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S TUDENT R EFERENCE G UIDE IB B IOLOGY HL FIRST EXAMS 2016
STUDENT REFERENCE GUIDE
IB BIOLOGY HL
FIRST EXAMS 2016
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IBO MISSION STATEMENT
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
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As IB learners we strive to be: INQUIRERS We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
OPEN-‐MINDED We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
KNOWLEDGEABLE We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
CARING We show empathy, compassion and respect. We have a commitment to service, and we act to make positive difference in the lives of others and in the world around us.
THINKERS We use critical thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
RISK-‐TAKERS We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges.
COMMUNICATORS We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
BALANCED We understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well-‐being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
PRINCIPLED We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
REFLECTIVE We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
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IB Biology !
The Class:
IB Biology – HL (First Exams 2016)
Year One – IB Biology Year Two – IB Biology Topic 1: Cell Biology
1.1/1.5 Introduction to Cells / The Origin of Cells
1.2 Ultrastructure of cells 1.3/1.4 Cell Membranes 1.6 Cell Division Topic 6 / Topic 11: Human and Animal Physiology 6.1 Digestion and Absorption
6.2 The Blood System 6.3/11.1 Defense against infectious disease /
Antibody Production and Vaccination 6.4 Gas Exchange
6.5 Neurons and Synapses 6.6 Hormones and Homeostasis
6.6/11.4 Sexual Reproduction 11.2 Movement
11.3 The kidney and Osmoregulation
Topic 4 / Option C: Ecology and Conservation 4.1/C.1-‐2 Species, Communities and
Ecosystems 4.2 Energy Flow 4.3/C.6 Nutrient Cycling 4.4 Climate Change C.5 Population Ecology C.3/C.4 Impacts of Humans Topic 9: Plant Biology 9.1/9.2 Transport in Plants
9.3 Growth in Plants 9.4 Reproduction in Plants
Topic 2 / Topic 8: Molecular Biology 2.2 Water 2.1/2.3/2.4/8.1 Biochemistry 2.5 Enzymes 2.8/8.2 Cell Respiration
2.9/8.3 Photosynthesis 2.6/2.7/7.1/7.2/7.3 DNA Structure, Function, & Replication
Topic 3 / Topic 10: Genetics and Inheritance
3.1 Genes 3.2 Chromosomes 3.3/10.1 Meiosis 3.4/10.2 Inheritance 3.5 Genetic Modification and Biotechnology 10.3 Gene Pools and Speciation
Topic 5 / Topic 10: Evolution, Genetics and
Biodiversity 5.1 Evidence of Evolution 5.2 Natural Selection 5.3 Classification of Biodiversity 5.4 Cladistics
* Sequence of topics may vary.
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The Grade: FHS: Students will receive a grade for their Flathead High School transcript based on the following scale. Assessments – 50% Lab Work – 30% Homework – 20% Semester Exam – 20% IB: Students will receive a cumulative score from the International Baccalaureate Organization at the end of this two-‐year course of study. This score will be derived using the following scale. Internal Assessment (IA) – 20% External Assessment (EA) – 80% One scientific investigation – internally assessed by the teacher and externally moderated by IB. The performance is marked against common criteria, with a total mark out of 24.
Paper 1 – 20%: 40 multiple choice questions Paper 2 – 36%: DBQs, short answer and extended response questions Paper 3 – 24%: short answer and extended response questions
To be practiced throughout the 18-‐month enrollment in this course concluding with a final, independent, IA during the second year of the course.
To be assessed May 2016 over two days.
Finding Success:
External Assessment (EA): Every summative assessment taken for an FHS grade will be composed of previous IB EA exam questions. Students will have the opportunity to practice exam questions in individual topics prior to the May 2016 exams. Success in the EA is dependent on knowledge of content and the ability to interpret exam questions. The following terms will begin almost every exam question. Familiarity with their meaning will help in the appropriate answering of exam questions.
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Command Terms
Objective 1
Define -‐ Give the precise meaning of a word, phrase or physical quantity. Draw -‐ Represent by means of a labeled, accurate diagram or graph, using a pencil. A ruler (straight
edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.
Label -‐ Add labels to a diagram. List -‐ Give a sequence of brief answers with no explanation. Measure -‐ Find a value for a quantity. State -‐ Give a specific name, value or other brief answer without explanation or calculation.
Objective 2
Annotate -‐ Add brief notes to a diagram or graph. Calculate -‐ Obtain a numerical answer showing the relevant stages in the working (unless instructed not to
do so). Describe -‐ Give a detailed account. Distinguish -‐ Make clear the differences between two or more concepts or items. Estimate -‐ Obtain an approximate value. Identify -‐ Provide an answer from a number of possibilities. Outline -‐ Give a brief account or summary.
Objective 3
Analyse -‐ Break down in order to bring out the essential elements or structure. Comment -‐ Give a judgment based on a given statement or result of a calculation. Compare -‐ Give an account of similarities between two (or more) items or situations, referring to both (all)
of them throughout. Compare and Contrast -‐ Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout. Deduce -‐ Reach a conclusion from the information given. Design -‐ Produce a plan, simulation or model. Determine -‐ Find the only possible answer. Discuss -‐ Offer a considered and balanced review that includes a range of arguments, factors or
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 or causes. Predict -‐ Give an expected result. Sketch -‐ Represent by means of a diagram or graph (labeled as appropriate). The sketch should give a
general idea of the required shape or relationship, and should include relevant features. Suggest -‐ Propose a hypothesis or other possible answer.
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Internal Assessment (IA): This requirement enables students to demonstrate the application of their skills and knowledge and to pursue their personal interests, without the time limitations and other constraints that are associated with written exams. Students will practice the art of internal assessment throughout the 18-‐month course with a final IA that will be submitted for moderation during the senior year. The following documents are all essential for successful completion of the student’s IA. Academic Honesty – Academic honesty in the Diploma Programme is a set of values and behaviors informed by the attributes of the learner profile. In teaching, learning and assessment, academic honesty serves to promote personal integrity, engender respect for the integrity of others and their work, and ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies. All coursework – including work submitted for assessment – is to be authentic based on the student’s individual and original ideas with the ideas and work of others fully acknowledged. Assessment tasks that require teachers to provide guidance to students or that require students to work collaboratively must be completed in full compliance with the detailed guidelines provided by the IB for the relevant subjects. For further information on academic honesty in the IB and the Diploma Programme, please consult the IB publications Academic honesty, The Diploma Programme: From principles into practice and General regulations: Diploma Programme. Specific information regarding academic honesty as it pertains to external and internal assessment components of this Diploma Programme subject can be found in this guide. MLA Digital Source Citation Guide Magazine article from an online database: ProQuest
Poe, Marshall. “The Hive.” Atlantic Monthly Sept. 2006: 86-‐95.ProQuest. Web. 27 Nov. 2008.
Newspaper article from an online database: LexisNexis
Barnes, Tom. “Booze Binge Fad Alarming Colleges.” Pittsburgh Post-‐Gazette 16 Apr. 2005: A1. LexisNexis Academic. Web. 27 Nov. 2008.
Journal article from an online database: Professional Development Collection
Cross, Tracy L. “Nerds and Geeks: Society’s Evolving Stereotypes of Our Students with Gifts and Talents.” Gifted Child Today 28.4 (2005): 26-‐27. Professional Development Collection. Web. 8 Dec. 2008.
Article in an online scholarly journal Sankey, Michael. “Considering Visual Literacy When Designing Instruction.” e-‐Journal of Instruction Service and Technology 5.2 (2002): 1-‐14. Web. 5 Feb. 2009.
Article in an online magazine Ervin, Kathleen A. “Some Kind of Wonderful: Frank Capra Examines Failure.” Failure Magazine. Mar. 2001. n. pag. Web. 5 Feb. 2009.
Website: author Kraizer, Sherryll. Safe Child. Coalition for Children, Inc. 2008. Web. 5 Feb. 2009. Website: unknown author The Nittany Lion Mascot. Penn State University. 2006. Web. 5 Feb. 2009. YouTube Video Penn State University. "This Is Penn State, This Is Your Career." YouTube. Web.
21 Sep. 2012. Lab Possibilities – The internal assessment task will be one scientific investigation taking about 10 hours and the write-‐up should be about 6 to 12 pages long. Investigations exceeding this length will be penalized in the communication criterion as lacking in conciseness. The task produced should be complex and commensurate with the level of the course. It should require a purposeful research question and the scientific rationale for it. Investigations my include: hands-‐on laboratory investigation, extracting data from a database and analyzing it graphically, or using a simulation provided it is interactive and open-‐ended.
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IB Animal Experimentation Policy – This policy applies to all experimentation in IB World Schools, whether assessed or non-‐ assessed, for extended essays or for the group 4 project, in classrooms or school laboratories, or in other locations where IB students may conduct experiments. The IB policy may be more stringent than some local or national standards for experimentation in schools. Bearing in mind its mission statement, the IB should be in the vanguard of ethical behavior. The policy is based upon the established 3Rs principle (replacement, refinement and reduction), in which any experimentation involving animals should initially consider: replacement of the animals by using cells, plants or computer simulations; refinement to the experiment to alleviate any harm or distress to the animal; and reduction in the numbers of animals involved. Our standards for work in schools should also be more stringent than those of university and R&D research committees as we are not carrying out essential, groundbreaking research. Practical work in schools has other purposes such as reinforcing concepts and teaching practical skills and techniques. Even in a practically based extended essay the work will not be fundamental research. • Any planned and actual experimentation involving animals must be subject to approval following a discussion between teacher and student(s) based on the IB animal experimentation policy. • Experiments involving animals must be based on observing and measuring aspects of natural animal behavior. Any experimentation should not result in any pain or undue stress on any animal (vertebrate or invertebrate) or compromise its health in any way. Therefore experiments that administer drugs or medicines or manipulate the environment or diet beyond that which is easily tolerated by the animal are unacceptable. Experiments resulting in the death of any animal are unacceptable. • Any experimentation involving humans must be with their written permission and must follow the above guidelines. Experiments involving body fluids must not be performed due to the risk of the transmission of blood-‐borne pathogens. Internal assessment moderators or extended essay examiners who see evidence of breaches of the above policy in the sample work sent for moderation or in extended essays are required to complete a problem report form (PRF) to be submitted to IB Cardiff. The internal assessment section of the group 4 subject reports for May and November examination sessions will contain examples of experiments deemed to be unacceptable. Animal dissection There is no requirement in the group 4 experimental sciences for students to witness or carry out a dissection of any animal, vertebrate or invertebrate. If teachers believe that it is an important educational experience and wish to include dissections in the 4/PSOW they must apply the following policy. • Discuss reasons for dissections of whole animals with the students. • Allow any student who wishes to opt out of the dissection to do so. • Seek to reduce the number of dissections.
• Seek to replace animal dissection with computer simulations and/or use animal tissue, for example, hearts and lungs obtained from butchers.
• Dissect animals obtained from an ethical source only, for example, no wild animals or animals killed on the road.
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Assessment Criteria – Students will be assessed using the following five criteria. Each criterion will be scored separately using the rubrics below and will then contribute to the total IA score of 20%, using the following weights.
Personal Engagement Exploration Analysis Evaluation Communication Total
2 points (8%) 6 points (25%) 6 points (25%) 6 points (25%) 4 points (17%) 24 points (100%) ! Personal Engagement This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These could include addressing personal interests or showing evidence of independent thinking, creativity or initiative in the designing, implementation or presentation of the investigation.
Mark Descriptor 0 The student’s report does not reach a standard described by the descriptors below. 1 The evidence of personal engagement with the exploration is limited with little
independent thinking, initiative or insight.
The justification given for choosing the research questions and/or the topic under investigation does not demonstrate personal significance, interest or curiosity.
There is little evidence of personal input and initiative in designing, implementation or presentation of the investigation.
2 The evidence of personal engagement with the exploration is clear with significant independent thinking, initiative or insight.
The justification given for choosing the research question and/or the topic under investigation demonstrates personal significance, interest or curiosity.
There is evidence of personal input and initiative in the designing, implementation or presentation of the investigation.
Minimum Requirements for Personal Engagement:
□ A statement of purpose for the conducting the lab is included or personal interest and full understanding of the lab is apparent throughout.
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! Exploration This criterion assesses the extent to which the student establishes the scientific context for the work, states a clear and focused research question and uses concepts and techniques appropriate to the Diploma Programme level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.
Mark Descriptor 0 The student’s report does not reach a standard described by the descriptors below. 1-‐2 The topic of the investigation is identified and a research question of some relevance is
stated but it is not focused.
The background information provided for the investigation is superficial or of limited relevance and does not aid the understanding of the context of the investigation.
The methodology of the investigation is only appropriate to address the research question to a very limited extent since it takes into consideration few of the significant factors that may influence the relevance, reliability and sufficiency of the collected data.
The report shows evidence of limited awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation*.
3-‐4 The topic of the investigation is identified and a relevant but not fully focused research question is described.
The background information provided for the investigation is mainly appropriate and relevant and aids the understanding of the context of the investigation.
The methodology of the investigation is manly appropriate to address the research question but has limitations since it takes into consideration only some of the significant factors that may influence the relevance, reliability and sufficiency of the collected data.
The report shows evidence of some awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation*.
5-‐6 The topic of the investigation is identified and a relevant and fully focused research questions is clearly described.
The background information provided for the investigation is entirely appropriate and relevant and enhances the understanding of the context of the investigation.
The methodology of the investigation is highly appropriate to address the research question because it takes into consideration all, or nearly all, of the significant factors that may influence the relevance, reliability and sufficiency of the collected data.
The report shows evidence of full awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation*.
* This indicator should only be applied when appropriate to the investigation.
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Minimum Requirements for Exploration Phase: □ Research question is clearly stated – “How does I.V.
affect D.V.?” □ Detailed background information and source citations
are included. □ Independent variable is correctly identified with units (if
appropriate) and range of at least five levels to be tested.
□ Dependent variable is correctly identified with units and precision of measurement based on measurement equipment.
If a hypothesis is required: □ Hypothesis is clearly stated – “If I.V. has an affect on
D.V., then D.V. will (increase/decrease/etc.) as I.V. (increases/decreases/etc.).
□ Hypothesis is explained using information stated in background information and sources are appropriately cited.
□ A sketch graph of expected results is included – no values needed, labels, units, and the expected trend should be included.
Controlled variables presented as a table: □ Exhaustive list of all variables to be controlled in column
#1. □ Exactly how the variable will be controlled including
value and method of achieving that value in column #3.
Method for data collection that directly addresses the RQ: □ Complete list of materials required. □ Annotated photo or drawing of equipment or
experimental set-‐up with citation if needed. □ If a published protocol is used, include the protocol with
a full citation. □ Safety and ethical concerns addressed and necessary
steps included in experimental method.
If writing an original procedure: □ Method is clearly stated in step-‐wise format. □ Method is presented in enough detail to be repeated by
anyone. □ A minimum of 5 increments for I.V. is tested. □ Each test of the I.V. is repeated a minimum of 3 times. □ Safety and ethical concerns addressed and necessary
steps included in experimental method. □ Plan for data collection, including a sample data table. □ Included steps for processing data – what statistical
tests will be used, etc. □ How will the data be presented (graph type) and why?
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! Analysis This criterion assesses the extent to which the student’s report provides evidence that the student has selected, recorded, processed and interpreted the data in ways that are relevant to the research question and can support a conclusion.
Mark Descriptor 0 The student’s report does not reach a standard described by the descriptors below. 1-‐2 The report includes insufficient relevant raw data to support a valid conclusion to the
research question.
Some basic data processing is carried out but is either too inaccurate or too insufficient to lead to a valid conclusion.
The report shows evidence of little consideration of the impact of measurement uncertainty on the analysis.
The processed data is incorrectly or insufficiently interpreted so that the conclusion is invalid or very incomplete.
3-‐4 The report includes relevant but incomplete quantitative and qualitative raw data that could support a simple or partially valid conclusion to the research question.
Appropriate and sufficient data processing is carried out that could lead to a broadly valid conclusion but there are significant inaccuracies and inconsistencies in the processing.
The report shows evidence of some consideration of the impact of measurement uncertainty on the analysis.
The processed data is interpreted so that a broadly valid but incomplete or limited conclusion to the research question can be deduced.
5-‐6 The report includes sufficient relevant quantitative and qualitative raw data that could support a detailed and valid conclusion to the research question.
Appropriate and sufficient data processing is carried out with the accuracy required to enable a conclusion to the research question to be drawn that is fully consistent with the experimental data.
The report shows evidence of full and appropriate consideration of the impact of measurement uncertainty on the analysis.
The processed data is correctly interpreted so that a completely valid and detailed conclusion to the research question can be deduced.
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Minimum Requirements for Analysis Phase: □ Table with a title that outlines the investigation. □ All cells appropriately labeled with increments of I.V.,
measured D.V., units, correct uncertainty of measurement (+/-‐____), etc.
□ Table presents all raw/unmodified data collected during the test.
□ All data are recorded correctly with decimal points consistent throughout and appropriate for measuring equipment.
□ No units included within table cells.
Qualitative data MUST be included: □ Qualitative data is included with associated quantitative
data within the table or detailed in paragraph/bullet format below the data table.
□ Appropriate calculations and statistical tests are applied to raw data.
□ Results of calculations or statistical tests appropriate to address the RQ are recorded in table form and appropriately labeled.
□ Processed data (and decimal places) are consistent with precision of recorded data.
□ Worked example calculations for each type of test applied are shown below the data to table(s) to ensure correct calculations.
A graph of processed data MUST be included -‐ this is a visual answer to the research question.
□ Graph represents processed data ONLY. □ An appropriate type of graph is selected/included. □ Graph Titles outlines the investigation. □ Axes are labeled clearly, including units and
uncertainties. □ Axes are scaled appropriately.
□ Error bars are included to represent variability of data. Source of error bars is also stated as a caption and correct.
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Selecting the appropriate graph: Line Charts or Graphs show how a particular data changes at equal intervals of time. A line chart is often used to visualize a trend in data over intervals of time – a time series – thus the line is often drawn chronologically.
A bar graph is a chart that uses either horizontal or vertical bars to show comparisons among categories. One axis of the chart shows the specific categories being compared, and the other axis represents a discrete value.
A histogram is a graphical display of data using bars of different heights. It is similar to a bar chart, but a histogram will group numbers into ranges. Histograms display frequency data for a value or range of values.
A scatterplot is a graph of plotted points that show the relationship between two numerical sets of data. The data may then be assessed to determine if there is positive, negative, or no correlation between data sets.
A pie chart is a circular chart divided into sectors, illustrating numerical proportion. In a pie chart, the size of each sector, is proportional to the quantity it represents – pieces represent parts of a whole.
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! Evaluation This criterion assesses the extent to which the student’s report provides evidence of evaluation of the investigation and the results with regard to the research question and the accepted scientific context.
Mark Descriptor 0 The student’s report does not reach a standard described by the descriptors below. 1-‐2 A conclusion is outlined which is not relevant to the research question or is not
supported by the data presented.
The conclusion makes superficial comparison to the accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are outlined but are restricted to an account of the practical or procedural issues faced.
The student has outlined very few realistic and relevant suggestions for the improvement and extension of the investigation.
3-‐4 A conclusion is described which is relevant to the research question and supported by the data presented.
A conclusion is described which makes some relevant comparison to the accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are described and provide evidence of some awareness of the methodological issues involved in establishing the conclusion.
The student has described some realistic and relevant suggestions for the improvement and extension of the investigation.
5-‐6 A detailed conclusion is described and justified which is entirely relevant to the research question and fully supported by the data presented.
A conclusion is correctly described and justified through relevant comparison to the accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are discussed and provide evidence of a clear understanding of the methodological issues involved in establishing the conclusion.
The student has discussed realistic and relevant suggestions for the improvement and extension of the investigation.
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Minimum Requirements for Evaluation Phase: □ Result/conclusion of the investigation is clearly stated
with reference to the research question. □ Patterns and trends in data are stated with reference to
graphs/tables and linked to the conclusion. □ Conclusion is compared to the hypothesis as well as
published data with sources cited appropriately. □ Associated qualitative data is included to add value to
explanation. □ Appropriate language is used – “supports, suggests,
etc.” (NEVER “proves…”).
If results are unexpected: □ Clearly state the conclusion as observed in the
investigation. □ Make inferences as to why the results are unexpected
with reference to original background information or new research with sources cited appropriately.
□ Evaluate and explain the reliability of results with reference to error bars (variability of data).
□ Determine if data collected is sufficient to adequately address the RQ.
□ Explain anomalous data points, referring to appropriate qualitative data.
Evaluate random biological variation, measurement/ instrument errors, systematic error, etc. as needed:
□ Discuss how errors effected data collection. □ Discuss the significance of the weakness or limitation in
terms of the data set. □ Suggest realistic, achievable, and specific improvements
for each error identified. Time management and human error may be mentioned but are not sufficient for fulfillment of this requirement.
! Communication This criterion assesses whether the investigation is presented and reported in a way that supports effective communication of the focus, process and outcomes.
Mark Descriptor 0 The student’s report does not reach a standard described by the descriptors below. 1-‐2 The presentation of the investigation is unclear, making it difficult to understand the
focus, process and outcomes.
The report is not well structured and is unclear: the necessary information on focus, process and outcomes is missing or is presented in an incoherent of disorganized way.
The understanding of the focus, process and outcomes of the investigation is obscured by the presence of inappropriate or irrelevant information.
There are many errors in the use of subject-‐specific terminology and conventions*. 3-‐4 The presentation of the investigation is clear. Any errors do not hamper
understanding of the focus, process and outcomes.
The report is well structured and clear: the necessary information on focus, process and outcomes is present and presented in a coherent way.
The report is relevant and concise thereby facilitating a ready understanding of the focus, process and outcomes of the investigation.
The use of subject-‐specific terminology and conventions is appropriate and correct. Any errors do not hamper understanding.
*For example, incorrect/ missing labeling of graphs, tables, images; use of units, decimal places.
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Minimum Requirements for Communication Phase:
□ Ethical and safe procedures are included and followed throughout the investigation.
□ Data are authentic and not fabricated. □ Discussion and explanations are clear, relevant, and
concise.
□ In text citations are included and correct. □ Works cited section is included and in MLA format. □ Double check work for signs of plagiarism or collusion.
□ The lab title reflects the investigation. □ Formatting: 1-‐inch margins, 1.5 line spacing, 12pt.
Times New Roman Font, and no title page. □ Information is presented in a logical order with clear
headings. □ Format text and tables to avoid interruptions by page
breaks.
□ Include: name, date submitted, and class period. □ Submit labs as instructed.
Conversion Factors
Metric to English English to Metric Length: (base unit is meter) 1 centimeter = 0.39 inches 1inch = 2.54cm 1 meter = 3.28 feet 1 foot = 0.31m 1/3 meter = 1.09 feet 1 yard = 0.91m 1 kilometer = 0.621 miles 1 mile = 1.61km Mass: (base unit is gram) 1 gram = 0.035 oz. 1 ounce = 28.35g 1 kilogram = 2.2 lbs. 1 pound = 454g Volume: 1cm3 = 0.06 cubic in. 1cubic in. = 16.38cm3 1m3 = 35.3 cubic ft. 1cubic ft. = 0.03m3 1m3 = 1.31 cubic yds. 1cubic yd. = 0.77m3 Capacity: (base unit is liter) 1mL = 20 drops = 0.03 oz. 1 ounce = 29.6mL 1L = 1.06 quarts 1 quart = 0.946 L 1L = 0.26 gallons 1 gallon = 3.79 L (1cm3 = 1mL = 1g ) Means: 1cm3 of space will hold 1mL of water and weigh 1g **Works only with water
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METRIC PREFIXES ----ABBREVIATIONS----VALUES Prefixes are placed in front of metric base units ( grams, liters, meters ) to change the value . For example: kilo means 1000….if kilo is placed in front of meter…kilometer is formed and means…. 1000 meters
PREFIX SYMBOL VALUE MEANING exa E 1,000,000,000,000,000,000 = 1018 one quintillion times peta P 1,000,000,000,000,000 = 1015 one quadrillion times tera T 1,000,000,000,000 = 1012 one trillion times giga G 1,000,000,000 = 109 one billion times mega M 1,000,000 = 106 one million times kilo k 1,000 = 103 one thousand times hecto h 100 = 102 one hundred times deka da 10 = 10 ten times basic unit (meter, liter, gram) deci d 0.1 = 10-‐1 one tenth centi c 0.01 = 10-‐2 one hundredth milli m 0.001 = 10-‐3 one thousandth micro u 0.000001 = 10-‐6 one millionth nano n 0.000000001 = 10-‐9 one billionth pico p 0.000000000001 = 10-‐12 one trillionth femto f 0.000000000000001 = 10-‐15 one quadrillionth atto a 0.000000000000000001 = 10-‐18 one quintillionth
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The Common Core !
LAPS for Science – A Protocol for Close/Critical/Deep Reading of Texts
Steps Key Questions Student action
Look! (Determine the literal meaning
or content of the text)
A. What are the indisputable facts? A.What new vocabulary needs to be learned? A.What is the general topic? A.What publication did the reading come from?
A.List facts. A.Write unknown words and define. A.Write down the topic. A.List the publication information
Analyze!
(How does the text say it? What techniques does the
author use in constructing the text that shape its meaning?)
A.What text features are used? (Photos, drawings,tables,graphs,headings,captions) A.What writing techniques does the author use? (expository, persuasive, narrative, description) A.What is the central idea, thesis or theme? B.Is the theme a testable hypothesis? B.Does the author draw a conclusion and if so what is it? B.What support methods are used?
A.List text features. A.Describe the writing technique used. A.List the author’s reason for writing the article. B.List the hypothesis and conclusion. B.List the support methods.
Prove It!
(Interpret the text meaning by examining the evidence offered
by the author.)
A.What evidence is presented to support and develop the conclusion? Is it enough? B.How are graphs or visuals used to contribute as support for claims? What trends or patterns do you see in the data in the graphs and visuals? Are the graphs and tables labeled appropriately? B.How reliable is the evidence from this source?
A.List evidence. B.Write a 5 to 7 sentence paragraph evaluating the evidence from this source.
So What?
(Relate the text to other learning, to self, to what’s
important.)
A.Did you learn anything new? B.How does this reading change the way you think about this subject. B.How would this topic make an impact on your life?
A.Write a 5 to 7 sentence paragraph that describes how this article impacted you. B.What is your conclusion? Why?
Critical Reading – TEXT TYPES Narrative
Text Type Purpose Example Narrative tells a story using a series of events cartoons, mystery, adventure,
science fiction, historical fiction, myths, legends, etc.
Literary description
describes people, characters, places, events and things in an imaginative way
description of a character or setting
Literary recount retells events from novels, plays, films and personal experiences to entertain others
recount of a traditional story, humorous or creatively interpreted recount of an incident
*Quotation a passage referred to using the exact words or ideas of someone else
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Explanatory
Text Type Purpose Example Factual description
describes a place or thing using facts landscape descriptions
Factual recount retells events which have already happened in time order
historical report
Information report
classifies, describes and gives factual information about people, animals, things or phenomena
facts about whales
Procedure gives instructions on how to make or do something
recipes, instructions, manual
*Explanation explains how or why something happens the life cycle of a butterfly, labeled diagrams
Analogy resemblance between two things that are otherwise unlike, used to explain
An animal cell operates like a UPS store.
Anthropomorphism
a description of non-‐living or non-‐human things using human descriptors
hydrophobic is water-‐hating hydrophilic is water-‐loving
Credentials provides information that supports reliability of a sources or piece of information
“The USDA reports…”
Persuasive
Text Type Purpose Example Critical commentary
provides a personal opinion or summary of novels, plays, films and personal experiences with reference to specific events
What did you think about that event and why?
*Explanation explains how or why something happens the life cycle of a butterfly, labeled diagrams
*Quotation a passage referred to using the exact words or ideas of someone else
Exposition gives reasons for a point of view to try and convince others of it
a team’s argument for a debate
Discussion gives different points of view in order to make informed decision
Should cars be banned from the inner city?
Speculation an assumption based on some evidence MMR vaccine causes autism
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Guide to Body Paragraph Development CEAL
“Statements that do not support the [claim] destroy the unity of a paragraph” (Hacker 24). Step—CEAL Key Questions Helpful Hints
Claim
What is a reason or subtopic that is needed to prove the thesis?
Is your claim provable? (A) Is the claim arguable?
Claims (topic sentences) are the assertions that the writer wants the reader to accept in order to accept the overall thesis.
“Readers expect to learn a ¶‘s main point in a [claim] early in the ¶“ (Hacker 31).
The claim (topic sentence) guides the reader to expect evidence.
Evidence
What support do you have for the claim? Have you properly cited the source for the evidence?
Types of support for the claim could include: facts, statistics, examples, quotations, data, etc.
What is the citation tool appropriate for this topic and discipline as assigned by your teacher (MLA, APA, Chicago Manual of Style, etc.)?
Have you used the examples of the expected citation format as you created your own citations?
Analysis
Why do you offer this piece of evidence? How does the evidence prove the claim? *** You may have more than one piece of evidence to support any claim. Have you analyzed each piece of evidence offered?
This is the writer’s own words in which reasoning shows an understanding of the connections between evidence and statement or argument.
Types of reasoning might include: reasoning by analogy, causal reasoning, inductive reasoning from specific to general, deductive reasoning from broad principle or conclusion to specific point, etc.
Link
How does the claim you make and the evidence you offer link back to the thesis or the big idea of your writing?
So what? Why does this claim & evidence matter to the big idea?
Transitional expressions can be used to show relationships, e.g. therefore, consequently, as a result, thus, then, etc.
Repeat for each body ¶ ***Variations for a body ¶ are numerous and might include – CEAEAL CEEAAL CEAAEAAL The number of body ¶s is determined by the content, purpose and audience as well as the discipline itself.
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ABCs of Evaluating Evidence
PROCEED RELIABLE
USE WITH CAUTION POSSIBLE PROBLEMS
WARNING SHOULD BE SKEPTICAL
Authoritative source
(an organization may be the author)
Author’s name is present. Author is qualified in this field. Publication is peer reviewed or
written for a professional audience.
If a web page, it is posted by a credible group: university, agency, etc.
Author is named, but searching may be necessary to locate the author.
Author is not clearly qualified in this field.
Publication is for a general audience, not a discipline specific audience.
If a web page, the credibility of the source/ host of the page is unknown.
Author’s name is missing. If named, author’s credentials
missing. Publication has an explicit or
implicit agenda and/or offers extremist views.
If a web page, the source/host is of questionable reputation or may be known for strong biases.
Balance & bias of perspective or presentation
Arguments and evidence are presented objectively.
Counterarguments are acknowledged and answered fairly.
Arguments and evidence sometimes include opinion & slight bias.
Counterarguments are incomplete or inconsistently offered.
Arguments are obviously opinions or are extremely biased.
Opposing arguments are countered with name-calling or inappropriate attacks on the person.
Content & evidence
analysis
Evidence is sufficient, clear and specific.
Evidence is logically sound & avoids fallacies.
Evidence is cited or is original research.
Evidence is explained or analyzed.
Evidence is offered, but may be general.
Some logical fallacies may be present.
Evidence is only sometimes cited. Evidence is inconsistently
explained or analyzed.
Evidence is missing for several points.
Evidence is misleading - seems presented for shock value or is purely emotional.
Misleading graphs, illustrations, photos, or headlines are offered as evidence.
Source of evidence is not presented.
Date appropriate for the discipline
Source offers the date published (& revision date if electronic.) Information is current according to
the standards of the discipline.
Dates are present, but may not represent the date the information was actually produced or written (for example: copyright range of years 2008-2013).
Information is marginally within the discipline’s standards for currency.
Source offers no date of publication or revision.
Information is clearly older than the discipline’s standards for currency.
Evaluate for topic & discipline-specific issues
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Works Cited "All About Graphing." Math Is Fun -‐ Maths Resources. N.p., Apr. 2000. Web. 30 June 2014. Biology Guide -‐ First Assessment 2016. International Baccalaureate Diploma Programme, Dec. 2013. Web. Jan. 2014. Brown, Sue and Ivanna Fritz. Kalispell, MT: Kalispell Public Schools. Summer 2012. Created with reference to this source:
Hacker, Diana. A Writer’s Reference 5th Edition. Boston: Bedford / St. Martin’s. 2003. Print. "Penn State University Libraries -‐ MLA Quick Citation Guide." MLA Quick Citation Guide. N.p., n.d. Web. 25 June 2014. Taylor, Stephen, and John Burrell. "Essential Biology: Internal Assessment." Bandung International School. N.p., n.d.
Web. Nov. 2011.
