2023-2024

Sciences Guide
(Biology – Chemistry – Physics)
MYP 5

MYP Science Department

Egyptian international school

( EIS )
 Table of Contents
EIS Mission Statement ................................................................................................................................. 3
Science Subject Aims .................................................................................................................................. 4
Global Contexts ........................................................................................................................................... 5
Concepts ..................................................................................................................................................... 10
Key concepts .......................................................................................................................................... 10
Related concepts .................................................................................................................................... 12
Command Terms ...................................................................................................................................... 14
Syllabus and Expected Tasks:.................................................................................................................. 16
Biology.................................................................................................................................................... 16
Unit 1: How it all begins? ................................................................................................................. 16
Unit 2: It’s in your Genes! ................................................................................................................ 16
Unit 3: Biotechnology ....................................................................................................................... 16
Unit 4: Cell Reactions’ Energy ........................................................................................................ 17
Chemistry............................................................................................................................................... 18
Unit 1: Chemical Calculations ......................................................................................................... 18
Unit 2: Electrochemistry .................................................................................................................. 18
Unit 3: Energetics .............................................................................................................................. 18
Unit 4: Designing New Materials ..................................................................................................... 18
Physics .................................................................................................................................................... 18
Unit 1: Are all our future electric .................................................................................................... 18
Unit 2: Power to the people ............................................................................................................. 19
Unit 3: How can we communicate ................................................................................................... 19
Unit 4: How do we make our life easier .......................................................................................... 19
Unit 5: What’s in an atom ................................................................................................................ 20
Criteria Rubrics ........................................................................................................................................ 21
Criterion A – Knowing and Understanding ....................................................................................... 21
Criterion B – Inquiring and Designing ............................................................................................... 22
Criterion C – Processing and Evaluating ........................................................................................... 23
Criterion D - Reflecting the Impacts of Science ................................................................................. 24
Science Project ............................................................................................. Error! Bookmark not defined.
Part A: Investigation: .............................................................................. Error! Bookmark not defined.

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 Part B: Planning....................................................................................... Error! Bookmark not defined.
Part C: Taking Action ............................................................................. Error! Bookmark not defined.
Part D: Reflection .................................................................................... Error! Bookmark not defined.
Project Assessment................................................................................... Error! Bookmark not defined.
Science Project Timeline: ........................................................................ Error! Bookmark not defined.
IMPORTANT NOTE: ......................................................................... Error! Bookmark not defined.
Submitting Tasks ...................................................................................................................................... 26
APA Format Checklist ......................................................................................................................... 27
Criterion B – Guide to designing a scientific investigation ............................................................... 28
Criterion C – Guide to processing and evaluating a scientific investigation ................................... 31
Research Tasks – Research Steps ........................................................................................................ 34

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 EIS Mission Statement

Egyptian International School (EIS) aims to contribute to making the world a better
place through education of a new generation. An education that results in generations who
are passionate about their Egyptian identity, their mother tongue (Arabic) and who have
a good command of the English language.

EIS works towards exposing students to different cultures locally and internationally
to foster the development of research and leadership skills.

EIS helps students develop their research and leadership skills, have strong sense of
identity and also cares about young people who help to create a better and more peaceful
world through intercultural understanding and respect. To fulfil this objective, the school
provides its learners with high-quality international education in a local environment,
which values respect for international as well as national cultures. EIS aims to enhance
good manners, to develop life-long learners and to guarantee the satisfaction of the
different stakeholders.

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 Science Subject Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a student
may expect to experience and learn. These aims suggest how the student may be changed by the
learning experience.

The aims of MYP sciences are to encourage and enable students to:

 Understand and appreciate science and its implications

 Consider science as a human endeavor with benefits and limitations
 Cultivate analytical, inquiring and flexible minds that pose questions, solve problems,
construct explanations and judge arguments
 Develop skills to design and perform investigations, evaluate evidence and reach
conclusions
 Build an awareness of the need to effectively collaborate and communicate
 Apply language skills and knowledge in a variety of real-life contexts
 Develop sensitivity towards the living and non-living environments
 Reflect on learning experiences and make informed choices

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 Global Contexts

Global contexts provide a common language for powerful contextual learning, identifying
specific settings, events or circumstances that provide more concrete perspectives for teaching and
learning.

When we select a global context for learning, we are answering the following questions.

• Why are we engaged in this inquiry?

• Why are these concepts important?
• Why is it important for me to understand?
• Why do people care about this topic?

MYP global contexts, illustrated in the figure below, provide common points of entry for
inquiries into what it means to be internationally minded.

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 These and other contexts for teaching and learning inspire explorations of our common
humanity and shared guardianship of the planet. They invite reflection on local, national and global
communities, as well as the real-life issues and concerns. For each MYP unit, you should identify
one global context that establishes a focus for meaningful learning in a programme of international
education. Over the course of your study, you should encounter all six global contexts.

The following descriptions are clarifications for each Global Context.

1. Identities and Relationships

Students will explore identity; beliefs and values; personal,

physical, mental, social and spiritual health; human relationships
including families, friends, communities and cultures; what it means
to be human.

Possible Explorations:

• Competition and cooperation; teams, affiliation and

leadership
• Identity formation; self-esteem; status; roles and role models
• Personal efficacy and agency; attitudes, motivation,
independence; happiness and the good life
• Physical, psychological and social development;
transitions; health and well-being; lifestyle choices
• Human nature and human dignity; moral reasoning
and ethical judgment; consciousness and mind

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2. Globalization and Sustainability

Students will explore the interconnectedness of human-made

systems and communities; the relationship between local and global
processes; how local experiences mediate the global; the opportunities
and tensions provided by world interconnectedness; the impact of
decision-making on humankind and the environment.

Possible Explorations:
• Markets, commodities and commercialization
• Human impact on the environment
• Commonality, diversity and interconnection
• Consumption, conservation, natural resources and public goods
• Population and demography
• Urban planning, strategy and infrastructure

3. Scientific and Technical Innovation

Students will explore the natural world and its laws; the interaction
between people and the natural world; how humans use their understanding
of scientific principles; the impact of scientific and technological advances
on communities and environments; the impact of environments on human
activity; how humans adapt environments to their needs.

Possible Explorations:
• Systems, models, methods; products, processes and solutions
• Adaptation, ingenuity and progress
• Opportunity, risk, consequences and responsibility
• Modernization, industrialization and engineering
• Digital life, virtual environments and the Information Age
• The biological revolution
• Mathematical puzzles, principles and discoveries

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4. Orientation in Space and Time

Students will explore personal histories; homes and journeys;

turning points in humankind; discoveries; explorations and migrations
of humankind; the relationships between, and the interconnectedness of,
individuals and civilizations, from personal, local and global
perspectives.

Possible Explorations:
• Civilizations and social histories, heritage, pilgrimage, migration, displacement and
exchange
• Epochs, eras, turning points and “big history”
• Scale, duration, frequency and variability
• Peoples, boundaries, exchange and interaction
• Natural and human landscapes and resources
• Evolution, constraints and adaptation

5. Fairness and Development

Students will explore rights and responsibilities; the relationship
between communities; sharing finite resources with other people and with
other living things; access to equal opportunities; peace and conflict
resolution.

Possible Explorations:
• Democracy, politics, government and civil society
• Inequality, difference and inclusion
• Human capability and development; social entrepreneurs
• Rights, law, civic responsibility and the public sphere
• Justice, peace and conflict management
• Power and privilege
• Authority, security and freedom
• Imagining a hopeful future

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6. Personal and Cultural Expression

Students will explore the ways in which we discover and express

ideas, feelings, nature, culture, beliefs and values; the ways in which we
reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Possible Explorations:

• Artistry, craft, creation, beauty

• Products, systems and institutions
• Social constructions of reality; philosophies and ways of life; belief systems; ritual
and play
• Critical literacy, languages and linguistic systems; histories of ideas, fields and
disciplines; analysis and argument
• Metacognition and abstract thinking
• Entrepreneurship, practice and competency

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 Concepts

A concept is a “big idea”—a principle or notion that is enduring, the significance of which
goes beyond particular origins, subject matter, or place in time. Concepts represent the vehicle for
students’ inquiry into the issues and ideas of personal, local and global significance, providing the
means by which they can explore the essence of the sciences.

Concepts have an important place in the structure of knowledge that requires students and
teachers to think with increasing complexity as they organize and relate facts and topics.

Concepts express understanding that students take with them into lifelong adventures of
learning. They help students to develop principles, generalizations and theories. Students use
conceptual understanding as they solve problems, analyse issues, and evaluate decisions that can
have an impact on themselves, their communities and the wider world.

Key concepts
Key concepts promote the development of a broad curriculum. They represent big ideas
that are both relevant within and across disciplines and subjects.

These key concepts provide a framework for sciences, informing units of work and helping
to organize teaching and learning.

Change

Change is a conversion, transformation or movement from one form, state or value to

another. Inquiry into the concept of change involves understanding and evaluating causes,
processes and consequences.

In sciences, change is viewed as the difference in a system’s state when observed at

different times. This change could be qualitative (such as differences in structure, behaviour, or
level) or quantitative (such as a numerical variable or a rate). Change can be irreversible, reversible
or self-perpetuating.

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Relationships

Relationships are the connections and associations between properties, objects, people and
ideas—including the human community’s connections with the world in which we live. Any
change in relationship brings consequences—some of which may occur on a small scale, while
others may be far reaching, affecting large networks and systems such as human societies and the
planetary ecosystem.

Relationships in sciences indicate the connections found among variables through

observation or experimentation. These relationships also can be tested through experimentation.
Scientists often search for the connections between form and function. Modelling is also used to
represent relationships where factors such as scale, volume of data, or time make other methods
impractical.

Systems

Systems are sets of interacting or interdependent components. Systems provide structure

and order in human, natural and built environments. Systems can be static or dynamic, simple or
complex.

Systems in sciences describe sets of components that function due to their interdependence
or complementary nature. Common systems in science are closed systems, where resources are
not removed or replaced, and open systems, where necessary resources are renewed regularly.
Modelling often uses closed systems to simplify or limit variables.

Other key concepts can also be important in sciences. For example, development is an
important aspect in the continual growth through change that epitomizes scientific knowledge.
Science offers important perspectives on the definition, measurement and meaning of time, place
and space. Creativity is always important for scientists working together to extend the limits of
human understanding.

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Related concepts
Related concepts promote deep learning. They are grounded in specific disciplines and are
useful for exploring key concepts in greater detail. Inquiry into related concepts helps students
develop more complex and sophisticated conceptual understanding. Related concepts may arise
from the subject matter of a unit or the craft of a subject—its features and processes.

The following table lists related concepts for the study of sciences. Teachers are not limited
to the related concepts listed in this chart and may choose others when planning units, including
from other subject groups.

The following table contain the definitions of the related concepts mentioned above.

Related
Definition
Concept
The dynamic equilibrium that exists among members of a stable natural
Balance community; the regulation of the internal environment of an organism OR
A state of equilibrium or stable distribution
The observable or quantifiable effects, results, or outcomes correlated with
Consequences
an earlier event or events.
Energy The capacity of an object to do work or transfer heat.

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 All of the biotic and abiotic factors that act on an organism, population or
community and influence its survival, evolution and development OR A
Environment description of the universe or a closed system through the application of the
laws of physics; the complex of physical conditions or climate affecting a
habitat or community.
Support for a proposition derived from observation and interpretation of
Evidence
data
The features of an object that can be observed, identified, described,
Form
classified and categorized.
A purpose, a role or a way of behaving that can be investigated; a
Function
mathematical relationship between variables.
The effect or effects two or more systems, bodies, substances or organisms
Interaction have on one another, so that the overall result is not simply the sum of the
separate effects.

Representations used for testing scientific theories or proposals that can be

accurately repeated and validated; simulations used for explaining or
Models
predicting processes which may not be observable or to understand the
dynamics of multiple underlying phenomena of a complex system.
The act, process, or result of displacing from one location or position to
Movement
another within a defined frame of reference.
The distribution of variables in time or space; sequences of events or
Patterns
features.

Differentiation of a cell; change of energy form, including at a molecular

level; alteration of molecules and metabolism and/or genetic make-up of an
organism or species and consequently a community, relative to external
Transformation
factors OR A change from one well-defined state to another well-defined
state; an alteration in form or condition, including energy and particle
nature.

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 Command Terms

Command Terms Definitions

Break down in order to bring out the essential elements or structure. (To
Analyse identify parts and relationships, and to interpret information to reach
conclusions.)
Annotate Add brief notes to a diagram or graph
Use knowledge and understanding in response to a given situation or real
Apply circumstances. Use an idea, equation, principle, theory or law in relation
to a given problem or issue.
Calculate Obtain a numerical answer showing the relevant stages in the working.
Classify Arrange or order by class or category.
Comment Give a judgment based on a given statement or result of a calculation
Construct Display information in a diagrammatic or logical form.
Define Give the precise meaning of a word, phrase, concept or physical quantity
Make clear by reasoning or evidence, illustrating with examples or
Demonstrate
practical application.
Describe Give a detailed account or picture of a situation, event, pattern or process.
Design Produce a plan, simulation or model
Determine Obtain the only possible answer
Credit sources of information used by referencing (or citing), following
one recognized referencing system. References should be included in the
Document
text and also at the end of the piece of work in a reference list or
bibliography.
Represent by means of a labelled, accurate diagram or graph, using a
pencil. A ruler (straight edge) should be used for straight lines. Diagrams
Draw
should be drawn to scale. Graphs should have points correctly plotted (if
appropriate) and joined in a straight line or smooth curve
Estimate Obtain an approximate value for an unknown quantity.
Evaluate Make an appraisal by weighing up the strengths and limitations

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Command Terms Definitions
Explain Give a detailed account including reasons and causes.
Find Obtain an answer showing relevant stages in the working.
Express precisely and systematically the relevant concept(s) or
Formulate
argument(s).
Provide an answer from a number of possibilities. Recognize and state
Identify
briefly a distinguishing fact or feature.
Use knowledge and understanding to recognize trends and draw
Interpret
conclusions from given information.
Justify Give valid reasons or evidence to support an answer or conclusion.
Label Add title, labels or brief explanation(s) to a diagram or graph.
List Give a sequence of brief answers with no explanation.
Measure Obtain a value for a quantity.
Organize Put ideas and information into a proper or systematic order
Outline Give a brief account or summary.
Plot Mark the position of points on a diagram.
Present Offer for display, observation, examination or consideration
Recall Remember or recognize from prior learning experiences.
Select Choose from a list or group.
Show Give the steps in a calculation or derivation.
Represent by means of a diagram or graph (labelled as appropriate). The
Sketch sketch should give a general idea of the required shape or relationship,
and should include relevant features.
Solve Obtain the answer(s) using appropriate methods
Give a specific name, value or other brief answer without explanation or
State
calculation.
Suggest Propose a solution, hypothesis or other possible answer
Summarize Abstract a general theme or major point(s).
Obtain the answer(s), usually by extracting information. Little or no
Write Down
calculation is required. Working does not need to be shown.

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Syllabus and Expected Tasks:

Biology
Unit 1: How it all begins?
1. Review cell structure and cell cycle
2. DNA form and function
3. Introduction to cell division
4. Mitosis and Meiosis ( dry mount slides)
5. Transcription, translation and protein synthesis
6. Behavioral genetics
7. Lab skills : using compound microscopes to examine cells
8. Lab skills: DNA extraction

Unit 2: It’s in your Genes!

1. Using the QFT (question formulating technique) to formulate factual, conceptual
and debatable questions as a unit breakdown.
2. Mendel’s laws of inheritance
3. Monohybrid and Dihybrid cross
4. Punnett squares
5. Pedigrees
6. Non-Mendelian Inheritance (Incomplete dominance, co-dominance, multiple alleles)
7. Sex-linked traits ( hemophilia and baldness)
8. Mutation : sickle cell anemia
9. Karyotyping ( blood sampling) (trip)
10. Evolution ( fossils, natural selection, comparative anatomy)

Unit 3: Biotechnology
1. Cloning ( somatic cell nuclear transfer artificial embryo cloning, plants cuttings and
tissue culture)
2. Recombinant DNA ( gene splicing / Transgenic organisms : Insulin Production

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 3. Genetic engineering in agriculture ( BT corn)
4. Polymerase chain reaction (PCR) and its applications
5. 3D tissue and organ printing
6. DNA fingerprinting in legal disputes
7. Skills: using virtual labs and webquests

Unit 4: Cell Reactions’ Energy

1- Cellular Respiration( aerobic , anaerobic and ATP)
2- Lab: yeast experiment giving ethanol and carbon dioxide ( baking)
3- Photosynthesis ( chlorophyll absorbs red and blue light , reflects green) ( protolysis
of water to give oxygen)
4- Application: Biochemical reactions
5- Skills: organizing a campaign within the school community to cut down on food
waste.
6- Lab skills: Testing leaves for starch
7- Burning glucose

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Chemistry
Unit 1: Chemical Calculations
1. Concentration calculations
2. dilution
3. Acid and base indicators & neutralization reaction
4. Titration (process & calculations )
Unit 2: Electrochemistry
1. Redox reaction
2. Oxidation no.
3. Electrochemical series
4. Galvanic cell
5. Electrolytic cell
6. Electrolysis of water
7. Extraction of metal using electrolysis
Unit 3: Energetics
1. Reversible and irreversible reactions
2. Dynamic equilibrium
3. Le chatelier’s principle

Unit 4: Designing New Materials

1. Review on IUPAC naming of organic compounds
2. Addition reaction
3. Substitution reaction
4. polymerization
5. Esterification

Physics
Unit 1: Are all our future electric?!
1. The nature of electric charges & Methods of charging.
2. Coulomb’s Law
3. The electric field
4. Electric potential
5. Current and Ohm’s law

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 6. Electric resistance
7. Series and parallel circuits
8. Electric power and energy

Unit 2: Power to the people

1. Magnetic field and forces.
2. Magnetic force on a moving charge
3. Magnetic fields due to current wires
4. Magnetic force between two wires
5. Induced Motional EMF in a wire
6. Magnetic flux and Faraday’s law of induction.
7. Making alternating current.
8. Making a strong motor and transformer.

Unit 3: How can we communicate?!

1. Periodic motion & simple harmonic motion.
2. Types of waves and their characteristics.
3. Electromagnetic waves
4. Reflection of light
5. Image formation in Plane mirrors
6. Refraction of light
7. Interference and Diffraction of light
8. Total internal reflection.

Unit 4: How do we make our life easier?!

1. Density and pressure.
2. Temperature and thermal energy (heat).
3. Heat transfer and specific heat capacity.
4. Gases laws & the ideal Gas Law equation
5. Work done by expanding gases.
6. The first law of thermodynamics

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 7. Thermodynamics processes.

Unit 5: What is in an atom?!

1. Physics of the atom’s interior.
2. Absorption and emission spectrum.
3. Structure of the nucleus.
4. Radioactive decay.
5. Mass-Energy equivalence
6. Binding energy
7. Fission and fusion.

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 Criteria Rubrics

Criterion A – Knowing and Understanding

Achievement
Level Descriptors
level

0 The student does not reach a standard identified by any of the descriptors below.

The student is able to:

i. State scientific knowledge
1-2 ii. Apply scientific knowledge and understanding to suggest solutions to
problems set in familiar situations
iii. Interpret information to make judgments
The student is able to:
i. Outline scientific knowledge
3-4 ii. Apply scientific knowledge and understanding to solve problems set in
familiar situations
iii. Interpret information to make scientifically supported judgments
The student is able to:
i. Describe scientific knowledge
ii. Apply scientific knowledge and understanding to solve problems set in
5-6
familiar situations and suggest solution to problems set in unfamiliar
situations
iii. Describe scientific knowledge
The student is able to:
i. Explain scientific knowledge
ii. Apply scientific knowledge and understanding to solve problems set in
7-8
familiar and unfamiliar situations
iii. Analyse and evaluate information to make scientifically supported
judgments

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 Criterion B – Inquiring and Designing

Achievement
Level Descriptors
level
0 The student does not reach a standard identified by any of the descriptors below.

- The student is able to:

i. State a problem or question to be tested by a scientific investigation
ii. Outline a testable hypothesis
1-2
iii. Outline the variables
iv. Design a method, with limited success.
- The student is able to:
i. Outline a problem or question to be tested by a scientific investigation
ii. Formulate a testable hypothesis using scientific reasoning
3-4
iii. Outline how to manipulate the variables, and outline how relevant data will
be collected
iv. Design a safe method in which he or she selects materials and equipment.
- The student is able to:
i. Describe a problem or question to be tested by a scientific investigation
ii. Formulate and explain a testable hypothesis using scientific reasoning
5-6 iii. Describe how to manipulate the variables, and describe how sufficient,
relevant data will be collected
iv. Design a complete and safe method in which he or she selects appropriate
materials and equipment.
- The student is able to:
i. Explain a problem or question to be tested by a scientific investigation
ii. Formulate and explain a testable hypothesis using correct scientific
reasoning
7-8
iii. Explain how to manipulate the variables, and explain how sufficient, relevant
data will be collected
iv. Design a logical, complete and safe method in which he or she selects
appropriate materials and equipment.

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 Criterion C – Processing and Evaluating

Achievement
Level Descriptors
level
0 The student does not reach a standard identified by any of the descriptors below.
The student is able to:
i. Collect and present data in numerical and/or visual forms
ii. Interpret data
1-2 iii. State the validity of a hypothesis based on the outcome of a scientific investigation
iv. State the validity of the method based on the outcome of a scientific investigation
v. State improvements or extensions to the method.
The student is able to:
i. Correctly collect and present data in numerical and/or visual forms
ii. Accurately interpret data and explain results

3-4 iii. Outline the validity of a hypothesis based on the outcome of a scientific investigation
iv. Outline the validity of the method based on the outcome of a scientific investigation
v. Outline improvements or extensions to the method that would benefit the scientific
investigation.
The student is able to:
i. Correctly collect, organize and present data in numerical and/or visual forms
ii. Accurately interpret data and explain results using scientific reasoning

5-6 iii. Discuss the validity of a hypothesis based on the outcome of a scientific investigation
iv. Discuss the validity of the method based on the outcome of a scientific investigation
v. Describe improvements or extensions to the method that would benefit the scientific
investigation.
The student is able to:
i. Correctly collect, organize, transform and present data in numerical and/ or visual forms
ii. Accurately interpret data and describe results using correct scientific reasoning

7-8 iii. Evaluate the validity of a hypothesis based on the outcome of a scientific investigation
iv. Evaluate the validity of the method based on the outcome of a scientific investigation
v. Explain improvements or extensions to the method that would benefit the scientific
investigation.

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 Criterion D - Reflecting the Impacts of Science

Achievement
Level Descriptors
level
0 The student does not reach a standard identified by any of the descriptors below.
The student is able to:
i. Outline the ways in which science is applied and used to address a specific problem or
issue
ii. Outline the implications of using science and its application to solve a specific problem
1-2
or issue, interacting with a factor
iii. Apply scientific language to communicate understanding but does so with limited
success
iv. Document sources, with limited success.
The student is able to:
i. Summarize the ways in which science is applied and used to address a specific problem
or issue
3-4 ii. Describe the implications of using science and its application to solve a specific
problem or issue, interacting with a factor
iii. Sometimes apply scientific language to communicate understanding
iv. Sometimes document sources correctly.
The student is able to:
i. Describe the ways in which science is applied and used to address a specific problem or
issue
5-6 ii. Discuss and analyse the implications of using science and its application to solve a
specific problem or issue, interacting with a factor
iii. Usually apply scientific language to communicate understanding clearly and precisely
iv. Usually document sources correctly.

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 The student is able to:
i. Explain the ways in which science is applied and used to address a specific problem or
issue
ii. Discuss and evaluate the implications of using science and its application to solve a
7-8
specific problem or issue, interacting with a factor
iii. Consistently apply scientific language to communicate understanding clearly and
precisely
iv. Document sources completely.

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 Submitting Tasks

Before submitting any task, evaluate your work and give yourself a grade according to the

corresponding rubric.

You will be required to submit:

 A soft copy one day before the due date

 A hard copy on the due date.

 Plagiarism report

Upload your work onto the following website https://www.turnitin.com/

(or any other that you know) send the report by email with the soft copy and print it to hand

it in with the hard copy (if it is needed.).

 Self-evaluation for your task.

At the beginning of the year, you will submit a draft for your first task only (for each criterion

(B, C & D). For this task, you will be given feedback and a chance to improve your grade. Once

receive feedback, a dead-line will be given to re-submit your final task. Again, you will be required

to submit both a hard and soft copy as mentioned above, along with your first draft.

For the tasks that follow there will be no drafts, however, you will be given feedback that you

will use as reference for the tasks that follow.

If you fail to submit the task on the assigned due date, you will be required to submit the task

your grade for this task will be “ZERO”.

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 If you have a valid reason for not submitting the assigned task on the due date (due to sickness,

competitions etc.), kindly ask your parents to send an email to both your teacher and administration

explaining this reason, and an extension of the due date will be considered.

APA Format Checklist

1. Basic Formats
 Font “Times New Roman”
 Font size 12
 Spacing 2.0 (Double Space)
 One space between title and introduction paragraph

2. Cover Page
 Name
 Title of Task
 Class
 Date
 Name of your teacher

3. In-text citation
 Are all quotes cited?
 Are all paraphrases cited?

4. References
 Separate Page
 All sources included
 Alphabetically ordered
 APA format

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 Criterion B – Guide to designing a scientific investigation

Title:

 Give the investigation a clear title describing the general topic of your investigation.

Problem/Research question: (B i)

 Write down an “Abstract”; this should describe to anyone who reads

your design, note that you would need to do research to collect enough

information to design the investigation:

 What your investigation is about?

 The scientific background

 Why you are interested in this investigation?

 Phrase a question where you mention the independent and dependent variables.

Hypothesis: (B ii)

 Explain what you think is going to happen in your investigation

use correct scientific knowledge to explain why you think you

will get this outcome.

 Give specific details that support your hypothesis. Again, you

would need to research to support your hypothesis.

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Variables: (B iii)

To design a reliable scientific investigation, you must only change one variable at a time.

a. State the variable that you are testing (independent

variable)

b. Describe how you will manipulate and describe the range

that you will be using (a range that would provide you with

at least 5 readings)

c. State the variable you will measure the effect of the independent variable on

(dependent variable)

d. Describe how you will measure it accurately in numerical values (Observations are

not acceptable)

e. State the other variables (at least 5 the more the better) that you will keep the same

throughout your investigation (controlled variables).

f. Describe how you will keep these variables controlled throughout the experiment.

g. Explain why you need to keep these controlled variables controlled.

(Note: you would find it better to organize the controlled variables in the form of a table)

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Experimental Method: (B iv)

 List all the materials and equipment you will use:

a. Mention sizes of equipment used

b. Mention concentrations of any solutions

c. Mention the quantities of each item

 Design a logical and complete method, showing the materials and equipment you have

selected.

 Describe safety procedures that have to be taken into account such as;

Hydrochloric acid is corrosive, wear goggles to avoid drops of acid getting in

contact with eyes, wear gloves and handle with care. Notify your teacher or lab

chemist of any spills.

 Labelled Diagrams will often help you explain set ups of equipment

 Your plan also needs to include steps to control the

controlled variables and detailed steps on collecting the data

(dependent variables)

 You might need to carry out a preliminary experiment to

check that your plan actually works. You might need to alter

some aspects of your initial plan.

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 Criterion C – Guide to processing and evaluating a scientific investigation

Once you have collected data from your investigation, you need to process it to make sense

of the data and draw conclusions from these results.

Results (C (i))

 Raw data (data collected from the investigation) needs to be placed in a well-labelled

table, including correct column headings and units.

 Converted data (obtained through calculations made to the raw data) needs to be placed in

a separate table with correct column headings and units.

 Draw a line graph of your results. Remember, Independent variable is placed on the X-

axis and the dependent variable is placed on the Y-axis

Conclusion and explanation (C (ii))

 Comment on any patterns in you results, discuss

the shape of the line and the relationship it shows

between the variables.

 Explain your conclusion, showing scientific

understanding of the results you have obtained

from the investigation.

 Discuss the reliability of the results you obtained.

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Evaluating Hypothesis

 Discuss how the results support the hypothesis.

 Note: Where a result seems to be out of place and

doesn’t keep to the pattern, it is called an “Anomaly”.

(Perhaps a mistake was made during the reading)

 Discuss the anomalies, and suggest reasons for their

presence, but don’t use them in making your

conclusion.

Evaluating Method (C (iv))

 Be very critical when evaluating the method, the method should be logical and complete,

with steps mentioning safety precautions.

 Describe any limitations in the method that lead to any inaccuracies in the results.

 Discuss whether the results are valid enough to answer the question for the

investigation.

 Discuss any mistakes that have led to any inaccuracies (either in method or

equipment used) in results.

 Discuss the controlled variables and whether they have been controlled in the best

method possible.

 Discuss whether the method was repeated enough times.

 Discuss the sample size and range of independent variable.

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Improvements and Extensions (C (v))

Improvement: Describe how you might make your

investigation better, take into consideration the

limitations you have described to validate the method,

to obtain more reliable evidence.

Extensions: Describe any further experiments you

could carry out to get more evidence to support your

investigation and extend it further.

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 Research Tasks – Research Steps

When submitting research, you need to follow these steps:

 A short account about what you know about the topic.

 A list of guiding questions

 A list of potential resources (Evaluate these resources using note cards)

 Cite the sources in APA format (The longer citation will be used in the bibliography and

the shorter citation will be placed within the product (either essay, power point etc.))

 Reflect on your guiding questions, add more questions if you feel that you need more

information than you initially intended.

For any research task, you are required to hand in:

1- The account of what you know

2- List of guiding questions

3- Notecards of your source evaluation

4- Product (essay, video, presentation)

5- Bibliography

6- Self-evaluation

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 For Criterion D you are required to evaluate the impacts of scientific solutions on one or more

of the following factors. The table below contains descriptions of each factor:

Factor Description
Patterns of knowledge, behaviour, beliefs, shared attitudes, values, goals
Cultural
and practices that characterize groups of people
Economic Production, distribution, and use of income, wealth, and commodities
Environmental Circumstances, objects, or conditions by which one is surrounded
Process of rational inquiry to decide on issues as right or wrong, as applied
Ethical
to the people and their actions.
Moral Principles of right or wrong behaviour derived from a particular society
Political Relates to government or public affairs
Interactions between groups of people involving issues such as welfare,
Social
safety, rights, justice or class.

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