Name: _____________________

Date: _____________________

MYP ASSESSMENT TASK SHEET


Unit Title Scientific Inquiry
Significant Concepts - Inquiring and Designing
- Processing Data

You will use the Scientific Inquiry Process (Scientific Method) to help find
the answers to your questions.
Unit Questions How do we find the answers to our questions in Science?



Teacher Task Overview
What do you
have to do?
How does exercise affect heart rate?

Using the packet provided for you, you will answer the question: How does
exercise affect heart rate. You will be required to:
conduct research into your question
decide on your variables
write a hypothesis
come up with a materials list and your method
complete tables and a graph to show your results
write a conclusion
complete an evaluation
write an introduction for this lab

You will hand in your first completed Scientific Method lab sheet for grading
and feedback. When this is returned you will make corrections following the
feedback provided and then you will resubmit your work for a second grade.
How will you be
assessed?
You will be assessed on Criteria B and C in this task. Please see the attached
rubrics for more details.
When is the
task due?

6H - 25th September, 2014
6R - 24th or 25th September, 2014
6M - 26th September, 2014












Student Self Reflection
What did you learn from this
task?







What helped you to be
successful?








What would you change if
you had to do this task
again?













Teacher Signature







Parent Signature and
Comment
















Year 6
B: Inquiring and Designing - Descriptors B: Inquiring and Designing - Indicators
In order to reach the aims of sciences,
students should be able to by the end of
year 6:
At the end of this assignment, this student should have shown the following
skills:
Achievement level band 1 - 2
Consistent with the complexity of the work covered and with
guidance the student is able to:
select a problem or question to be tested by a
scientific investigation
select a testable prediction
state a variable
design a method with limited success.
Consistent with the complexity of the work covered and with guidance:

I have attempted to write a research question.
My suggested hypothesis is incomplete.
I have almost completed my variable table
I have attempted to make a method but have missed many
steps.
Achievement level band 3 - 4
Consistent with the complexity of the work covered and with
guidance the student is able to:
state a problem or question to be tested by a
scientific investigation
state a testable prediction
state how to manipulate the variables, and
state how data will be collected
design a safe method in which he or she
selects materials and equipment
Consistent with the complexity of the work covered and with guidance:

I have written a research question.
I have written a hypothesis
I have written a simple method, and attempted to identify some
of the variables and controls involved and how to control and manipulate
them.
I have identified some appropriate materials and equipment
Achievement level band 5 - 6


Year 6
Consistent with the complexity of the work covered the student is
able to:
state a problem or question to be tested by a
scientific investigation
outline a testable prediction
outline how to manipulate the variables, and
state how relevant data will be collected
design a complete and safe method in
which he or she selects appropriate
materials and equipment.
Consistent with the complexity of the work covered:

I have articulated a clear research question
I have written a testable hypothesis
I have written a simple method, identifying, the variables and
controls involved and how to control and manipulate them.
I have identified appropriate materials and equipment
Achievement level band 7- 8
Consistent with the complexity of the work covered the student is
able to:

outline a problem or question to be tested by
a scientific investigation
outline a testable prediction using scientific
reasoning
outline how to manipulate the variables, and
outline how sufficient, relevant data will be
collected
design a logical, complete and safe method
in which he or she selects appropriate
materials and equipment.
Consistent with the complexity of the work covered:

I have articulated a problem or research question (asks
questions of the type: What will happen if, Why does this happen when?
and can make predictions (If I do this, then this will happen )).
I have written a method that could be successfully followed by
another person.
I have identified the necessary variables and controls involved,
why they are necessary and how to control and manipulate them.
I have identified all appropriate materials and equipment










Year 6
Objective C: Processing and evaluating - Descriptors C: Processing and evaluating - Indicators
In order to reach the aims of sciences, students should
be able to by the end of year 6:
At the end of this assignment, this student should have shown the
following skills:
Achievement level band 1 - 2
With guidance the student is able to:
collect and present data in numerical and/or visual forms
interpret data
state the validity of a prediction based on the outcome of a
scientific investigation, with limited success
state the validity of the method based on the outcome of a
scientific investigation, with limited success
state improvements or extensions to the method that would
benefit the scientific investigation, with limited success.
With guidance:
I have collected some data and have attempted to record it
in a suitable format (table).
I have organised, transformed and presented data in a simple
numerical or visual forms (graph), with some errors or omissions.
I have attempted to draw a conclusion but it is not consistent
with the interpretation of the data.
I have attempted to state why the experiment did/didnt work.
I have attempted to state what improvements could be made
the next time this investigation took place.
Achievement level band 3 - 4


Year 6
With guidance the student is able to:
correctly collect and present data in numerical and/or visual
forms
accurately interpret data and outline results
state the validity of a prediction based on the outcome of a
scientific investigation
state the validity of the method based on the outcome of a
scientific investigation
state improvements or extensions to the method that would
benefit the scientific investigation.
With guidance:
I have collected sufficient relevant data and have recorded it
in a suitable format (table) with a few errors.
I have organised, transformed and presented data in simple
numerical and/or visual forms (graph), with a some errors or
omissions.
I have stated a trend, pattern or relationship shown in the
data.
I have drawn a conclusion consistent with the interpretation
of the data.
I have to stated an improvement to the method that could be
made the next time this investigation took place.
Achievement level band 5 - 6
With guidance the student is able to:
correctly collect, organise and present data in numerical
and/or visual forms
accurately interpret data and outline results using scientific
reasoning
outline the validity of a prediction based on the outcome of a
scientific investigation
outline the validity of the method based on the outcome of a
scientific investigation
outline improvements or extensions to the method that would
benefit the scientific investigation.
With guidance:
I have collected relevant data and have recorded it in a
suitable format (table).
I have organised, transformed/presented data in simple
numerical and/or visual forms logically and correctly (graph) with few
errors.
I have stated a trend, pattern or relationship in the data and
have used the data in my conclusion showing a connection to the
hypothesis.
I have commented on the method and quality of the data
collected.
I have suggested improvements to the method.
Achievement level band 7- 8
Consistent with the complexity of the work covered the student is able to:
correctly collect, organise, transform and present data in
numerical and/or visual forms
accurately interpret data and outline results using correct
scientific reasoning
discuss the validity of a prediction based on the outcome of a
scientific investigation
discuss the validity of the method based on the outcome of a
scientific investigation
describe improvements or extensions to the method that
would benefit the scientific investigation.
With guidance:
I have collected all the relevant data and records it in a suitable format
(table).
I have organised, transformed and presented data in simple numerical
and/or visual forms logically and correctly (graph).
I have stated a trend, pattern or relationship in the data and used the
data to convey understanding / interpretation.
I have drawn a conclusion based on the interpretation of the data
and asked questions of the type: What might have caused?, How can we
explain what happened using what we know about science?.
I have made comments on the method and the quality of the data
collected (asks questions of the type: Is the method effective/workable/ feasible?,
Is the data accurate/reliable?).
T I have made comments on how the outcome of the investigation
helps to answer the research question (asks questions of the type: Is my
hypothesis/research question supported by the data?, Does the outcome of the
investigation support the research question?).
I have suggested workable improvements to the method.







Explanation of the terms used in the following rubrics:

Select: Choose from a list or group.

State: Give a specific name, value or other brief answer without explanation or calculation.

Outline: Give a brief account or summary.

Data: Measurement of a parameter that can be quantitative (volume, temperature, pH and so on) or
qualitative (colour, shape, texture and so on)

Scientific reasoning: Give a brief account



Describe: Give a detailed account or picture of a situation, event, pattern or process

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.

Explain: Give a detailed account

Design: Produce a plan, simulation or model

Formulate: Express precisely and systematically the relevant concept(s) or argument(s)

Dependent variable: The variable in which values are measured in the experiment

Independent variable: The variable that is selected and manipulated by the investigator in an
experiment

Hypothesis: A tentative explanation for an observation or phenomenon that requires
experimental confirmation; can take the form of a question or a statement

Precision: the refinement in a measurement or calculation, as expressed by the number of digits.

Accuracy: the degree to which a measurement or calculation conforms to the correct value.

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).

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. It might be that the data collected is already in a form suitable for visual
representation, for example, distance travelled by a woodlouse. If the raw data is represented in this
way and a best-fit line graph is drawn, the raw data has been processed.

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).









Student Marks and Comments:











Teacher Marks and Comments: