NAVRACHANA INTERNATIONAL SCHOOL, VADODARA

IB – MYP SCIENCES – CHEMISTRY SUMMATIVE ASSESSMENT COVER SHEET

Name: YEAR: IB-MYP- YR 4 SECTION:

Unit: Electrochemistry
Outline of Assessment Task: The assessment is based on Criteria B: Inquiring and Designing and Criteria C:
Processing and Evaluating.
You have an opportunity to investigate and design a lab using the principle of electrolysis.

For criteria B you will have to formulate a testable hypothesis and explain it using scientific reasoning; explain how to
manipulate the independent variables and how data will be collected related to dependent variables under controlled
conditions.
For criteria C you will have to collect and transform the data; interpret the data and explain the results using scientific
reasoning; discuss the validity of the hypothesis and the method based on the outcome of the investigation; describe
improvements or extensions to the method.

Global Context: Scientific and technical innovation

Key Concept: System
Related Concepts: Movement, energy
Statement of inquiry: Flow of energy in a process determines the product in a system.
Learner Profiles Developed: Inquirers; Risk-taker
ATL Skills Developed: Social skills – Collaborative skill - Manage and resolve conflict and work collaboratively in
teams

B C Teacher Feedback- Areas of Improvement

Criteria/Criterion
Maximum Levels 08 08

Self-Assessed Level

Teacher Assessed Level

ATL Level Achieved-BE/AE/ME/EE

Student
Teacher

ATL Level Descriptor

Below Expectations (BE) – Insufficient evidence of the development, implementation and understanding of the skill.
Approaching Expectations (AE) – Inconsistent evidence of the development, implementation and partial understanding of the
skill
Meeting Expectations(ME) – Consistent evidence of the development, implementation and sufficient understanding of the
skill
Exceeding Expectations (EE) - Explicit and consistent evidence of the development, implementation and full understanding of the
skill
 Approaches to Teaching and Learning Skills
ATL Skill Skill Cluster Explanation- Skill Indicator Strand Used and Visible Thinking Routine Used

Social Skill Collaborative Manage and resolve conflicts and work collaboratively in team – group of students to
skill design their investigation collaboratively and then collect the relevant data.

Understanding Academic Misconduct

The IB defines academic misconduct as behaviour that results in, or may result in, the student or any other student
gaining an unfair advantage in one or more assessment components.

Academic misconduct includes:

o Plagiarism—the representation, intentionally or unwittingly, of the ideas, words or work of another
person without proper, clear and explicit acknowledgment
o Collusion—supporting academic misconduct by another student, as in allowing one’s work to be copied
or submitted for assessment by another
o Duplication of work—the presentation of the same work for different assessment components

o Any other behaviour that gives an unfair advantage to a student or that affects the results of another student
(falsifying data, misconduct during an examination, creating spurious reflections).

Consequences of Academic Misconduct-

The following actions will be taken in the light of academic dishonesty-
o For copying from / passing off peers’ work as one's own, the offence will be recorded and a copy placed in
the student's file.
o For repeated copying from / passing off peers’ work as one's own, a warning letter would be issued and parents
would be informed, a copy of which would be placed in the student's file.
o For cheating in class assignments / Examinations, the student’s work will not be assessed.
o Repeated offences may result in suspension from regular lessons and/ or student being placed on academic
probation as a remedial measure till such time that improvement is evidenced.
o Teachers record compliance of submission dates of assigned tasks. Non-compliance of the timeline would result in
warning letters sent to the parents/ disciplinary action being taken.
o For non-submission of work, no level of achievement would be awarded.
o Non- acknowledged pieces of work would not be accepted and would be penalised as per IB specification.

Command Terms in Rubric Definition

Describe Give a detailed account or picture of a situation, event, pattern or process.
Offer a considered and balanced review that includes a range of arguments, factors or
Discuss hypotheses. Opinions or conclusions should be presented clearly and supported by
appropriate evidence.
Evaluate Make an appraisal by weighing up the strengths and limitations.
Explain Give a detailed account including reasons and causes.
Use knowledge and understanding to recognize trends and draw conclusions from given
Interpret information.
Outline Give a brief account or summary.
Present Offer for display, observation, examination or consideration.
Design Produce a plan, simulation or model.
Formulate Express precisely and systematically the relevant concept(s) or argument(s).
State Give a specific name, value or other brief answer without explanation or calculation.
Instruction for Criterion B (Inquiring and designing)
In this task, you are to design an experiment related to “Electrolysis”. You are to investigate how changing any one of the following
factors affects the rate of electrolysis:
 the concentration of electrolyte
 the amount of current passed
 the time duration

Your design should include the following:

Introduction
The introduction paragraph should include:
 Description of your chosen investigation and how it relates to the topic being studied.
 Relevant information or scientific theory related to this investigation. Information needs to be quoted or paraphrased
properly. Make sure you include in-text citation when you do this.
 Provide a work cited at the end of your experimental design.

Research question
A question which can be written as follows: “How does the (independent variable) affect the (dependent variable)?”

Prediction
 An outline of what you think will happen by referring to the independent and dependent variables.
 For this investigation, it can be written as: “The (independent variable) will............(dependent variable)”
 Include a scientific description (or reasoning) of why you made your prediction.

Variables
 Independent variable: a factor which you are going to test/ investigate.
Describe how you are going to manipulate the independent variable.
Mention the three data points that you are going to investigate

 Dependent variable: a factor which you are going to measure.

Describe how you are going to measure the dependent variables. Include any applicable formula.

 Controlled variables: other factors (a minimum of three factors) that you will keep the same to make sure the
investigation is fair. Describe the factors you will keep the same and how you are going to control them.

Apparatus
 List out all of the equipment and materials that you will use.
 Be specific.
 Include the amount of each equipment and materials with uncertainty.

Method
 List the chronological steps on how you will conduct the experiment. Use numbers or bullet points
 Outline what you will measure and how you will measure it. A minimum of five data points are needed.
 Include a description of risk assessment and ethical consideration of your investigation – if applicable.

Work Cited
 Provide work cited for resources you have used in the writing up, including course text books.
 Use MLA8 format.

– End of instructions for Criterion B –

 IBMYP-YEAR-4- CRITERION B- INQUIRING AND DESIGNING RUBRIC
Achieve P/T Final
ment Original Descriptor Task–Specific Clarification Level
Level
0 You did not reach any of the standards mentioned below.
i. state a problem or question to be tested by a You are able to:
scientific investigation i. state a problem or question including an introduction
ii. outline a testable hypothesis and/or a research question which is not fully
iii. outline the variables focused/properly written.
iv. design a method, with limited success. ii. outline a testable hypothesis
1–2
iii. outline the variables
 the independent variable
 the controlled variable
 the dependent variable
iv. design a method, with limited success.
i. outline a problem or question to be tested by You are able to:
a scientific investigation i. outline a problem or question including a brief
ii. formulate a testable hypothesis using introduction and/or a research question which is not fully
scientific reasoning focused/properly written.
iii. outline how to manipulate the variables, and ii. formulate a testable hypothesis which includes
outline how relevant data will be collected the variables supported with scientific reasoning.
iv. design a safe method in which he or she iii. outline how to:
3–4 selects materials and equipment.  manipulate the independent variable (mention up to 5 data
points)
 control the controlled variable (mention up to 3 factors as
the control variables)
 measure dependent variable correctly and to collect multiple
sets of data
iv. design a safe method that contains the appropriate
equipment and materials used.
i. describe a problem or question to be tested You are able to:
by a scientific investigation i. describe a problem or question by including a brief
ii. formulate and explain a testable hypothesis introduction and/or a research question which is not fully
using scientific reasoning focused/properly written.
iii describe how to manipulate the variables, ii. formulate and explain a testable hypothesis which
and describe how sufficient, relevant data includes the variables supported with scientific reasoning.
will be collected iii describe how to:
iv. design a complete and safe method in which  manipulate the independent variable (mention up to 5
5-6 data points)
he or she selects appropriate materials and
equipment.  control the controlled variable (mention up to 3 factors
as the control variables)
 measure dependent variable correctly and to collect
multiple sets of data
iv. design a complete and safe method that contains the
appropriate equipment and materials used, including the
amounts and sizes.
i. explain a problem or question to be tested by You are able to:
a scientific investigation i. explain a problem or question by including a brief
ii. formulate and explain a testable introduction and/or a research question which is not fully
hypothesis using correct scientific focused/properly written
reasoning ii.formulate and explain which includes the variables,
iii.explain how to manipulate the variables, supported with a logical scientific reason.
and explain how sufficient , relevant data iii.explain how to:
will be collected  manipulate the independent variable (mention up to 5
7–8 iv. design a logical, complete and safe data points)
method in which he or she selects  control the controlled variable (mention up to 3 factors
appropriate materials and equipment. as the control variables)
 measure dependent variable correctly and to collect
multiple sets of data
iv. design a logical, complete and safe method that
contains the appropriate equipment and materials used,
including the amounts and sizes.
Instruction for Criterion C (Processing and evaluating)
In this stage, you report and analyze your experimental result. This stage will be assessed using criterion C.

The report should include:

Title
 Give a proper title for your report

Research Question
 Restate your research question from criterion B

Prediction
 Restate your prediction from criterion B

Data Collection
 Quantitative raw data
o Collect and present your raw data from repeated trials in a suitable tabular form with clear title, headings of the
variables and units.
o Always record data to the same number of decimal places (3 significant figures);
 Qualitative data: describe any observation that can affect the result of your investigation but cannot be expressed with
numbers.

Data processing
 Process your raw data by calculating the mean from each trial
 Use the mean value to carry out other calculations required to answer your research question. For this investigation,
the resulting value will become your indirect dependent variable.
 Show one example of your working for each type of calculation you used.
 Create a separate table to present the independent variable and the indirect dependent variable mentioned above.

Analysis and Conclusion:

 Outline the trend of the results by referring to the following:
 How does the separation of various components from the electrolyte relate to the independent variable?
Support this by providing specific data.
 Is there any data point that does not follow the trend? Support this by providing specific data.
 Compare the results to correct scientific theory from literature. Provide in-text citation and a work cited for all the
sources that you use. Use a recognised reference system (MLA).
 State a conclusion to answer your research question.
 State whether your prediction is valid or not. Support your statement by referring to specific data and the correct scientific
theory.

Evaluation
 Discuss the validity of the method by referring to the questions below:
 Does your method collect relevant data that can answer the research question?
 Does your method collect consistent data? Refer to your data analysis above.
 Did you use a proper apparatus/equipment to collect the data?
 Is there any modification you made to the methods during the experiment?
 What are the possible sources of error which affect your result?
 Describe specific suggestions to improve the methods. This may include suggestion of:
 using more appropriate apparatus/equipment by giving specific examples, not just “better equipment”.
 specific modification to the experimental procedures, not just “conduct more trials”.
 how to improve the fairness of your experiment e.g. identifying other variables that need to be controlled.
Make sure your suggestions are realistic;
Do not just say “try harder”, “be more serious”, or “better time management”.
 Describe how the investigation could be extended to learn more about the topic or to an application in daily life.
 IBMYP-YEAR-4- CRITERION C- PROCESSING AND EVALUATING RUBRIC
Achieve P/T Final
ment Original Descriptor Task–Specific Clarification Level
Level
0 You did not reach any of the standards mentioned below.
i. collect and present data in numerical and/or visual You are able to:
forms i. Collect and present quantitative raw data
ii. interpret data from repeated trials in numerical.
iii. state the validity of a hypothesis based on the ii. interpret data collected by stating the relationship
outcome of a scientific investigation between the independent variable and the indirect
iv. state the validity of the method based on the dependent variable
1–2
outcome of a scientific investigation iii. state the validity of a hypothesis by stating if the
v. state improvements or extensions to the method. hypothesis is valid or not.
iv. state the validity of the method by stating whether
or not the method collect relevant data that answers the
research question;
v. state improvements or extensions to the method.
i. correctly collect and present data in numerical You are able to:
and/or visual forms i. correctly collect and present quantitative raw data
ii. accurately interpret data and explain results from repeated trials in numerical.
iii. outline the validity of a hypothesis based on the ii. accurately interpret data collected and explain
outcome of a scientific investigation results by stating the relationship between the
iv. outline the validity of the method based on the independent variable and the indirect dependent variable
outcome of a scientific investigation iii. outline the validity of a hypothesis by stating if the
v. outline improvements or extensions to the method hypothesis is valid or not;
3–4
that would benefit the scientific investigation. - outlining the data which support the prediction
iv. outline the validity of the method based by outlining
whether or not the method collect relevant data that
answers the research question;
- outlining whether or not the method collect consistent
data, by referring back to the analysis
v. outline improvements or extensions to the method that
would benefit the scientific investigation.
i. correctly collect, organize and present data in You are able to:
numerical and/or visual forms i. correctly collect and present quantitative raw data
ii. accurately interpret data and explain results from repeated trials to the same number of decimal
using scientific reasoning places using tables that include correct title and
iii. discuss the validity of a hypothesis based on the headings of the variables and units
outcome of a scientific investigation - present qualitative data when appropriate
iv. discuss the validity of the method based on the ii. accurately interpret data and explain results using
outcome of a scientific investigation scientific reasoning by stating the relationship between
v. describe improvements or extensions to the the independent variable and the indirect dependent
method that would benefit the scientific investigation. variable
- comparing the results to the correct scientific theory
from literature; provide a reference or citation of the
sources
5–6 iii. discuss the validity of a hypothesis by stating if the
hypothesis is valid or not;
- discussing the data which support the prediction
iv. discuss the validity of the method by
- discussing whether or not the method collect relevant
data that answers the research question;
- discussing whether or not the method collect
consistent data, by referring back to the analysis;
- discussing whether or not the method used proper
tools/methods to collect the data;
- discussing any possible sources of error(s).
v. describe improvements or extensions to the method
that would benefit the scientific investigation.
i. correctly collect, organize, transform and You are able to:
present data in numerical and/ or visual forms i. correctly collect and present quantitative raw data
7–8 ii. accurately interpret data and explain results from repeated trials to the same number of decimal
using correct scientific reasoning places using tables that include correct title and
headings of the variables and units;
iii. evaluate the validity of a hypothesis based on the - transform data by processing the raw data using
outcome of a scientific investigation suitable calculations;
iv. evaluate the validity of the method based on the - present qualitative data when appropriate.
outcome of a scientific investigation ii. accurately interpret data and explain results using
v. explain improvements or extensions to the method correct scientific reasoning by stating the relationship
that would benefit the scientific investigation. between the independent variable and the indirect
dependent variable;
- comparing the results to the scientific theory from
literature; provide a reference or citation of the
sources.
- stating the conclusion to answer the research
question.
iii. evaluate the validity of a hypothesis
- stating if the hypothesis is valid or not;
- evaluating the specific data and the correct scientific
theory which support the hypothesis.
iv. evaluate the validity of the method
- evaluating whether or not the method collect relevant
data that answers the research question;
- evaluating whether or not the method collect
consistent data, by referring back to the analysis;
- evaluating whether or not the method used proper
tools/methods to collect the data;
- evaluating, if any, modification(s) you made during
the experiment;
- evaluating any possible sources of error(s).
v. explain improvements or extensions to the method
that would benefit the scientific investigation.
 Student Reflection Sheet

1. What are the topics have you learnt in this unit? Mention all the subtopics.

2. What resources are you using to complete this task?

3. Are you finding the task easy/manageable/difficult? Which section/ strand and Why?

4. How would you improve for next assessment tasks?

Name: Class & Sec:

SOCIAL SKILLS Self-Assessment

Level it up! Take responsibility for your learning. What level are you?
BE Below Expectation You are introduced to the skill, & have watched
others performing it (observation)

AE Approaching Expectation You can copy others who use the skill & use the skill with
guidance (emulation)

ME Meeting Expectation You employ the skill confidently & effectively (demonstration)

EE Exceeding Expectation You can show others how to use the skill & accurately assess
how effectively the skill is used (self-regulation)

BE AE ME EE

Collaboration Working Effectively with others

skills

Inquiry focus: a. Develop healthy relationships.

How can
students b. Recognize social pressures
collaborate?
c. Practice empathy

d. Collaborate and share with peers through digital media

e. Take responsibility for one's own actions

f. Help others to succeed, create a study group

g. Predict consequences of own actions

h. Manage and resolve conflicts and work collaboratively in

teams

i. Build consensus and encourage others to contribute

j. Make fair and equitable decisions

k. Listen actively to other perspectives and ideas

l. Negotiate effectively

m. Exercise leadership and take on a variety of roles within

groups

n. Advocate for one’s own rights and needs

 SOCIAL SKILLS
Tick relevant
Accepting Taking on and completing tasks in an appropriate manner; being willing to
responsibility assume a share of the responsibility.

Respecting Listening sensitively to others; making decisions based on fairness and

others equality; recognizing that others’ beliefs, viewpoints, religions and ideas may
differ from one’s own; stating one’s opinion without hurting others.

Cooperating Working cooperatively in a group; being courteous to others; sharing

materials; taking turns.

Resolving Listening carefully to others; compromising; reacting reasonably to the

conflict situation; accepting responsibility appropriately; being fair.

Group decision Listening to others; discussing ideas; asking questions; working towards and
making obtaining consensus.

Adopting a Understanding what behaviour is appropriate in a given situation and acting

variety of accordingly; being a leader in some circumstances, a follower in others.
group roles

Working in Delegating & taking responsibility, adapting to roles, resolving group

groups conflicts, demonstrating teamwork

Accepting others Analyzing others’ ideas, respecting others’ points of view, using ideas critically

To develop this skill:

1. Activities done

2. Resources shared

3. What activities were interesting? What activities needed more effort? Am I confident/do I need more practice?
 Approaches to Learning -Student Reflection Sheet
Unit Name:
Name: Year:

BE: Below expectation; AE: Approaching expectation; ME: Meeting expectation

ATL Skill Student learning Expectation BE/AE/ME – Give a reason for the level
Category assigned and how you could achieve the
Self- Time management–using time effectively
Management in class, keeping to deadlines
Self-management–personal goal
setting, organization of learning
Social skills Working in groups–delegating & taking
responsibility, adapting to roles, resolving
group conflicts, demonstrating teamwork
Accepting others–analyzing others’
ideas, respecting others’ points of view,
using ideas critically
Communication Literacy–reading strategies, using &
Skills interpreting a range of content-
specific terminology
Being informed–using a variety of
media Informing others–
presentation skills using a variety of
media
Research Skills Accessing information–researching from
a variety of sources using a range
of technologies, identifying
primary & secondary sources
Selecting & organizing
information– identifying points of
view, bias & weaknesses, using
primary & secondary sources,
making connections between a
variety or resources
Referencing –the use of citing,
footnotes & referencing of sources,
respecting the concept of intellectual
Thinking Skills Generating ideas–Mapping
thoughts to create ideas and
questions Planning–outlining a plan
Inquiring–Formulate key questions
Applying knowledge & concepts–Make
inferences and draws conclusions
Identifying problems–Identify
problems and making judgements
Creating solutions– Use multiple
processes and diverse perspectives to
explore alternative solutions.