PLANTS

Term 3 MYP Science

Lab Report
KIS International School Year 3

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Germination Investigation Guidelines
This term you will be designing your own science investigation into factors that affect plant seed germination. You will need to research the factors that could affect germination, and then choose one to be the basis for your experiment. You will need to Your team will be determine which given mung bean variables you are seeds and a choice testing. Make sure of various lab to be able to collect equipment in order lots of good data! to carry out your investigation. After the experiment each member of your group will be required to write a FULL LAB REPORT. You will need to type the report and include each of the required sections. Don’t forget to use your notes from Term 1 about the scientific method!

MYPSCIENCE LAB:
Lab Report
Variables
x - Independent (what will I change?)

Name: Lab Report Group: KIS International School
Year 3

Research Question : How is y dependent on x?

Manipulation

y - Dependent (what will I measure?)

Controlled (what will I keep the same?)

Hypothesis
IF THEN BECAUSE

Procedure : What will I do?

PLANNING

Materials : What do I need?

MYPSCIENCE
DATA COLLECTION AND PROCESSING
Raw Data Table
How will you record your quantitative data?

Lab Report
KIS International School Year 3

Observations

What qualitative data will you record?

Data Processing

Use words and/or math to describe how you will change/manipulate your raw data

Processed Data Table

A new table with your processed data

Graph

Attach your graph to the back of the lab write-up sheet

MYPSCIENCE
Conclusion
Tell how your question was answered

Lab Report
KIS International School Year 3

EVALUATION AND CONCLUSION

Evaluation Error

Explain anything that happened you did not expect

Significance
(low, moderate, high)

Improvement

Next Testable Question

What experiment could you do next?

Lab Report
KIS International School Year 3

D! Scientific inquiry This criterion enables students to design and carry out scientific investigations independently. Level 0 1-2
Teacher’s Decision

Level of Achievement
The student does not reach a standard described by any of the descriptors given below. The student attempts to state a focused problem or research question. The method suggested is incomplete.

Task-Specific Clarification

QUESTION: not related to the topic, or no variables used in the question HYPOTHESIS: not written in an “IF...THEN...BECAUSE” format

VARIABLES: identifies incorrect variables The student attempts to comment on the method and respond to the focused problem or research question. MATERIALS: missing obvious materials needed to carry out the experiment PROCEDURE: describes the procedure in very little detail, or could in a way that is too confusing to follow REFLECTION: not about the method and suggesting improvements The student states a focused problem or research question and makes a hypothesis but does not explain it using scientific reasoning. The student selects appropriate materials and equipment and writes a mostly complete method, mentioning some of the variables involved and how to manipulate them. The student makes few comments on the method. The student comments on whether the hypothesis is supported or not. The student suggests some improvements to the method or makes suggestions for further inquiry when relevant. QUESTION: includes either an independent or dependent variable used in a question HYPOTHESIS: written in an “IF...THEN...BECAUSE” format, but does not properly use variables or without appropriate supporting reasoning VARIABLES: identifies either the independent variable or the dependent variable, or reverses them MATERIALS: identifies some of the materials needed to conduct the experiment PROCEDURE: describes the procedure in enough detail that someone else could repeat a similar experiment, but might get different data REFLECTION: comments on the method and suggests simple improvements to the method QUESTION: includes an independent and dependent variable, and the relationship between them in the form of a question HYPOTHESIS: written in an “IF...THEN...BECAUSE” format using the independent and dependent variable, with appropriate supporting reasoning VARIABLES: identifies the independent variable and the dependent variable MATERIALS: identifies the materials needed to conduct the experiment with only minor mistakes PROCEDURE: describes the procedure in enough detail that someone else could repeat the same experiment, and measure the data in the same way REFLECTION: comments on the method and the quality of the results and suggests improvements to the method

3-4

5-6

The student states a clear focused problem or research question, formulates a testable hypothesis and explains the hypothesis using scientific reasoning. The student selects appropriate materials and equipment and writes a clear, logical method, mentioning all of the relevant variables involved and how to control and manipulate them, and describing how the data will be collected. The student makes comments on the method, and the accuracy and precision of the data The student comments on how the hypothesis is supported or not by the data/outcome of the investigation. The student suggests realistic improvements to the method and makes suggestions for further inquiry when relevant.

Explain: to give a detailed account of causes, reasons or mechanisms. 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.

Lab Report
KIS International School Year 3

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).

Lab Report
KIS International School Year 3

E! Processing data Processing data refers to enabling students to organize, process and interpret relevant quantitative and qualitative data. Level 0 1-2
Teacher’s Decision

Level of Achievement
The student does not reach a standard described by any of the descriptors given below.

Task-Specific Clarification

The student collects some data and attempts to OBSERVATIONS and RESULTS: collects data record it in a suitable format. DATA PROCESSING: organized and transformed data into either a table or graph, The student organizes and presents data using simple numerical or visual forms. DATA PROCESSING: no calculations The student attempts to identify a trend, pattern CONCLUSION: does not identify trends, patterns and or relationship in the data. relationships with types of pollution and observations The student attempts to draw a conclusion but this is not consistent with their interpretation of the data. CONCLUSION: does not draw a conclusion, or conclusion not based on the data OBSERVATIONS and RESULTS: collects and records data DATA PROCESSING: organized and transformed data into a table and graph, DATA PROCESSING: does appropriate calculations with the data with some mistakes (mean, median, mode, and range; differences; totals; etc)

3-4

The student collects sufficient relevant data and records it in a suitable format. The student organizes, transforms and presents data in numerical and/or visual forms, with a few errors or omissions. The student states a trend, pattern or relationship shown in the data.

CONCLUSION: attempts to identify trends, patterns and The student draws a conclusion consistent with relationships in the data their interpretation of the data. CONCLUSION: draws conclusions based on the data The student collects sufficient relevant data and records it in a suitable format. OBSERVATIONS and RESULTS: collects and records data using appropriate units of measurement

5-6

The student organizes, transforms and presents data in DATA PROCESSING: organized and transformed data into an appropriate table and graph, numerical and/or visual forms logically and correctly. DATA PROCESSING: does appropriate calculations correctly with the data (mean, median, mode, and range; The student describes a trend, pattern or differences; totals; etc) relationship in the data and comments on the data. The student draws a clear conclusion based on their interpretation of the data and explains it using scientific reasoning.

CONCLUSION: identifies trends, patterns and relationships in the data (increase/decrease; cause/effect; etc) CONCLUSION: draws appropriate conclusions based on the data

Numerical forms: may include calculations such as averaging, or determining values from a graph or table. Qualitative data: refers to non-numerical data or information that it is difficult to measure in a numerical way. Quantitative data: refers to numerical measurements of the variables associated with the investigation. 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.

Lab Report
KIS International School Year 3

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).

Lab Report
KIS International School Year 3

F!

Attitudes in Science

Attitudes in science encourages students to develop safe, responsible and collaborative working practices when carrying out experimental work in science. Level 0 1-2
Teacher’s Decision

Level of Achievement
The student does not reach a standard described by any of the descriptors given below. The student requires some guidance to work safely and some assistance when using material and equipment. The student requires some guidance to work responsibly with regards to the living and non-living environment. When working as part of a group, the student needs frequent reminders to cooperate with others.

3-4

The student requires little guidance to work safely and little assistance when using material and equipment. The student works responsibly with regards to the living and non-living environment. When working as part of a group the student cooperates with others on most occasions.

5-6

The student requires no guidance to work safely and uses material and equipment competently. The student works responsibly with regards to the living and non-living environment. When working as part of a group, the student cooperates with others.

Math Criterion C: communication in mathematics
Maximum 6 Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings—both orally and in writing. This criterion examines to what extent the student is able to: •! use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations •! use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models) •! move between different forms of representation. Achievement level 0 1–2 Descriptor The student does not reach a standard described by any of the descriptors given below. The student shows basic use of mathematical language and/or forms of mathematical representation, with guidance from the teacher. States few or incorrect steps followed in solving simple problems. The student shows sufficient use of mathematical language and forms of mathematical representation, with guidance from the teacher. State, in writing and/ or verbally, some of the steps followed in solving simple problems. The student moves between different forms of representation with some success, with guidance from the teacher. 5–6 The student shows good use of mathematical language and forms of mathematical representation, with guidance from the teacher. State, in writing and/ or verbally, the steps followed in solving simple problems. The student moves effectively between different forms of representation, with guidance from the teacher. I have shown my data properly with a raw data table, a processed data table, and a graph. I have correctly shown my work for mean, median, mode, and range My conclusion is based on the data, and uses proper vocabulary and numbers to discuss my findings. Indicators in Work I have not completed my Survey Report I have attempted to show some of my data My conclusion is not based on the data.

3–4

I have shown my data with a raw data table, a processed data table, and a graph, with some mistakes I have shown my work for mean, median, mode, and range My conclusion is based on the data

Notes 1. Mathematical language: the use of notation, symbols, terminology and verbal explanations. 2. Forms of mathematical representation: refers to formulae, diagrams, tables, charts, graphs and models, used to represent mathematical information.

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