suitable format.
3-4
The student organizes, transforms and presents data in numerical and/or visual forms, with few errors or omissions. The student states a trend, pattern or relationship shown in the data. The student draws a conclusion consistent with the interpretation of the data.
The student collects sufficient relevant data and records it in a suitable format. The student organizes, transforms and presents data in numerical and/or visual forms logically and correctly. 5-6
The student describes a trend, pattern or relationship in the data and comments on the reliability of the data.
I have obtained a range of results from my experiment. I have written my results in a table. I have processed my results and have presented them. I have identified a pattern, trend or relationship in my results. I have written a conclusion based on my results.
I have obtained a wide range of results from my experiment and have written them into a table, with a title, labels and units. I have processed my results clearly using examples and have presented them in an appropriate way. I have calculated and commented on the precision (reliability) and accuracy (validity) of the data. I have identified trends, patterns or relationships in my results and calculated any values as appropriate.
The student draws a clear conclusion based on the correct interpretation of the data and explains it using scientific reasoning.
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I have written my results in a simple table.
I have written a detailed scientific conclusion for my results.
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Science MYP Grade 9 & 10 Course Reference E – Explanatory Notes
Processing data refers to enabling students to organize, process and interpret quantitative and qualitative data. Students should be able to: •
Collect and record data using units of measurement as and when appropriate.
•
Organize, transform and present data using numerical and visual forms analyse and interpret the data.
•
Draw conclusions consistent with the data and supported by scientific reasoning.
Suitable assessment tasks for criterion E include scientific investigations carried out by students, as well as laboratory reports and studies that provide students with sufficient raw data for processing and further analysis. Suitable assessment tasks can include scientific investigations carried out by students where students collect and record raw data for themselves, as well as data from investigations carried out by others (generally data from scientific articles in journals, books or the internet). Assessment tasks where the data is provided in preformatted tables with columns, headings and units of measurement are unlikely to allow students to reach the highest level of achievement for this criterion.
Key word
Definition
Numerical forms
may include mathematical calculations such as averaging, or determining values from a graph or table. Qualitative data: refers to non-numerical data or information that it is difficult to measure in a numerical way.
Quantitative data
refers to numerical measurements of the variables associated with the investigation.
Transforming data
involves processing raw data into a form suitable for visual representation. This process may involve, for example, combining and manipulating raw data to determine the value of a physical quantity (such as adding, subtracting, squaring or dividing), and taking the average of several measurements.
Suitable format
may include tables with appropriate headings and units, large clearly labelled diagrams or concisely worded observations.
Visual forms
may include drawing graphs of various types appropriate to the kind of data being displayed (line graphs, bar graphs, histograms, pie charts, and so on).
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Science MYP Grade 9 & 10 Course Reference F – Attitudes in Science
Level
0
F – Attitudes in Science
Student Description
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student requires some guidance to work safely and some assistance when using material and equipment. 1-2
The student requires some guidance to work responsibly with regards to the living and nonliving environment.
I had to be reminded about working safely
When working as a part of a group, the student needs frequent reminders to cooperate with others.
The student requires little guidance to work safely and little assistance when using material and equipment. 3-4
The student works responsibly with regards to the living and non-living environment. When working as part of a group the student cooperates with others on most occasions.
The student requires no guidance to work safely and uses material and equipment competently. 5-6
The student works responsibly with regards to the living and non-living environment. When working as part of a group, the student cooperates with others.
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I attempted the experiment but often needed help.
20
When working with other students I found that the scientific quality of the experiment was reduced.
I carried out the experiment with only occasional help. I had due regard for the safety of myself, others and the environment. When working with other students the scientific quality of the experiment was satisfactory.
I carried out the experiment without any help. I had due regard for the safety of myself, others and the environment When working with other students the scientific quality of the experiment was enhanced.
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Science MYP Grade 9 & 10 Course Reference F – Explanatory Notes
Attitudes in science encourages students to develop safe, responsible and collaborative working practices when carrying out experimental work in science. During the course students are expected to: •
Work safely and use material and equipment competently.
•
Work responsibly with regards to the living and non-living environment.
•
Work effectively as individuals and as part of a group by collaborating with others.
Evidence of performance for this criterion should be collected from the observation of students when working individually and in groups. This criterion should be internally assessed but is not externally moderated.
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Science MYP Grade 9 & 10 Course Reference AB Assessment Example
This article illustrates one way of referencing sources appropriately. Introduction Before the refrigerator was invented it was very difficult to preserve fresh food. Various ways of keeping food cool were used, depending on the culture. For example, snow was commonly used and still is in some parts of the world.(2) Each culture had its own way of preserving food. The ability to keep food fresh without altering its original taste and nutrients was and still is very important.
Development Early experiments in refrigeration were performed by Benjamin Franklin in 1758 (3). He managed to cool objects down to temperatures of -14⁰C and declared that; "From this experiment, one may see the possibility of freezing a man to death on a warm summer's day".(3).
The Science of the Refrigerator – Volatile Liquids All modern refrigerators make use of a volatile liquid - a liquid that will turn to a gas very easily. A common liquid in older fridges is Freon though this has now been banned because it is harmful to the environment. In today’s refrigerators another gas is used (HFC) which is less harmful for the ozone layer but is a powerful greenhouse gas causing global warming. Global warming is a huge issue that is already having significant effects on our environment. One major cause of global warming is thought to be gases that we release into the atmosphere (1). Scientists are looking for environmentally friendly chemicals such as hydrocarbons that can be used in fridges.(4) (Graphic from (4).)
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Science MYP Grade 9 & 10 Course Reference AB Assessment Example
The Science of the Refrigerator – Removing Heat Energy The volatile liquid is pumped through a network or circuit of fine tubes at the back of the fridge. The liquid takes heat energy out of the fridge compartment and in doing so turns to a gas. On the way back around the circuit the gas is then turned back into a liquid by a compressor. In taking heat out of the fridge compartment, the contents will have become colder.(4) The effect is rather like sweating – on a hot day you will sweat. The sweat will take heat energy from you and so turn to a gas and evaporate. In doing so you lose heat energy, so you cool down.
Social, Cultural and Economic Impact Refrigeration led to a more varied diet and improved health. Exotic foods can be imported and enjoyed all over the world. Refrigeration is a competitive industry and has a big impact on the global economy (import and export). A fridge has become a necessity for every household and has changed our eating habits and culture. Refrigeration is also very useful in a wide range of other areas such as air conditioning in buildings and the storage of medicines (5).
Bibliography 1. Global Warming: The Physics of the Greenhouse Effect. Teachers Domain. [Online] http://www.teachersdomain.org/resource/phy03.sci.phys.matter.greenhouse2/. 2. Encyclopaedia Brittanica - Refrigeration. Encyclopedia Brittanica. [Online] http://www.britannica.com/EBchecked/topic/495746/refrigeration. 3. Wikipedia - Refigeration. Wikipedia. [Online] http://en.wikipedia.org/wiki/Refrigeration. 4. How Things Work - How Does a Refrigerator Work? California Energy Comission. [Online] http://www.energyquest.ca.gov/how_it_works/refrigerator.html. 5. U.S. EPA - Refrigeration and Air Conditioning. World Book Online. [Online] http://www.epa.gov/ozone/snap/refrigerants/. 6. Duke University Chemistry Department. http://www.chem.duke.edu/~jds/cruise_chem/nuclear/uses.html. [Online] 7. Columbia University Physics department. http://www.columbia.edu/cu/physics/pdf-files/Lab_1-01.pdf. [Online] 8. S-Cool Revision. [Online] http://www.s-cool.co.uk/category/subjects/a-level/physics/radioactive-decayequations.
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Science MYP Grade 9 & 10 Course Reference DE Assessment Example
Modelling Radioactive Decay Radioactivity is a natural process that happens all around us, all of the time. Radioactivity is a very important natural process. For example, it is used to detect leaking pipes underground and also in brain scans (source 1) Radioactivity can be very dangerous as well as useful, so it is important to understand the process of radioactive decay. When radioactive substances emit (give out) radioactive particles, they are said to “decay”. There is a fixed chance (probability) that, in any one second, a radioactive atom will decay. This is a bit like rolling a die – there is a fixed chance of rolling a six every time you roll it. In this experiment you will model the decay of radioactive material using dice. The research question that you will have to answer is; Research Question How long does it take for half of the radioactive atoms to decay? Since you will be using dice, your research question could be written as; how many rounds are needed to half the number of dice? Method: •
Take 64 dice and put them into a container, then roll all 32 dice at the same time.
•
Count and take out the dice that show a “6”. Record the number of sixes next to “Round 1”.
•
Roll the remaining dice and once again count and take out the “6”’s, recording this number next to “Round 2”
•
Keep going until there no more dice left to roll (or a maximum of 20 rounds is reached)
•
Repeat the experiment five more times.
•
Find the total number of sixes and uncertainty in the total number.
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Science MYP Grade 9 & 10 Course Reference DE Assessment Example
Results Number of Sixes Rolled
Uncertainty
Round
1st
2nd
3rd
4th
5th
Total
1
22
21
16
25
17
101
10
9.9
2
16
18
18
17
22
91
10
11.0
3
16
11
20
15
16
78
9
11.5
4
9
16
9
14
16
64
8
12.5
5
11
11
13
11
7
53
7
13.2
6
11
9
11
7
8
46
7
15.2
7
7
8
7
7
6
35
6
17.1
8
6
7
7
7
7
34
6
17.6
9
4
5
4
4
5
22
5
22.7
10
5
5
4
4
3
21
5
23.8
11
3
4
4
3
4
18
4
22.2
12
3
2
3
3
2
13
4
30.8
13
3
2
2
2
2
11
3
27.3
14
2
2
2
2
2
10
3
30.0
15
2
1
1
1
2
7
3
42.9
16
1
1
1
1
1
5
2
40.0
17
1
1
1
1
1
5
2
40.0
18
1
0
1
1
1
4
2
50.0
19
1
1
1
1
1
5
2
40.0
20
1
1
0
0
1
3
2
66.7
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Science MYP Grade 9 & 10 Course Reference DE Assessment Example
Results – Calculations To find the total number of sixes, for each round then add up the number of sixes. For example in round 1;
22 21 16 25 17 101 The uncertainty is taken as the square root of the total number rolled.(source 2). For example, in the first Round;
√101 10 (all numbers will be rounded to the nearest whole number) Precision The percentage uncertainty for Round 1 was calculated as;
% 100
10 10% 101
The precision is the average percentage uncertainty. This figure comes out at 27%, which would suggest very imprecise data!
Theory The chance of one die rolling a six is 1 in 6. This is called the “decay constantâ€? and is given the symbol Îť. According to the formula for radioactive decay (8), the half life can be calculated as;
ln 2
Using the value of 1/6 for Îť we get;
0.693 4.16 & '( 1$ 6
So we can compare our value for the half life to this figure.
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Science MYP Grade 9 & 10 Course Reference DE Assessment
Results – Graphs. The graph of the experimental is shown on the next page. The line of best for the experimental data passes through all of the uncertainties, which suggests that it is a valid line of best fit. We can use the graph to calculate a quantity called the half life. Taking values from the line of best fit we get; Initial Number
Round
Half Number
Round
Half Life (in Rounds)
80
2.8
40
6.4
=6.4-2.8 = 3.6
60
4.3
30
8.0
=7.0 – 4.3 = 3.7
50
5.2
25
8.8
=8.8-5.2 = 3.6
Average Half Life =3.63 Rounds Uncertainty in Half Life (Range/2) =0.05 Rounds According to the formula for radioactive decay (source 3), since the chance of decay is 1/6 then the half life should be 4.16 rounds. This would give an accuracy of;
) & 100 100
* + & ' , &
4.16 - 3.63 13% 4.18
Which suggests that the dice experiment was not so accurate.
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Blue Line is the line of best fit for the experimental values.
Science MYP Grade 9 & 10 Course Reference
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Dice Experiment
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Science MYP Grade 9 & 10 Course Reference DE Assessment
Conclusion ad Evaluation Dice have been used in an experiment to model radioactive decay. The trend of the line of best fit is given by;
134 /0.12 3 ( ; 5&67 8 9 ( 134 /0.12 :;<=> Radioactive decay is an exponential process, so the line of best fit has been chosen accordingly. The half life was measured from the graph 3 times and the average half life was then calculated with its uncertainty as;
), ? 3.63 @ 0.05 A & '( The precision of the data for each individual round was calculated to be 27% on average. The data from the first few rounds had a precision of around 10% but this got steadily worse as the round increased. This would suggest that much more data is required in order to increase the precision for higher rounds. On the other hand, the precision of the average half life above is; B ( 100
0.05 1.4% 3.63
Which is excellent, suggesting that we already have enough data. The half life obtained from the calculation was 4.16 rounds. Comparing this to the numbers from the experiment, the accuracy is 13%. This suggests that the model does not agree with the experiment very well. Again, collecting much more might confirm the disagreement with the theory. For example the data from a whole class of students if each had 128 dice to roll and the results for the whole class were added together. Bibligraphy Source 1. Duke University Chemistry Department. http://www.chem.duke.edu/~jds/cruise_chem/nuclear/uses.html [Online] Source 2. Columbia University Physics department. http://www.columbia.edu/cu/physics/pdffiles/Lab_1-01.pdf .[Online] Source 3. S-Cool Revision. [Online] http://www.s-cool.co.uk/category/subjects/alevel/physics/radioactive-decay-equations (Online)
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Science MYP Grade 9 & 10 Course Reference Tips for Planning Aim •
What are you going to investigate?
•
How are you going to do it?
Hypothesis •
What will be the effect of changing the independent variable?
•
Explain using scientific knowledge why you think this will happen
•
Have you any trial preliminary data to help you identify the significance of possible variables?
Variables Make a list of your variables in the following way; •
Independent variable – the factor that you change and measure.
•
Dependent variable – the factor that changes in your experiment that you will also measure.
•
Controlled (fixed) variables – factors that you will keep the same to make it a fair test.
Apparatus •
Write a list of apparatus you will need in order to do your experiment.
•
Draw a labelled diagram of your apparatus for each design that you make.
Method •
Describe what it is you are trying to do in this investigation. It is good to make a plan that is a step by step guide, so that somebody else could follow it.
•
Describe how you will make your experiment a fair test.
•
Describe how you will make your experiment safe.
•
Explain how you will make your measurements precise
•
Explain how you will make your measurements accurate
•
State the number of measurements that you intend to make.
•
State the number of times that you intend to repeat your measurements.
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Science MYP Grade 9 & 10 Course Reference Tips for Concluding and Evaluating Data Collection Make sure that all tables have; •
A heading (title) as appropriate – it should be clear what the data shows.
•
Labels and units where appropriate
•
Uncertainties for all raw data where appropriate.
Data Processing •
Calculations (e.g. average, range, uncertainty etc)
•
An appropriate graph
Make sure that all graphs have; •
A title, labels and units
•
Uncertainties represented as error bars, where appropriate.
•
A line of best fit through the uncertainties, where appropriate.
Conclusion and Evaluation • Describe what your results tell you – look for trends and patterns in your data. • Explain the results using scientific knowledge – is there a theory that you can use? • Compare your results to your hypothesis. Do your results support your hypothesis? • Evaluate the strengths and weaknesses of your experiment. • Calculate the precision and / or the accuracy of your data, if possible. • Describe another factor that you could investigate and outline how you would do it. • Describe how you could extend or modify the investigation to look at a related area. • Complete a table as shown below
Problem
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Why it is a problem
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Possible Improvements
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Science MYP Grade 9 & 10 Course Reference Data Processing
Average, Range and Uncertainty Look at the following table of results for the reaction time of a student; Attempt
1
2
3
4
5
Reaction Time / s
0.45
0.32
0.51
0.25
0.39
Calculate the average;
), ?
0.44 0.32 0.51 0.25 0.38 5
0.38 ( Notice that the answer has the same number of significant figures as the numbers in the table. Calculate the range;
A ? ?C ( , & - D ( , & 0.51 - 0.25 0.26 ( Again, the range has the same number of significant figures as the values used in the calculation. Calculate the uncertainty; 1( E C ' ( F
A ? 0.13 ( 2
2 ' E C ' C ' F ( ' ' ' , 0.10 (
Calculate the percentage uncertainty;
%
100% ), ? G & 0.10 100 0.38
26%
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Science MYP Grade 9 & 10 Course Reference Graphs
Suppose that we record the distance of a runner from a fixed point, at various times. The following data is obtained; Time
Distance
S
m
Âą0.5 s
Âą5m
20
46
70
54
120
60
170
71
220
78
270
82
320
94
370
97
420
111
We now plot this data with the independent variable (the time in seconds) on the x-axis and the dependent variable (the distance in m) on the y-axis. The uncertainties in the data are shown as error bars. In this case the uncertainties for the x-values are too small to plot so only the y-uncertainties will be shown. The uncertainty in the y-values was Âą5m and the corresponding y-error bars for the first two points are shown below;
Error bar max = 54+5 = 59 Error bar max = 46+5 = 51
Error bar max = 46-5 = 41
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Error bar max = 54-5 = 49
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Science MYP Grade 9 & 10 Course Reference Graphs â&#x20AC;&#x201C; Error Bars
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Science MYP Grade 9 & 10 Course Reference Graphs â&#x20AC;&#x201C; Straight Lines of Best fit
The next step is to add an appropriate line of best fit. Generally we can think of this as the simplest line or curve that passes through the uncertainties of the data points. For the data on the graph on the previous page, a straight line of best fit would pass through the uncertainties (but not the data points themselves).
Steepest and Shallowest Lines Looking at the graph, there are several possible straight lines that would qualify as a line of best fit. The two extremes are shown â&#x20AC;&#x201C; these are called the steepest and shallowest lines. Also shown is the â&#x20AC;&#x153;bestâ&#x20AC;? line of best fit. Since this is a straight line, we can calculate the gradient and intercept from the graph for each line. a) Steepest line; H '
116 - 41 1.9 6( /1 40
I J 38 6 b) Shallowest line H '
106 - 51 1.4 6( /1 40
I J 48 6 c) Best line H '
111 - 46 1.6 6( /1 40
I J 44 6 The range and uncertainty in the gradients is; A ? 1.9 - 1.4 0.5 6( /1 A ? @0.25 6( /1 2 The range and uncertainty in the intercepts is; A ? 48 - 38 10 6 @56
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Science MYP Grade 9 & 10 Course Reference Graphs â&#x20AC;&#x201C; Steepest and Shallowest
Steepest line (green) just passes through top of the error bar for the last point
Shallowest line (red) just passes through the bottom of the error bar of the last point.
Shallowest line (red) just passes through the top of the error bar for the first point.
Steepest line (green) just passes through the bottom of the error bar for the first point.
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Science MYP Grade 9 & 10 Course Reference Data Analysis Summary Data Analysis in Physics Quantity
Formula
Average (mean value)
Range
?C ( , & - D ( , &
Uncertainty (simple)
Precision (Average percentage uncertainty)
100
Accuracy (percentage difference of experimental result compared to theory result)
100
8&6 , & ( &67 , & (
A ? 2 & , ?
K9J 6 - C C
Example The times for the period of a pendulum of length 1.0 m were recorded. A calculation gives the period as 2.1 s. Time / s
2.3
1.8 ), ?
2.4
2.3
2.3 1.8 2.4 2.3 2.2 ( 4
A ? 2.4 - 1.8 0.6 (
0.6 0.3 ( 2
B ( 100
0.3 14% 2.2
) & 100
2.2 - 2.1 4.8% 2.1
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Science MYP Grade 9 & 10 Course Reference Prefixes and Standard Units Prefixes and Standard Form Prefix
Symbol
Power of 10
In words
Tera
T
1012
One million million
Giga
G
109
One thousand million
Mega
M
106
One million
Kilo
k
103
One thousand
(one)
One
100
One
milli
m
10-3
One thousandth
micro
Âľ
10-6
One millionth
nano
n
10-9
One thousand millionth
pico
p
10-12
One million millionth
femto
f
10-15
One thousand million millionth
Standard Units for Physical Quantities Quantity
Unit
Symbol
Mass
Kilogram
kg
Length
Metre
M
Time
Second
S
Quantity
Mole
Mol
Speed
Metre per second
ms-1
Acceleration
Metre per second squared
ms-2
Force
Newton
N
Power
Watt
W
Temperature
Kelvin
K
Potential difference
Volt
V
Current
Ampere
A
Resistance
Ohm
â&#x201E;Ś
Charge
Coulomb
C
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Science MYP Grade 9 & 10 Course Reference Fundamental Physical Constants Fundamental Constants in Physics Quantity
Symbol
Value
Speed of light (in vacuum)
c
3.0 x 108 ms-1
Acceleration due to gravity
g
9.81 ms-2
Electron charge
e
1.6 x 10-19 C
me
9.1 x 10-31 kg
Unified atomic mass
u
1.7 x 10-27 kg
Avagadroâ&#x20AC;&#x2122;s constant
NA
(Molar) Gas constant
R
Electron mass
Absolute Zero
6.0 x 1023
8.31 J K-1 mol-1
0 K (Kelvin)
0 K (Kelvin) = -273 0C
0 0C = +273 K (Kelvin)
Astronomical Unit
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au
39
1.5 x 1011 m
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Science MYP Grade 9 & 10 Course Reference Mathematical Relationships
H
O
θ A R
Trigonometry Quantity
Formula
Pythagoras Relation
L ML )L
Sine of angle
sin P
M
Cosine of angle
cos P
)
Tangent of angle
tan P
M )
Circles Quantity
Formula
Area
) UA L
Circumference
+ 2UA
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