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IB CHEMISTRY

IB CHEMISTRY. Internal Assessment http://sites.google.com/a/ybc-nacka.se/chemistry-sl/ib-chem-lab-page http://lincoln.pps.k12.or.us/pages/lscheffler/ Sample marked labs: http://www.mychandlerschools.org/20072063016567843/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=57416. Design.

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IB CHEMISTRY

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  1. IB CHEMISTRY Internal Assessment http://sites.google.com/a/ybc-nacka.se/chemistry-sl/ib-chem-lab-page http://lincoln.pps.k12.or.us/pages/lscheffler/ Sample marked labs: http://www.mychandlerschools.org/20072063016567843/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=57416

  2. Design Identify identify a problem or research question. Design a way to control the variables Design a method to measure the variables

  3. Aspect 1: Defining the Problem and selecting variables State a problem or question clearly. The problem can be stated in the form of a hypothesis. Clearly state the relevant variables in the investigation, including those to be measured and those to be controlled.

  4. Aspect 2: controlling variables It is recognized that, in fieldwork in particular, not all variables can be controlled, but the student should nevertheless clearly identify such variables and attempt to minimize their influence where possible.

  5. Aspect 3: developing a method for collection of data The method should allow for the collection of sufficient relevant data to answer the research question. In general, conducting several trials and averaging the results will give more reliable data.

  6. Data collection and processing Raw data is the actual data measured. This may include quantitative and qualitative data.

  7. Aspect 1: recording data Raw data is the actual data measured. It is permissible to convert handwritten raw data into word-processed form. The term “quantitative data” refers to numerical measurements of the variables associated with the investigation. Uncertainties should always be included.

  8. Aspect 2: Processing data • Combineand manipulate raw data to determine the value of a physical quantity (such as adding, subtracting, squaring, dividing) • Take the average of several measurements • Transform data into a form suitable for graphical representation.

  9. Aspect 3: Presenting processed data • When data is processed, the uncertainties associated with the data must also be considered. • Decide upon a suitable presentation format themselves (for example, spreadsheet, table, graph, chart, flow diagram, and so on). • There should be clear, unambiguous headings for calculations, tables or graphs.

  10. Conclusions and Evaluation The results are discussed and reviewed, procedures are evaluated and conclusions are drawn. Demonstrate an ability to coherently discuss the broader significance of their findings.

  11. Aspect 1: Conclusions The conclusion must take into account any systematic or random errors and uncertainties. A percentage error should be compared with the total estimated random error as derived from the propagation of uncertainties. • Compare the experimental value with the textbook or literature value. • The literature consulted should be fully referenced.

  12. Aspect 2: Evaluating procedure(s) and suggesting improvements • The design and method of the investigation must be commented upon as well as the quality of the data. • List the weaknesses and suggest how significant the weaknesses are. • Include comments about the precision and accuracy of the measurements. • Consider the processes, use of equipment and management of time.

  13. Aspect 3: Improvements • Suggestions for improvement should be based on the weaknesses and limitations identified. • Suggest modifications to the experimental techniques. • The modifications should address issues of precision, accuracy and reproducibility of the results. • Students should suggest how to reduce random error, remove systematic error and/or obtain greater control of variables. • The modifications proposed should be realistic and clearly specified.

  14. Manipulative Skills • This criterion is assessed summatively once only at the end of the course.

  15. Aspect 1: Following instructions Indications of manipulative ability are the amount of assistance required in assembling equipment, the orderliness of carrying out the procedure(s) and the ability to follow the instructions accurately. The adherence to safe working practices should be apparent in all aspects of practical activities.

  16. Aspect 2: carrying out techniques • A variety of techniques must be demonstrated • Students should be able to use techniques well.

  17. Aspect 3: working safely The student’s approach to safety during investigations in the laboratory or in the field must be assessed. This includes both safe conduct as well as safe use of equipment and substances.

  18. Marked Labs http://www.mychandlerschools.org/20072063016567843/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=57416

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