1. Devil physics The baddest class on campus IB Physics

2. Internal assessment Orientation - general guidance - design criteria

3. Questions From Webquest?

4. Assessment Statements
The Internal Assessment (IA) Rubric IS the assessment statement

5. Objectives Understand teacher responsibilities in the IA process
Understand student responsibilities in the IA process
Know and apply the Design Criteria to a successful internal assessment
Write the Design portion of a practice IA to the Complete criteria

6. Assessing the Assessment
Teachers should judge the internal assessment exercise against the descriptors for each criterion.
The same internal assessment criteria are used for both SL and HL.
The aim is to find, for each criterion, the descriptor that conveys most adequately the achievement level attained by the student.

7. Assessing the Assessment
Professional judgment should be made in identifying the descriptor that approximates most closely to the work
Only whole numbers should be used, not partial points such as fractions or decimals

8. Assessing the Assessment
The highest descriptors do not imply faultless performance and moderators and teachers should not hesitate to use the extremes, including zero, if they are appropriate descriptions of the work being assessed.

9. Assessing the Assessment
Descriptors should not be considered as marks or percentages, although the descriptor levels are ultimately added together to obtain a total.
It should not be assumed that there are other arithmetical relationships

10. Assessing the Assessment
A student who attains a particular achievement level in relation to one criterion will not necessarily attain similar achievement levels in relation to the others.
It should not be assumed that the overall assessment of the students will produce any particular distribution of scores.

11. Assessing the Assessment
The assessment criteria should be available to students at all times.

12. Assessing the Assessment
There are five assessment criteria that are used to assess the work of both SL and HL students
Design—D
Data collection and processing—DCP
Conclusion and evaluation—CE
Manipulative skills—MS
Personal skills—PS

13. Assessing the Assessment
The maximum mark for each criterion is 6 (representing three “completes”).
D × 2 = 12
DCP × 2 = 12
CE × 2 = 12
MS × 1 = 6
PS × 1 = 6
This makes a total mark out of 48

16. Aspect 1: Defining the Problem and Selecting Variables Teacher
Must provide an open-ended problem or students are downgraded
Several different independent variables to choose from
Provide for a range of approaches or variables to examine

17. Aspect 1: Defining the Problem and Selecting Variables Teacher
May suggest a general research question only, OR
May suggest a general research question and a dependent variable

18. Aspect 1: Defining the Problem and Selecting Variables Teacher
Inappropriate research questions often look for a specific value, for example, “What is the value of gravity?” or “What is the specific heat capacity of an unknown liquid?”

19. Aspect 1: Defining the Problem and Selecting Variables Teacher
Teacher prompts that ask for the verification of a known law or theory are also inappropriate
For example, “Confirm Newton’s second law of motion” or “Verify the equation PV = nRT”.

20. Aspect 1: Defining the Problem and Selecting Variables Teacher
Teacher prompts that give both the dependent and independent variables are also inappropriate
For example, “Investigate the relationship between the period of a pendulum and the length of the pendulum”.

21. Aspect 1: Defining the Problem and Selecting Variables Students
Must identify a focused problem or specific research question
A single sentence that clearly and specifically states the objective of your investigation.
A hypothesis (prediction of the outcome) is not required by the criteria, but is expected
You should have a brief discussion about the theory or reasons driving your hypothesis

22. Aspect 1: Defining the Problem and Selecting Variables Students
A student’s research question is appropriate when it asks for a relationship or function between two quantities
Inappropriate research questions often look for a specific value, for example, “What is the value of gravity?” or “What is the specific heat capacity of an unknown liquid?”

23. Aspect 1: Defining the Problem and Selecting Variables Students
Students must identify ALL appropriate variables
Variables are factors that can be measured and/or controlled
Relevant variables are those that can reasonably be expected to affect the outcome.
All variables that could reasonably affect the outcome

24. Aspect 1: Defining the Problem and Selecting Variables Students
Students must identify ALL appropriate variables
The variables need to be explicitly identified by the student as the dependent (measured), independent (manipulated) and controlled variables (constants)
Independent variables are those that are manipulated
Result of this manipulation leads to the measurement of the dependent variable
Controlled variable is one that should be held constant so as not to obscure the effect of the independent variable on the dependent variable

25. Aspect 1: Defining the Problem and Selecting Variables Students
Students should not be:
Given a focused research question
Told the outcome of the investigation
Told which variables to hold constant
Told which independent variable to select

27. Aspect 2: Controlling Variables
“Control of variables” refers to the manipulation of the independent variable and the attempt to maintain the controlled variables at a constant value.

28. Aspect 2: Controlling Variables
Control your control variables – how you plan to keep them constant or how you will monitor to ensure they stay constant
Control your independent and dependent variables
How you plan to plan to measure each
How you plan to plan to minimize systematic and random error

29. Aspect 2: Controlling Variables
The method should include explicit reference to how the control of variables is achieved.
If the control of variables is not practically possible, some effort should be made to monitor the variable(s).

30. Aspect 2: Controlling Variables
Students should not be told:
which apparatus to select
the experimental method.

32. Aspect 3: Developing a Method for Collection of Data
Three main parts:
Apparatus and Materials
Safety
Method/Procedure

33. Aspect 3: Developing a Method for Collection of Data
Apparatus and Materials
List of materials and equipment
Be as specific as possible
Include quantities
For measuring tools, include the precision of that tool
Take Pictures!!!
Make a diagram

34. Aspect 3: Developing a Method for Collection of Data
Safety
Identify potential risks or hazards
Safety precautions taken
Safety equipment used

35. Aspect 3: Developing a Method for Collection of Data
Method/Procedure
Step-by-step directions of how you will conduct your experiment
Provide enough detail so someone else could do the exact same experiment just by reading your report
Mention specific steps taken to minimize error

36. Aspect 3: Developing a Method for Collection of Data
Method/Procedure
Get someone to read your procedure and view your pictures/diagram and have them tell you in their own words how to do the experiment. If they do anything wrong, you need to expand on your report.

37. Aspect 3: Developing a Method for Collection of Data
Method/Procedure
Data Collection
How you will use the measuring tools
What you will measure
How many measurements you will take
What you will do between measurements

38. Aspect 3: Developing a Method for Collection of Data
The definition of “sufficient relevant data” depends on the context.
The planned investigation should anticipate the collection of sufficient data so that the aim or research question can be suitably addressed and an evaluation of the reliability of the data can be made.

39. Aspect 3: Developing a Method for Collection of Data
The definition of “sufficient relevant data” depends on the context.
The collection of sufficient relevant data usually implies repeating measurements and then an average time can be determined.
A minimum of 5 trials per ‘position’ or ‘setting’ is recommended
Do as many ‘positions’ or ‘settings’ as is reasonably possible

40. Aspect 3: Developing a Method for Collection of Data
The definition of “sufficient relevant data” depends on the context.
Don’t neglect to collect qualitative data – any observations made of anything that might affect the quality or integrity of your data
Make a special note of anything you do to alter/improve your original procedure
Remember that you are only collecting raw data and not processing or analyzing the data

41. Aspect 3: Developing a Method for Collection of Data
The data range and the amount of data in that range are also important.
Students should not be told:
how to collect the data
how much data to collect.

42. Aspect 3: Developing a Method for Collection of Data
Students should not be told:
how to collect the data
how much data to collect.

43. Review
Do you understand the teacher responsibilities in the IA process?
Do you understand the student responsibilities in the IA process?
Do you know and can you apply the Design Criteria to a successful internal assessment?
Can you write the Design portion of a practice IA to the Complete criteria?

44. Questions?

45. Homework #