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Year : 5 Grade: 10 Subject: Physics

Unit : Waves & Sound

AOI Focus :HI


MYP Unit Question : How does the studying of waves make it possible to be used in variety of applications in a
variety of fields in our life?

Design a mind map about “Ultrasound”


In your design you should:
- reflect your understanding about:
o The Nature of ultrasound.
o Ways for producing ultrasound.
o Special properties of ultrasound which make it possible to be used in different applications .
o List of at least 5 applications where ultrasound is used.
o Details about one application (How it works, advantages, disadvantages … etc)
- communicate scientific information effectively using scientific language correctly.
- present all the information appropriately using symbolic and/or visual representation accurately according to the
rules of making a mind map.
- acknowledge sources of information appropriately.

Notes:
- You will be assessed in this task against Criterion B “Communication in Science”
- Read the document “Mind Maps” which give you an idea about the history, benefits, uses and rules of mind
mapping. Samples of different mind maps can be found in the document and you can download them.
Criterion B: Communication in science Maximum: 6
Achievemen
Level descriptor
t level
0 The student does not reach a standard described by any of the descriptors below.
The student uses a limited range of scientific language correctly.
The student communicates scientific information with limited effectiveness.
1–2
When appropriate to the task, the student makes little attempt to document sources of
information.
The student uses some scientific language correctly.
3–4 The student communicates scientific information with some effectiveness.
 When appropriate to the task, the student partially documents sources of information.
The student uses sufficient scientific language correctly.
5–6 The student communicates scientific information effectively.
When appropriate to the task, the student fully documents sources of information correctly.

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