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CRITERIA. Achievement level (Level descriptor) 0 (The student does not reach a standard described by any of the descriptors below). 1–2 (The student.

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Presentation on theme: "CRITERIA. Achievement level (Level descriptor) 0 (The student does not reach a standard described by any of the descriptors below). 1–2 (The student."— Presentation transcript:

1 CRITERIA

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3 Achievement level (Level descriptor) 0 (The student does not reach a standard described by any of the descriptors below). 1–2 (The student states how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student states the effectiveness of science and its application in solving the problem or issue).

4 Achievement level (Level descriptor) 3–4 (The student describes how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student describes the effectiveness of science and its application in solving the problem or issue. The student describes the implications of the use and application of science interacting with at least one of the following factors: moral, ethical, social, economic, political, cultural and environmental).

5 Achievement level (Level descriptor) 5–6 (The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student discusses the effectiveness of science and its application in solving the problem or issue. The student discusses and evaluates the implications of the use and application of science interacting with at least two of the following factors: moral, ethical, social, economic, political, cultural and environmental).

6 The most common use for fluorides is in toothpaste, preventing tooth decay. It is also put in water for the same reason (Importance and uses). It is also used for Teflon pans, water proof clothing and helps make detergent. Teacher comment to student was: states (Level 1-2). This states a benefit (Level 1-2). explain(Level 5-6) To explain it (Level 5-6) we need to know how fluorides do this. * * FOR MORE DETAILED EXPLAINATION LOOK AT APPENDIX A.

7 One common biological use of chlorine is food preservation. The reason for this is because micro organisms like bacteria, or fungi, cannot survive with too much NaCl. With too much NaCl osmosis happens in a way that hurts the micro organism’s cell because now water is drawn out of the micro organism’s cells. Teacher comment to student was: Excellent – this is what we mean by EXPLAIN the benefits. * * FOR MORE DETAILED EXPLAINATION LOOK AT APPENDIX A.

8 Chlorine is also used in many other household appliances including; bleach, computer hardware, plastics, textiles, paper and many more. Teacher comment to student was: STATEMENT (level 1-2) DESCRIBE (level 3-4) or EXPLAIN the science behind (Level 5-6). Notice that this is a STATEMENT (level 1-2) To get a higher grade, the task sheet says you must DESCRIBE (level 3-4) or EXPLAIN the science behind (Level 5-6). * * FOR MORE DETAILED EXPLAINATION LOOK AT APPENDIX A.

9 Max. Achievement levelLevel descriptor 6 The student uses sufficient scientific language correctly. The student communicates scientific information effectively. When appropriate to the task, the student fully documents sources of information correctly.

10 Max. Achievement level6 Level descriptor correctly. The student uses sufficient scientific language correctly. effectively. The student communicates scientific information effectively. fully documents sources of information correctly. When appropriate to the task, the student fully documents sources of information correctly.

11 Halogens are non- metals and are found in group number seventeen on the periodic table. The real name for halogens is “salt-makers”. This is because, every compound that contains a halogen is a salt. Halogens can help us greatly and widely but, they can also be very harmful. I will talk to you about the effects of one particular halogen, chlorine. I will talk about the good and the bad uses and effects of chlorine and from that, base my opinion on if the manufacture of halogens and their compounds should be banned. Teacher comment to student was: It is good that your intro paragraph clearly states what the whole essay is about. With more experience you will find a way to write this without the phrase “I will talk about..”

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13 * * FOR MORE DETAILED EXPLAINATION LOOK AT APPENDIX B. Works Cited "Chlorine." Periodic Table of Elements. Los Alamos National Laboratory's Chemistry Division, 15 Dec. 2003. Web. 20 Sept. 2009..http://periodic.lanl.gov/elements/17.html "Chlorination of Water." Rev. of Chlorination of drinking water saves lifes. CFour. N.p., n.d. Web. 20 Sept. 2009.. { "@context": "http://schema.org", "@type": "ImageObject", "contentUrl": "http://images.slideplayer.com/14/4215882/slides/slide_13.jpg", "name": "* * FOR MORE DETAILED EXPLAINATION LOOK AT APPENDIX B.", "description": "Works Cited Chlorine. Periodic Table of Elements. Los Alamos National Laboratory s Chemistry Division, 15 Dec. 2003. Web. 20 Sept. 2009..http://periodic.lanl.gov/elements/17.html Chlorination of Water. Rev. of Chlorination of drinking water saves lifes. CFour. N.p., n.d. Web. 20 Sept. 2009..

14 Max. Achievement level Level descriptor 6 Consistent with the complexity of the work covered and with guidance:  The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations.  The student applies scientific understanding to solve complex problems including in unfamiliar situations. Criterion C: Knowledge and understanding of science

15 The basic structure Knowledge and understanding of science Grading Rubric* Section A: Section A: Recall of information Section B Section B : Selection of information to solve simple problems. Section C: Section C: Application of knowledge to solve familiar problems. Section D Section D : Analysis of scientific information. Section E Section E : Application of knowledge to solve unfamiliar problems. Section F: Section F: Evaluation of scientific information. Level 1-2: Score level (1-2)= /2 Level 3- 4: Score level (3-4)= /2 Level 5 – 6: Score level (5-6)= /2 * For more information look at appendix C.

16 Max. Achievement level Level descriptor 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 and processed. The student evaluates the method, commenting on its reliability and validity. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests realistic improvements to the method and makes suggestions for further inquiry when relevant. Criterion E: Processing data Criterion D: Scientific inquiry Max. Achievement level Level descriptor 6 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 logically and correctly. The student describes a trend, pattern or relationship in the data and comments on the reliability of the data. The student draws a clear conclusion based on the correct interpretation of the data and explains it using scientific reasoning.

17 Max. Achievement level Level descriptor 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. Criterion F: Attitudes in science

18 Contents 1. Independence 2. Precision/ Skill 3. Safety 4. Responsibility The student works responsibly with regards to the living and non-living environment. 5. Teamwork Attitude Grading Rubric

19 The International Academy - Amman Done by Science Department Thank you

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23 Problems to avoid 1. neither of these two are ‘cited’ in the essay; put them in Bibliography 2. Double space 3. Indent second line and subsequent lines so it is easy to see the source name 4. Match the source identification with what you put in parentheses for the in-text citation so it is very easy for the reader to find the source in the list.

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26 Test Section Style of questions Section A: Recall of information Multiple choice questions. Single-answer recall questions. Close questions. (Short –answer questions). Section B: Application of knowledge to solve simple problems. Simple equation application questions. Questions that require a simple grasp of content and skills to answer them. Section C: Application of knowledge to solve familiar problems. Questions are modelled on questions that students have had previous exposure to through assignment work, book work, etc. Section D: Analysis of scientific information. Requires a source of data to analyse i.e. table of data, equipment readings, and/or graphs of data. Questions require students to either:  make predictions,  outline and/or explain the underlying trend/pattern using conceptual understanding,  derive the mathematical relationship/model that describes the pattern/relationship,  discuss the reliability and/or validity of the data and the ability to extrapolate from it. Section E: Application of knowledge to solve unfamiliar problems. Requires questions that the student has not been exposed to previously OR Questions that require the student to use their knowledge in a way they have not done before Section F: Evaluation of scientific information. Questions MUST require the student to make a judgement/evaluation about scientific information AND explain their reasoning using their scientific knowledge and understanding to justify their choice. Questions could:  present a scientific theory/concept or scientific knowledge and ask the student to explain if it is correct/accurate OR how accurate it is or not using their understanding,  present two sides of a conceptual argument and get the student to evaluate who is correct and explain why using their understanding,  the science underlying an application is outlined/explained and the student has to evaluate if it is correct and explain why/why not using their understanding. Appendix C - What style of question goes in what section?

27 Contents 1. Aim [Cri.D] Relates to the topic of the lab 2. Hypothesis [Cri.D] Is a prediction of the outcome of the lab Explains reasoning behind the prediction Hypothesis clearly refutes or defends established knowledge and is fully supported 3. Materials [Cri.D] Complete, and neatly formatted 4. Procedure [Cri.D] Is written in list form Can be easily repeated by another student Clear method given to control at least 3 variables that may affect results 5. Data Collection [Cri.E] Data are presented in a neat table Appropriate units are included in the table Presents the data clearly and logically Table is clearly titled 6. Data Processing [Cri.E] Graph is present, and neatly constructed Graph is give the right title Graph axes are properly labelled with units 7. Conclusion [Cri.E] A conclusion is made based on the data Explains the conclusion using scientific knowledge Discusses reliability of the data/anomalous results 8. Evaluation [Cri.D] Limitations of method recognized and explained. with examples given from collected data. Suggests improvements on procedures Science Inquiry and Processing Data Grading Rubric


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