Develop your Curiosity
Ask lots of questions! Ask your yourself, ask the book, ask the internet, ask friends, ask parents, ask your data, ask the teacher….
ASK Absolutely, It is in wanting to know something that you will learn!!
APPLY Biology is about application and NOT memorization. Every time you approach something new, you need to ask yourself, "What do I already know that can guide me? How can I apply what I already know to a concept that appears new?
Get Organized
Use a planner. Schedule the dates for your Extended Essay
Internal Assessments in other subjects
Group 4 project
Labs, field trips and tests
Activities like clubs, plays, sports, performances
College applications & trips
CAS and ISC expectations
Keep yourself up-to-date; get help if you start slipping behind!!
Use flex time
Study aids Textbook, read it!! Choose a time to read when you can pay attention. Read a little at a time. Use the book to prepare for note-taking; or use it to refresh notes afterward.
On line—use animations, simulations, etc.
Syllabus (use the assessment statements as a guide when reading & studying)
Vocabulary & Writing
Flash cards and/or vocabulary lists by topic (Look for over-lapping terms)
Use the Command Terms
Completely understand all of the “Essential Questions”—practice writing them
Use markschemes to improve both understanding and writing
Techniques Draw to enhance understanding and to express yourself
Use Cornell Notes - Review notes within 24 hours
Write-up labs before you forget what happened; use your teacher for coaching.
Color-mark your labs or use the checklists given to you
Use the lab Scoring Criteria on your labs before you turn them in
Work regularly with a study group
Do corrections to work; rewrite essays or parts of essays & short answer questions
Practice DBQs (data-based questions)
Use math---don’t expect math to “go away”
Practice Personal Integrity
Survival Manual revised by Maggie Raczek 2016
Command Terms
Objective 1
Define give the precise meaning of a word, phrase or physical quantity.
Draw represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight or smooth curve.
Label Add labels to a diagram.
List give a sequence of names or other brief answers with no explanation.
Measure obtain a value for a quantity.
State give a specific name, value or other brief answer without explanation or calculation.
Objective 2
Annotate add brief notes to a diagram or graph.
Calculate obtain a numerical answer showing the relevant stages in the working (unless instructed not to do so).
Describe give a detailed account.
Distinguish make clear the differences between two or more concepts or items.
Estimate obtain an approximate value.
Identify provide an answer from a number of possibilities.
Outline give a brief account or summary.
Objective 3
Analyse break down in order to bring out the essential elements or structure.
Comment give a judgment based on a given statement or result of a calculation.
Compare give an account of similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare &
Contrast Give an account of similarities and differences between two (or more) items or situations, reffering to both (all) of them throughout.
Construct display information in a diagrammatic or logical form.
Deduce reach a conclusion from the information given.
Design produce a plan, simulation or model.
Determine obtain the only possible answer.
Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate Make an appraisal by weighing up the strengths and limiations.
Explain give a detailed account including reasons or causes.
Predict give an expected result.
Sketch represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.
Suggest propose a solution, hypothesis or other possible answer.
Ó International Baccalaureate Organization 2014
OBJECTIVES
It is the intention of the Diploma Programme experimental science courses that students should achieve the following objectives.
1. Demonstrate a knowledge and understanding of:
a. facts, concepts, and terminology
b. methodologies and techniques
d. communicating scientific information.
2. Apply:
a. facts, concepts, and terminology
b. methodologies and techniques
d. methods of communicating scientific information.
3. Formulate, analyse and evaluate:
a. hypotheses, research questions and predictions
b. methodologies and techniques
c. primary and secondary data
d. scientific explanations.
4. Demonstrate the appropriate research, experimental, and personal skills necessary
to carry out insightful an ethical investigations.
Ó International Baccalaureate Organization 2014
Directions for a Written Report
Purpose: You have fiddled with your subjects and determined a question worth investigating. In the process you may have adjusted your ideas until you eventually collected data that could answer either your original question or a modification of it. During your procedure you chose a variable and watched for a response to it. You tried to decide what other factors might detract from the meaning of your collected data. You controlled these detractor factors. Because you collected some numeric data, you will be able to transform the data to search for more meaning. You will then draw conclusions and evaluate the quality of both the data and the procedure of the experiment. NOW you need to report this process in a formal way:
Before you begin writing, do the following things:
(1) Get the notes that you took in this class
(2) Get notes you took as you planned and performed the experiment
(3) Read through this page and talk with your partners about what you think needs to be included in each section of the reportmake notes if you want to do so. Once you begin writing, the work should be your own individual best effort.
Elements of the formal report: Whenever you are writing a formal lab report, this format is your default format. Sometimes there will be additional expectations that attend an individual assignment.
This report is to be written in sections as indicated below using the language forms indicated.
BACKGROUND INFORMATION – Background information should be appropriate and relevant, enhancing the understanding of the contrext of the investigation. It should include observations, information given in class, and researched information related to your question. (Be sure to properly cite sources if you went to an outside source.) It should also include your personal significance, interest, or curiosity in the topic. If you changed the question during the course of the experiment, because of what happened or failed to happen, discuss the shift in this section. Write this section in paragraph form.
FOCUSED QUESTIONWrite your question in its final form. Use the interrogative form.
DESIGN Explain how what you knew led you to your experimental design. Explain your assumptions and reasoning but not the details of your steps. Describe your manipulated variable. Specifically describe the factors that are to be controlled (controlled variables). Describe what you will watch, measure and use as your criterion (responding variables). If there was a shift in your question during your work time, discussed that process in your background.
MATERIALS & PROCEDURE List the materials (not in sentence format). Describe the steps that you took as a set of numbered statements. Explain adjustments that you made and the conditions that prompted these adjustments. Make your description sufficiently clear that I could repeat your experiment and get the same results. Be certain to include quantities, dimensions, and other measurements that would be helpful to a person trying to repeat your results. Procedural steps should be numbered and make use of an economy of words. Specifically describe the factors that needed to be controlled including how control was achieved. What factors did you monitor? Draw a diagram of the experimental plan and refer to the diagram in your description if helpful. Pay attention to any significant safety, ethical, or environmental issues that are relevant to your methodology. Include your plans for analyzing the data you collect.
RESULTS Express the raw data by using a data chart. Be careful to report only what was observed, expressing the observation in measurable terms. Include both qualitative and quantitative data. Show the transformations of this raw data that you used to bring meaning to your observations. To assist you in your interpretation, you may want to process your data by finding averages, ranges, medians, modes, or percent difference to see if any patterns pop out. If the data can be expressed in the form of a graph, do so. Diagrams may be used. Sample calculations and other transformations should be placed in your paper in an easy to follow manner according to the style requirements of the transformations you have chosen. Include uncertainty in your data charts and graphs and show its propagation in your sample calculations. Annotate your data charts. Tell me how you determined your uncertainty and which data you personally measured. Annotate your graphs. Include a brief description of the relationship illustrated under the graph and what the error bars represent.
CONCLUSIONS Discuss and evaluate how your results answer the focused question. Use data to justify your conclusions. Compare your conclusion to the accepted scientific context. Discuss the uncertainty of your measurements and its impact on your analysis. Discuss the limitations of your conclusions. In this section you are evaluating your data and its interpretation. Write this section in paragraph form.
EVALUATION Review and evaluate the procedures you used. Discuss how confident you are in your results. Discuss the strengths of your investigation. Discuss the weaknesses of your procedure including any sources of error and their impact on your data. Discuss realistic and relevant suggestions for improvement that would lead to more reliable results and greater validity of conclusions. Organize this into a data chart. Suggest an extension of the investigation.
Your lab report will also earn a Communication score. Your report should be well structured and clear. It should also be relevant and concise. Your use of subject-specific terminology and conventions should be appropriate and correct. A bibliography with full citations should be attached.
Proof read your paper—Does it still make sense? Fix it!
Turn in your paper & CELEBRATE!!
Internal Assessment Criteria
Personal Engagement
The evidence of personal engagement with the exploration is clear with significant
independent thinking, initiative, or insight.
The justification given for choosing the research question and/or the topic under investigation
demonstrates personal significance, interest, or curiosity.
There is evidence of personal input and initiative in the designing, implementation or
presentation of the investigation.
Exploration
The topic of the investigation is identified and a relevant focused research question is clearly
described.
The background information provided for the investigation is entirely appropriate and relevant
and enhances the understanding of the context of the investigation.
The methodology of the investigation is highly appropriate to address the research question
because it takes into consideration all, or nearly all, of the significant factors that may
influence the relevance, reliability and sufficiency of the collected data.
The report shows evidence of full awareness of the significant safety, ethical or
environmental issues that are relevant to the methodology of the investigation.
Analysis
The report includes sufficient relevant quanititative and qualitative raw data that could
support a detailed and valid conclusion to the research question.
Appropriate and sufficient data processing is carried out with the accuracy required to enable
a conclusion to the research question to be drawn that is fully consistent with the
experimental data.
The report shows evidence of full and appropriate consideration of the impact of
measurement uncertaintiy on the analysis.
The processed data is correctly interpreted so that a completely valid and detailed conclusion
to the research question can be deduced.
Evaluation
A detailed conclusion is described and justified which is entirely relevant to the research question and fully supported by the data presented.
A conclusion is correctly described and justified through relevant comparison to the accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are discussed and provide evidence of a clear understanding of the methodological issues involved in establishing the conclusion.
The student has discussed realistic and relevant suggestions for improvement and extension of the investigation.
Communication
The presentation of the investigation is clear. Any errors do not hamper understanding of the
focus, process and outcomes.
The report is well structured and clear: the necessary information on focus, process and
outcomes is present and presented in a coherent way.
The report is relevant and concise thereby facilitating a ready understanding of the
focus, process and outcomes of the investigation.
The use of subject-specific terminology and conventions is appropriate and correct. Any
errors do not hamper understanding.
Ó International Baccalaureate Organization 2014
Words you know, but not really
data—information collected from a field experience, observation or controlled experiment including all measurements and counts.
precision—level of exactness; instruments have precision depending upon what the smallest calibration interval is.
significant figures—number of digits used to express an experimental value. Since measurements are limited by the precision of the instrument, it is important not to imply that numbers are more exact than they are. The simplified rule is that you can estimate one digit beyond the calibration. Any calculations should not exceed that degree of exactness.
uncertainty—When taking a measurement, there is always a sense of accuracy that is plus or minus some value. That value is called uncertainty. Sometimes you will look at your instrument to determine the uncertainty; other times you will have to include the uncertainty as part of your procedure.