NEW SCHOOL GEORGIA
IB MIDDLE YEARS PROGRAMME SCIENCES
IB MYP 5 CHEMISTRY Student………………………….………………………. Teacher: Rajiv N Kawa
Summative Assessment Task on Criteria BC
Unit 2: What are the impacts of chemical industry involving acids and bases?
Key concept: Change
Related concept: Interaction
Global Context: Scientific and technical innovation
Statement of inquiry: Applications of acids and bases has brought change that affects global interactions with positive and negative environmental impacts.
Guiding question: How do the changes in the physical properties of acids and bases depend on their structure and identity?
ATL in focus: Thinking
Assessment date:
Assessment criterion:
B Inquiring and designing
C Processing and evaluating
Assessment task type: Practical Laboratory report on an Investigation.
IB Learner profile/s developed: Thinker, Inquirer, Communicator, Reflective.
1
The Assessment:
This summative task expects you to write an individual investigation in the form of a practical exploration regarding any aspect of interest, from the current Unit under
study.
Plan an investigation where an aspect or a change affects a measurable physical or chemical property concerning the unit under study. Try quantitatively determining a
Cause-and-Effect relationship between the independent and dependent variable, keeping all other conditions, parameters and variables constant, to have a Fair test. Fair
test is the one where only 1 independent variable changes and its effect on the dependent variable is observed and the relationship investigated to check if any trend or
pattern occurs between the chosen variables. A very simple example could be, to investigate the effect of adding increasing mass of a chosen salt, on the boiling point
of water, as a salt solution of varied concentrations are formed. It’s planned to change only the salt’s masses, and its effect on the boiling point is determined, and all
the other factors are kept constant, meaning they are all Controlled variables, in order to get a Fair test.
Follow academic honesty and integrity policy, write the report in your own words, independently, although scientific laws, theories, definitions, principles, formulae
and equations can be taken as it is from resources consulted, but they must be acknowledged in citations and bibliography.
Lab Report should include chemical names, reactions and formulas, balanced equations, SI units and conversions wherever necessary.
Students who do not submit a task on the due date will have 1 hour in study hall to submit the essay.
Group data collection in the specified groups is permitted, but the collaboration is only for raw data collection purpose and no other works are to be done in groups, as
it’s an independent investigation for exploration.
Ensure that you work in the lab with utmost care keeping safety in mind at all times. No negligence. No unauthorized practical work. No wasting any materials. No
wasting time in unnecessary works and talks. Be well-organized in work, meticulous and focused on work and follow all instructions meticulously from teachers and
lab staff.
Useful links:
https://phet.colorado.edu/en/simulations/ph-scale-basics
2
https://phet.colorado.edu/en/simulations/ph-scale
https://phet.colorado.edu/en/simulations/acid-base-solutions
Plan a practical investigation but you may use virtual labs, online databases, simulations, etc to consult for secondary data, additional info or for comparing real and
virtual data.
Useful info for planning an Investigation: a few possible broad areas to explore could be...
Factors which affect pH of a solution, what happens when acid and base reactions are conducted wrt to the properties which change during the course of the reaction,
chemical/physical indicators, investigating samples like antacids, salts, safe acids and bases, toothpastes, soaps, shampoos, certain cosmetics, foods and fruit juices,
samples like vinegar or others, acid rain and its impact, investigating some aspect of strong/weak acids and bases, types of oxides and their relation with acid-base
nature, preparation of salts using various methods, investigating properties of salts, any real practical life acid-base chemistry aspects can be investigated, and any other
topic of your interest based on the curiosity and innovative ideas you have, but it must be safe and the materials available in the lab stocks. You must enquire with our
lab staff about lab materials availability and safety instructions. It could also be effect of temperature on certain property like pH, conductivity, time, volume of
acid/base needed, and so on. You may explore comparing strong and weak acids and bases, with respect ot the changes in physical properties. There are a range of
categories of reactions which can be investigated as well: A-Metal, AB neutralization, Metal carbonates/hydrogen carbonates with A, A with metal oxide/sulfide, and
many more.
Criterion B: Inquiring and designing (MYP 5)
Maximum: 8
At the end of year 5, students should be able to:
I. Explain a problem or question to be tested by a scientific investigation
II. Formulate a testable hypothesis and explain it using scientific reasoning
III. Explain how to manipulate the variables, and explain how data will be collected
IV. Design scientific investigation.
Achievemen Level descriptor Task specific clarification
t level
0 The student does not reach a standard identified by any of the The student does not reach a standard identified by any of the descriptors below.
descriptors below.
1-2 The student is able to: States the research question to be tested.
3
i. Outlines a testable hypothesis
i. State a problem or question to be tested by a scientific investigation ii. Outlines the variables, with some reference to the variables.
ii. Outline a testable hypothesis iii. 1 controlled variable’s are clearly identified.
iii. Outline the variables iv. An incomplete list of materials which includes no details of size, type and quantity.
iv. Design a method, with limited success. v. A poorly presented protocol diagram or photo is included.
vi. Procedure is not clear .The instructions can be replicated with a lot of difficulty by another student and it includes
hardly any practical and safety details.
3-4 The student is able to:
i. Outlines the research question which is clear and concise and includes a reference to both independent and
i. Outline a problem or question to be tested by a scientific
dependent variables.
investigation
ii. Formulates a testable hypothesis using scientific reasoning.
ii. Formulate a testable hypothesis using scientific reasoning
iii. Outlines how to manipulate the variables, with clear reference to IV and DV and controlled variables.
iii. Outline how to manipulate the variables, and outline how relevant
iv. 2 controlled variables are identified.
data will be collected
v. A reasonably complete list of materials which included some details of size, type and quantity.
iv. Design a safe method in which he or she selects materials and
vi. An annotated protocol diagram or photo is included with some reference to IV, DV and CV.
equipment.
vii. Procedure is reasonably clear .The instructions can be somewhat replicated by another student and it includes
some practical and safety details.
5-6 The student is able to:
i. Describes the research question which is clear and concise and includes a reference to both independent and
i. Describe a problem or question to be tested by a scientific dependent variables.
investigation ii. Formulates and explains a testable hypothesis using scientific reasoning.
ii. Formulate and explain a testable hypothesis using scientific iii. Describes how to manipulate the variables, with clear reference to IV and DV and controlled variables.
reasoning iv. 3 controlled variables are clearly identified.
iii. Describe how to manipulate the variables, and describe how v. A complete and well formatted list of materials which included details of size, type and quantity.
sufficient, relevant data will be collected vi. A well annotated and clear protocol diagram or photo is included with specific IV, DV and CV references.
iv. Design a complete and safe method in which he or she selects vii. Procedure is clear .The instructions can be replicated by another student and it includes relevant practical and
appropriate materials and equipment. safety details.
7-8 The student is able to:
i. Explains the research question which is very clear and concise and includes very specific reference to both
independent and dependent variables.
i. Explain a problem or question to be tested by a scientific ii. Formulates and explains a testable hypothesis using correct scientific reasoning.
investigation iii. Explains how to manipulate the variables, with very clear reference to IV and DV and controlled variables.
ii. Formulate and explain a testable hypothesis using correct iv. At least four control variables are very clearly identified.
scientific reasoning v. A very complete and very well formatted list of materials which included comprehensive details of size, type
iii. Explain how to manipulate the variables, and explain how and quantity.
sufficient, relevant data will be collected vi. A fully annotated and clear protocol diagram or photo is included with clear and specific IV, DV and CV
iv. Design a logical, complete and safe method in which he or she references.
selects appropriate materials and equipment. vii. Procedure is very clear .The instructions can be easily replicated by another student and it includes all relevant
practical and safety details.
4
Explain Give a detailed account
Design Produce a plan simulation or model.
Describe Give a detailed account or picture of a situation, event, pattern or process
Outline Give a brief account
State Give a specific name, value or other brief answer without explanation or calculation
Criterion C: Processing and evaluating
Maximum: 8
At the end of year 5, students should be able to:
I. Present collected and transformed data
II. Interpret data and explain results using scientific reasoning
III. Evaluate the validity of a hypothesis based on the outcome of the scientific investigation
IV. Evaluate the validity of the method
V. Explain improvements or extensions to the method.
Achievement Level descriptor Task specific clarification
Level
0 The student does not reach a standard described by any of the descriptors below. The student does not reach a standard described by any of the descriptors below.
1-2 The student is able to:
i. Some raw data collected
i. Collect and present data in numerical and/or visual forms ii. Raw data is presented in a table, but the table lacks either title, labels or units
ii. Interpret data iii. Some reference made to data processing overview with example of calculation
iii. State the validity of a hypothesis based on the outcome of a scientific iv. Processed data presented in a table, but it lacks a title, labels or units.
investigation v. Includes a graph, but it lacks a title, labels or units.
iv. State the validity of the method based on the outcome of a scientific vi. Very little reference to error analysis and reliability.
investigation vii. State the validity of the method based on the outcome of a scientific investigation
v. State improvements or extensions to the method viii. States the limitations in the experiment.
ix. States improvements to the limitations mentioned above.
3-4 The student is able to:
i. A fairly appropriate raw data collected.
i. Correctly collect and present data in numerical and/or visual forms
ii. All raw data neatly presented in an organized table, contains appropriate title, labels, and relevant units.
ii. Accurately interpret data and explain results
iii. Clear and concise overview of data processing with example of calculation
iii. Outline the validity of a hypothesis based on the outcome of a scientific
iv. Processed data presented in a neat, table, contains some appropriate title, labels, and units.
investigation
iv. Outline the validity of the method based on the outcome of a scientific v. Includes a graph which is neatly presented.
investigation vi. Outlines some reference to error analysis and reliability.
v. Outline improvements or extensions to the method that would benefit the vii. Outlines the validity of the method based on the outcome of a scientific investigation.
scientific investigation. viii. Outlines limitations in the experiment.
ix. Outlines improvements to the limitations mentioned above.
5
The student is able to:
5-6 i. Comprehensive and appropriate raw data collected.
i. Correctly collect, organize and present data in numerical and/or visual
ii. All raw data neatly presented in an organised table, contains appropriate title, labels, and relevant units.
forms
iii. Clear and concise overview of data processing with example of calculation
ii. Accurately interpret data and explain results using scientific reasoning
iv. Processed data presented in a neat, organised table, contains appropriate title, labels, and relevant units.
iii. Discuss the validity of a hypothesis based on the outcome of a scientific
investigation v. Includes an appropriate, labeled and neatly presented graph
iv. Discuss the validity of the method based on the outcome of a scientific vi. Error analysis is clearly addressed.
investigation vii. Discusses 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 viii. Describes limitations in the experiment.
scientific investigation. ix. Describes improvements to the limitations mentioned above
7-8 The student is able to:
i. Correctly collect, organize, transform and present data in numerical and/
i. Very comprehensive and highly appropriate raw data collected.
or visual forms
ii. All raw data well presented in a very organised table, contains very appropriate title, labels, and units.
ii. Accurately interpret data and explain results using correct scientific
iii. Very clear and concise overview of data processing with example of calculation.
reasoning
iv. Processed data well presented in a very well organised table, very appropriate title, labels and units.
iii. Evaluate the validity of a hypothesis based on the outcome of a scientific
v. Includes a highly appropriate, labeled and neatly presented graph.
investigation
vi. Error analysis is extensively and clearly addressed.
iv. Evaluate the validity of the method based on the outcome of a scientific
vii. Evaluates the validity of the hypothesis and states very clearly if is supported or refuted.
investigation
viii. Very clearly explains the limitations in the experiment.
v. Explain improvements or extensions to the method that would benefit the
ix. Very clearly explains improvements to the limitations mentioned above.
scientific investigation.
Explain Give a detailed account
Discuss Offer a considered balanced review that includes a range of arguments factors or hypotheses. Common opinions or conclusions should be presented
clearly and supported by appropriate data.
Describe Give a detailed account or picture of a situation, event, pattern or process
Evaluate Make an appraisal by weighing up the strengths and limitations.
Outline Give a brief account
State Give a specific name, value or other brief answer without explanation or calculation
Interpret Use knowledge and understanding to recognize trends and draw conclusions from given information
6
7
8
9
10
Assessment Feedback: Please refer to the rubrics to self-assess
Level I think I
Criterion B Reason:
got:
Inquiring and
designing
Teacher assessment:
Level you
Criterion B Reason:
achieved:
Inquiring and
designing
Level I think I
Criterion C Reason:
got:
Processing and
evaluating
Teacher assessment:
Level you
Criterion C Reason:
achieved:
Processing and
evaluating
General guidance for the investigation Lab report:
Fill up the spaces provided for the various sections of the lab report.
Design an investigation about an aspect of Acids, bases and salts.
General method to be used:
Conduct a safe and feasible acid, bases, salts and related reactions and measure a change in a certain property.
Analyse the graphs and derive a result of the relationship between independent and dependent variable.
11
Conclude and evaluate.
Lab Report Structure and Guidance for Practical Investigation:
1. Introduction
● Personal Engagement: Write about your personal interest and motivation for choosing this investigation. Why is this topic meaningful to you?
● Contextualization: Briefly describe the real-world relevance of your investigation. How does it connect to larger scientific questions?
● Inquiry Questions: List any questions that guided your curiosity about the investigation. These questions can set the stage for your research question.
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
2. Research Question (RQ)
● Definition: State the main inquiry question, clearly identifying the aim of your investigation.
● Format:
○ Example 1: How does [independent variable] affect [dependent variable] when [specific conditions]?
○ Example 2: To investigate the effect of [IV] on [DV] when [specific conditions].
…………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………
3. Background Knowledge
● Theoretical Framework: Explain the scientific principles, laws, or theories related to your investigation. Provide definitions of key terms and concepts.
● Contextual Relevance: Include prior research or experiments if relevant. Explain why your investigation is important based on existing knowledge.
12
● Sources: Use credible resources and reference them appropriately. [type at home, print and attach with this lab report]
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
……………..…………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………….………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
4. Variables
● Independent Variable (IV):
○ What are you changing or manipulating?
○ Example: effect of Temperature in degrees Celsius.
● Dependent Variable (DV):
○ What are you measuring as a result of the change in the IV?
○ Example: effect on the Volume of gas produced in cm³.
● Controlled Variables:
○ List all factors that will be kept constant to ensure a fair test.
○ Why and how would you control them?
○ Example: Same type of container, same concentration of solution, amount, etc.
13
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
……………..…….
………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………..…..…….…..
5. Hypothesis
● Prediction: State what you expect to happen to the DV when the IV is changed.
● Scientific Reasoning: Provide a scientific explanation for your prediction. What evidence or theory supports your hypothesis?
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
6. Materials
● Apparatus: List all equipment and tools needed. Be specific (e.g., "250 mL beaker" instead of just "beaker").
● Chemicals and Reagents: Include concentrations, quantities, and safety precautions.
● Sensors/Probes: Mention any technology used, such as temperature sensors or pH probes.
………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………….…..
………………………………………………………………………………………………………………………………………………………………………………………………………
……
7. Safety and Risk Assessment
14
● Potential Hazards: Identify risks associated with your experiment (e.g., handling chemicals, using heat).
● Precautions: Describe how you will minimize these risks (e.g., wearing gloves, using goggles).
………………………………………………………………………………………………………………………………………………………………………………………………
8. Procedure
● Detailed Steps: Write a step-by-step guide in a clear, logical order.
● Replicability: Ensure someone else could replicate your experiment exactly.
● Diagrams: Include labelled diagrams or images of your setup if helpful.
………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………
9. Raw Data
● Qualitative Observations: Describe any non-numerical changes, such as color, texture, or smell.
………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………………………
15
……………………………………………………………………………………………………………………………….
● Quantitative Data: Record numerical measurements in a data table with appropriate units.
Create it, Print and attach with this lab report.
10. Processed Data
● Sample Calculations: Show at least one example of how you processed raw data (e.g., averages, rates).
……………………………………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………………………
● Data Presentation: Use graphs, tables, or charts to visualize trends.
○ Label axes, include units, and provide titles for clarity.
Create it for data processing and presentation, Print and attach with this lab report.
● Data Analysis: Describe patterns, trends, and relationships observed in your data.
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
…………………….…………………………………………………………………………………………………………………………………………………………………………………
11. Results
● Summary: Interpret data and Write a concise summary of your findings based on processed data.
16
● Comparison: Relate the findings to your research question. What did you discover?
……………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………..………
12. Conclusion
● Overall Outcome: Summarize the main findings of your investigation.
● Connection to RQ: Clearly address whether your research question was answered.
● Relation to Hypothesis: State whether your hypothesis was supported or refuted, with scientific reasoning.
………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………...
………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………
13. Evaluation
● Errors: Identify specific errors that occurred and their potential impact on the results.
● Limitations: Discuss constraints, such as equipment accuracy or sample size.
● Assumptions: Highlight assumptions you made during the experiment.
● Strengths: Mention aspects that worked well.
● Discuss the validity of a hypothesis based on the outcome of the scientific investigation
● Discuss the validity of the method: How suitable and effective was the method?
● Improvements: Suggest realistic changes for future investigations to improve accuracy and reliability.
● Extensions: If an opportunity arises, What additional investigations would you conduct in order to extend your learning?
17
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
18
