MEDLIN – IB CHEMISTRY SL INTERNAL ASSESSMENT GRADING CRITERIA

STUDENT NAME: ________________________ LAB TITLE: ________________________________________________________

TOPIC: ________________________________ TIME: ____Hrs. DATE: _______________________
INTERNAL ASSESSMENT GRADING CRITERIA
Aspect 1:
Aspect 2: Aspect 3:
Defining the Problem & Selecting
Controlling Variables Developing a Method for Collecting Data
Variables
 Explicitly identified the relevant  Explicitly describe how you will control the  Procedure is detailed, easy to repeat
variables: control variables (or monitor them)  Include a detailed apparatus diagram
 Independent  Justify the need to control / effect on results  Reference/cite any standard techniques
 Dependent  Explain which variables cannot be controlled used in methods; cite sources if used for
 Controlled and why procedure
Design  Research Question (using variables) that  Units, precision, size, formula of materials
is specific and focused  Insure that sufficient data is collected and
 Literature Values (or statement of none) appropriate # of trials selected, explain
 Cite (MLA) sources for Literature values reasoning
 Develop hypothesis based on Literature  Sufficient range of independent variable
values selected
 Brief explanation of the experiment  Explanation of data collection leading to
data tables
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Aspect 1: Aspect 2: Aspect 3:
Recording Raw Data Processing Raw Data Presenting Processed Data
 Recorded raw quantitative data  Table containing processed data  Table of processed data
 Recorded raw qualitative data  Averages are taken of processed data  Table contains title, headings, explanations
 Recorded given/relevant formulas or  Table containing final results, compares to  Units are present and correct
values literature value  Sig figs are correct
 All tables contain titles, headings,  Sample calculations are shown containing  Every value contains uncertainty (percent
explanations equation, example, and explanation or absolute)
 Units are present and correct throughout  Units, sig. figs, and uncertainties are present  Tables are organized and easy to follow
 Significant figures are correct within 1 and correct
Data value  Calculations are correct
Collection  Every value contains appropriate
& uncertainty Graphs
 Sig figs are consistent in uncertainties
Processing  Original graph of raw data
 Tables are organized and easy to follow  Correct choice of graph type
 Correct data was used to create graph
 Title, axes, key, units, variables graphed
correctly
 If linear, trend line and equation are present
 Overall presentation of graph is neat, legible,
well-executed
 Explanation of graph, and results of graph are
included
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Aspect 1: Aspect 2: Aspect 3:
Concluding Evaluating Procedure(s) Improving the Investigation
 Repeat results  Explain the difference between expected and  State explicit, realistic improvements made
 Show and explain % error observed outcome to methods, and how they minimize errors
 Make references to graph, explaining  Make comments about the reliability of  Explain equipment changes and justify
results methods  Explain methods changes and justify
 Restate and respond to the research  Can the results be trusted? Why/why not?  Suggestions to improve systematic errors if
question  Evaluate outliers possible
 Literature values are referenced and  List errors, problems, limitation s  Suggestions to improve random errors
Conclusion cited  Account for error type  NOT FOR IB CRITERIA – BUT REQUIRED FOR
&  Describe the chemical concepts behind  Discuss accuracy vs. precision ME  Provide at least one relevant
Evaluation the experiment, make relevant to IB  State the impact of each error on your results extension for this lab: This can be simply
curriculum  Explain weaknesses in detail, state how results studying a different variable, testing the
 Justify your results or lack of were affected effect of an error source, real world
 Conclusion is based on your specific  Explain limitations in detail, state how results examples, vocational applications, possible
results were affected extended essay topics, etc.
 Uncertainty compared to percent error –
justify the difference
 Account for error type, explain

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