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MYP 1 - Cri. C Summative - Science

The student conducted an experiment to test the hypothesis that a DRI-Fit t-shirt would dry faster than a cotton t-shirt, finding that the cotton t-shirt had a slightly faster average drying time of 5.21 hours compared to 5.47 hours for the DRI-Fit t-shirt. Possible sources of error in the experiment are discussed, as well as ways to improve the experimental design and reduce errors in the future. The student determines that their data does not support the original hypothesis and that natural materials like cotton dry more quickly than synthetic materials.

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343 views

MYP 1 - Cri. C Summative - Science

The student conducted an experiment to test the hypothesis that a DRI-Fit t-shirt would dry faster than a cotton t-shirt, finding that the cotton t-shirt had a slightly faster average drying time of 5.21 hours compared to 5.47 hours for the DRI-Fit t-shirt. Possible sources of error in the experiment are discussed, as well as ways to improve the experimental design and reduce errors in the future. The student determines that their data does not support the original hypothesis and that natural materials like cotton dry more quickly than synthetic materials.

Uploaded by

Safia-umm Suhaim- Fareed
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Summative Assessment

MYP1
Science

Revisit the investigation you planned to compare the drying time for a
cotton vs. DRI-fit t-shirts.

Perform the steps in your plan.

Collect three sets of readings (3 drying time readings for cotton and 3
drying time readings for DRI-fit).

Calculate the average of three readings for each t-shirt.

Answer the questions below:

What was your hypothesis? (check your Criterion B document)


I think that DRI fit absorbs the sweat because of its material.

----------------------------------------------------------------------------------------------------

S Make a Data Table


T Which dries faster: DRI Fit or Cotton?
R
A T-Shirt Readings:Time to dry Average
N (measured in hours)
D
DRI-Fit 5:33 5:30 5:41 5:47
C Cotton 4:55 5:00 4:40 5:21
i.

S Observations and - What did you observe (see) during the


T Explanation of experiment?
R Results The cotton t-shirt dried slightly quicker than
A the DRI-Fit t-shirt
N - What did you see while doing the experiment?
D More water dripped from the cotton t-shirt.
- What do you observe (see) in the data table
C and graph?
ii., The cotton t-shirt dried quicker.
iii. - Does your data match your hypothesis?
No
- What could be the scientific reason for this?
(you can do a Google search if you need)
Cotton is natural and will easily absorb but
DRI-Fit is not natural but combined with
many materials which will absorb slowly.
- What can you conclude about the effect of t-
shirt material on drying time?
Natural material dries quicker.

S Sources of Error - Is your data reliable? Why or why not?


T and Impact on yes because i took three rounds.
R Conclusion - Did you make any mistakes while taking the
A readings? If yes, do they affect your
N conclusion?
D No
- Did you use the right tools for the
C experiment? If not, then does it affect your
iv. conclusion?
, Yes because I used a timer
v. - What can you do next time to improve the
experiment next time?

Criterion Student- Teacher


self assessm
assessm ent
ent
C i.

C ii.
C iii.
C iv.
C v.

Assessment Criteria

Lev Criteria C- Processing and evaluating Task specific indicators


el

0 The student does not reach a standard The student does not reach a standard described
described by any of the descriptors below. by any of the descriptors below.

The student is able to: With guidance, the student attempts to collect and
i. collect and present data in numerical and/or record some data in a table.
visual forms With guidance, the student organizes and presents
data using simple mathematical calculation and
ii. accurately interpret data
tables.
iii. state the validity of a hypothesis with limited With guidance, the student attempts to identify a
reference to a scientific investigation trend, pattern or relationship in the data.
iv. state the validity of the method with limited With guidance, the student attempts to draw a
reference to a scientific investigation conclusion but it is not consistent with the
v. state limited improvements or extensions to interpretation of the data.
the method. There is no discussion of errors.

The student is able to: With guidance, the student collects and records
i. correctly collect and present data in relevant data in a suitable format.
numerical and/or visual forms With guidance, the student organizes and presents
3-4 data using numerical and visual forms (bar graphs)
ii. accurately interpret data and describe
with some errors.
results With guidance, the student identifies a trend, pattern
iii. state the validity of a hypothesis based on or relationship in the data.
the outcome of a scientific investigation With guidance, the student draws a conclusion
iv. state the validity of the method based on partially consistent with the interpretation of the
the outcome of a scientific investigation data.
v. state improvements or extensions to the Experimental errors are mentioned.
method that would benefit the scientific
investigation.

The student is able to: With guidance, the student collects and records
i. correctly collect, organize and present data relevant data in a table using units of measurement.
in numerical and/or visual forms With guidance, the student often organizes,
5-6 transforms and presents data in numerical forms
ii. accurately interpret data and describe
(mathematical calculation) and visual forms (bar
results using scientific reasoning graphs) correctly most of the time.
iii. outline the validity of a hypothesis based on With guidance, the student often states a trend,
the outcome of a scientific investigation pattern or relationship shown in the data.
iv. outline the validity of the method based on With guidance, the student often draws a conclusion
the outcome of a scientific investigation based on the interpretation of the data by applying
v. outline improvements or extensions to the scientific reasoning.
Experimental errors and their possible effects are
method that would benefit the scientific
often discussed.
investigation.

The student is able to: With guidance, the student collects and records
i. correctly collect, organize, transform and accurate data in a table with units of measurement.
present data in numerical and/ or visual forms With guidance, the student organizes, transforms
7-8 ii. accurately interpret data and describe and presents data in numerical forms (mathematical
results using correct scientific reasoning calculation) and visual forms (bar graphs) correctly.
With guidance, the student states a trend, pattern or
iii. discuss the validity of a hypothesis based
relationship shown in the data.
on the outcome of a scientific investigation With guidance, the student draws a clear conclusion
iv. discuss the validity of the method based on based on the interpretation of the data by applying
the outcome of a scientific investigation scientific reasoning. Experimental errors and their
v. describe improvements or extensions to the possible effects are discussed.
method that would benefit the scientific
investigation.
Command Terms:
https://www.woostercolts.com/cms/lib/NV02000980/Centricity/Shared/pdf/ib/ibmyp/ibmyp-command-
terms.pdf

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