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Critenor!

B and criterion C: Teacher task

I MYP sciences (physics) Student name:

MYP 5 Open lab investigation

Criterion B: lnquiring and designing

Criterion C: Processing and evaluating

Statement of inquirY:

There are environmental consequences to developing electrical energy production to meet


the needs of an
expanding global PoPulation.

Your task:

you will have an opportunity to investigate three (3) different options that are relevant to the topic of study.
You can choose to investigate and design a lab on any of the following:

. Any factor that influence the resistance of a wire


. Any factor that influence the strength of an electric motor
. Any factor that influences the electromagnetic induction

For criterionyou will formulate a testable hypothesis and explain it using scientific reasoning; explaining how
B
to manipulate the independent variable and collect the associated dependent variable while controlling
external factors.

For criterion c you will collect and transform data from the experiment, interpret this data and explain results
of the
using scientific reasoning by evaluating the validity of the original hypothesis based on the outcome
investigation and discuss improvements or extensions to the method'

See below the task-specific clarifications for more details'

ATL skills:

r Thinking > Critical thinking > Recognize and evaluate propositions


ldentify obstacles and challenges
Evaluate evidence and arguments
o Communication > communication > Make inferences and draw conclusions.
(learning styles)
. Self management > Organization > Understand and use sensory learning preferences

5ciences teacher support material


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Criterion B and criterion C: Teacirer task

MYP sciences (PhYsics) Student name:

MYP 5: Open lab investigation


Criterion B: lnquiring and designing
Moximum:8

use the following task-specific clarifications to help you with


your car safety-feature lab'
*lDV = Independent variable
+DV Dependant variable
=
*CV Controlled variable
=

AchievEment Task-specific clarification


Level desrriFtor
levrl
The student does not reach a standard You did not reach a standard described by any of
0 described by any of the descriptors the descriptors given below.
given below.

The student is able to: You were able to:

. state a problem or question to be . state a problem or question to be tested that


tested by a scientific investigation contains the IDV and DV

o outline a testable hYPothesis I outlined a hypothesis


L-2
r outline the variables . outlined in the method the IDV; the DV and
the CV's
o design a method, with limited
su ccess
o design a the method with limited success'

The student is able to: You were able to:

. outline a problem or question to be . outline a problem or question to be tested that


tested by a scientific investigation contained the IDV and DV

. formulate a testable hYPothesis . formulate a hypothesis and use scientific


using scientific reasoning reasoning to say why it is done this way
3-4 . outline how to maniPulate the . outline how to manipulate the IDV; collect the
variables, and outline how relevant DV; how to control the CV's and outline how to
data will be collected collect the multiple sets of the data

r design a safe method in which he or . design a method that ls safe and contains the
she selects materials and equipment used.
equipment.

The student is able to: You were able to:

r describe a problem or question t0 r describe a problem or question to be tested


be tested by a scientific investigation that contains the IDV and DV
. formulate and exPlain a testable r formulate a hypothesis and use scientific
hypothesis using scientific reasoning reasoning to explain why it is done this way

r desgibe how to maniPulate the r describe in the method how to manipulate the
5-5 variables, and describe how IDV; collect the DV (including units and

sufficient, relevant data will be measuring equipment); how to control the CV's
collected and describe how to collect the multiple sets
of the data
r design a comPlete and safe method
in which he or she selects . design a method that is complete and safe and
appropriate materials and contains the equipment (amounts and sizes)
eq ui pment. used.

The student is able to: You were able to:

7 -8 . explain a problem or question to be . explain a problem or question to be tested


tested by a scientific investigation that contains the IDV and DV

5ciences te.rcher support material


{,
Criterion B and criterion C: Teacher task

MYP sciences (physics) Student name:

formulate and explain a testable formulate a hypothesis and use scientific


hypothesis using correct scientific reasoning to explain why it is done this way
reasoning explain in the method how to manipulate the
explain how to manipulate the IDV; collect the DV (including units and
variables, and explain how measuring equipment); how to control the CV's
sufficient, relevant data will be and explain how to collect the multiple sets of
collected the data
design a logical, complete and safe design a method that is easy to follow,
method in which he or she selects complete and safe and also contains the
appropriate materials and equipment (amounts and sizes) used.
equipment.

ii:\ rr\ N ** $ r^ \'.*t"Yrt s

, : Give a detailed account or picture of a situation, event, pattern or process

: : Produce a plan, simulation or model

r:..:;.:r:,,, Give a detailed account

!::-:rr;ii,:,,,r,,t Express precisely and systematically the relevant concept(s) or argument(s)


) t.):;:)1- Give a brief account
,ti Give a specific name, value or other brief answer without explanation or calculation

Criterion C: Processing and evaluating


Maximum:8

following task-specific clarifications to help you with your car safety-feature lab.
Use the
*lDV variable
= Independent
*DV Dependant variable
=
*CV Controlled variable
=

Achievement
Level desrriptor Task-specific clariticstior,l
level

The student does not reach a standard You did not reach a standard described by any
0 described by any of the descriptors given of the descriptors given below.
below.

The student is able to: You were able to:


o collect and present data in numerical . collect and present DV's and IDV's in
and/or visual forms numerical and/or visual forms
. interpret data . interpret data
. state the validity of a hypothesis . state how the data supports or rejects the
based on the outcome of a scientific hypothesis validity of a hypothesis based on
L-2 investigatron what happened in the experiment
. state the validity of the method based r state if the method allowed for sufficient
on the outcome of a scientific collection of data based on the outcome of
investigation a scientific investigation
. state improvements or extensions to . state improvements or extensions to the
the method. method.

The student is able to: You were able to:


3-4 r correctly collect and present data in . correctly collect and present DV's and IDV's
numerical and/or visual forms in numerical and/or visual forms

5ciences teacher support material


ii
Criterion B and criterion C: Teacher task

MYP sciences (PhYsics) Student name:

. accurately interpret data and explain . accurately interpret data and explain
results results

o outline the validity of a hypothesis r outline how the data supports or rejects
based on the outcome of a scientific the validity of a hypothesis based on what
investigation happened in the exPeriment

r outline the validity of the method r outline if the method allowed for sufficient
based on the outcome of a scientific collection of data based on the outcome of
i nvestigation
a scientific investigation

r outline improvements or extensions r outline improvements or extensions to the


to the method that would benefit the method that would benefit the scientific
scientific investigation. investigation

The student is able to: You were able to:

correctly collect, organize and present r correctly collect DV's, show how the IDV's
" were manipulated and organized and
data in numerical and/or visual forms
present data in numerical and/or visual
. accurately interpret data and explain
forms correctlY
results using scientific reasoning
. . accurately interpret data and explain
discuss the validity of a hypothesis
results using scientific reasoning
based on the outcome of a scientific
investigation r discuss how the data supports or rejects
5-6 the validity of a hypothesis based on what
r discuss the validity of the method
happened in the exPeriment
based on the outcome of a scientific
investigation r discuss if the method allowed for sufficient
collection of data based on the outcome of
. describe improvements or extensions
a scientific investigation
to the method that would benefit the
scientific investigation. r describe improvements or extensions to
the method that would benefit the
scientific investigation

The student is able to: You were able to:

r correctly collect, organize, transform r correctly collect DV's, show how the IDV's
and present data in numerical and/or were maniPulated and organized,
visual forms transform data by including calculations
and present data ln numerical and/or visual
r accurately interpret data and explain
forms
results using correct scientific
reasoning r accurately interpret data and explain
results using correct scientific reasoning
r evaluate the validity of a hypothesis
7-8 based on the outcome of a scientific r evaluate how the data supports or rejects
investigation the validity of a hypothesis based on what
happened in the exPeriment
r evaluate the validity of the method
based on the outcome of a scientific r evaluate if the method allowed for
investigation sufficient collection of data based on the
outcome of a scientific investigation
. explain improvements or extensions
to the method that would benefit the . explain improvements or extensions to the
scientific investigation. nrethod that would benefit the scientific
investigation

;r)"i'i .']'1:;t'fl" 1:

Give a detailed account or picture of a situatlon, event, pattern or


process
:.., ::;.:1.,.
factors or
;..).:.t..:i.,.:. Offer a considered and balanced review that includes a range of arguments,
hypotheses. opinions or conclusions should be presented clearly and supported by

i -r1 :' : li:,]


5tiences teather support material
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Criterion B and criterion C: Teacher task

MYP sciences (physics) Student name:

appropriate evidence
abou'[ deas' works'
L?:;iudsmen'is 'ihe

;:*:i*r::il.T1[Ti:::H.:: :

Use knowledge and understanding to recognize trends and draw conclusions from i

given information
,

Give a brief account .

Offer for display, observation, examination or consideration i

ia
lV 5ciences teacher sLIoDort material
Criterion B and criterion C: Clean student work

Open investigation: Resistance

Question: Does the diameter of a wire change it's resistance?

, Aim: The aim of my experiment is to discover if making the diameter of a wire thicker will decrease
the resistance of the wire,

Hypothesis: According to Avison (248:1989), the resistance of a wire is changed in three ways,
making the wire longer, changing the diameter and changing the rype of the wire fmeasured in row].

This means that if the wire is thicker the resistance will be less because the electricity finds it easier to
move through the wire as it has more paths to move along. For this reason I predict that, ds the wire
gets thicker the resistance will go down.

Variables:
, Dependent - the resistance of the wire,
' Independent - the thickness of the wire,
Controlled - the length of the wires will be the same, the temperature of the wires will be the same
and all the other equipment will be the same.

Method:
We have five different thicknesses of wire, 10SWG, 14SWG, 16SWG, 19SWG and 20SWG. I will convert
them into diameter using the following table, [Wikipedia: Standard wire gauge].

0 040 I 016
0 016 0.914
0 00,1"/gauge
,J:0.032 p.s t3
:ll
A 0 028 I07
ill 0 024 0 610
,7
:l For, | 0.)5e 0 002"/gauge

a FJ,OI Erplq
-
4 Frr8l A.4st, ).001 6"/gaugt
t 0I6, t.416(
t0 t.315t.

l0 3( ) 345,

l0ll0.0 r2 3t5(
3l )0 lf ) 794( ).0008"/gaugt
l2ll0.0 0t 274

I will cur the nicrome wire up into pieces that are 2Scm long, I will cut up 2 of each to repeat my
readings.
I will link up the circuit equipment with a power pack, voltmeter and ammeter to measure the
resistance of the wires, with crocodile clips to hold the different wires in place.
I will record the values in a table and make a graph showing how the resistance changes'

Safety: To ensure safety I will -


. Make the circuit and have it checked before turning on,
. I will use the wire clips safely when cutting the wire,
. I will not touch the wire when the electrity is on,
. I will not leave the power on long enough to let the wire get hot

5cienceE teacher support maL'erial


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Criterion B and criterion C: Clean student work

Equipment: I will use -


. Power pach
r Ammeter
r Voltmeter,
r Ruler,
. Snips,
o Different wires,
o Connecting wires
r Calculator to find the resistance,

Results:
First results
th ickness
leneth (mm)
volts (v) Current (l resistance
x x x 25 1.016
2 2.77 o.t2 25 0"813
2 2.L2 0.94 25 o.7tt
2 0.87 2.29 25 0.4572
2 0.58 3.4t 25 0.3759
2 0.31 6.36 25 0.2743

Second results
thickness
Current (l) resistance length (mm)
volts (V)
x x x 25 1.016
2 2.24 0.89 25 0.813
2 2.08 0.96 25 o.7tt
2 0.95 2.1 25 0.4572
2 0.52 3.8 25 0.3759
2 0.35 5.6 25 0.2743

AVERAGE RESULTS fOT


thickness (mm) AVR
0.813 0.805
0.71,1 0.95
o.4572 2.195
0.3759 3.605
o.2743 5.98

Sciences teacher support material


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Criterion B and criterion C: Clean stuclent work

Graph:

Graph of thickenss and resistance


. .... t......t. ;. t....i.... .i.......i....i

5 t,
o,
6+

oJ @Seriesl
Z

1.......i- ..:,...-- :: :; - : i.".:.;


!li
::ii
:tt|

4.2 a.4 0.6 0.8


Thickness in rnm

Conclusion:
My experiment was very successtul and the experiment was fun to perfornt, my results',vere easy to
process and show very clearl1,1fu61 as the wire gets thicker the resistance gets smaller. This proves
that my hypothesis was correct.

Evaluation:
How reliable is your data?
repeat my results twice and the resistance each time was quite sirnilar, showing that the results are
quite reliable. Also my graph shows a curve which is the same for all the points.

What would you do difT'erently if you were to complete the experiment again?
I would not try to measure the result for the 19SWG wire as it made the power pack reset each time I
tired to measure the result.

How could you extended the experiment?


I could repeat the experiment for diflere nt wires and fbr dillerent lengths to see if that ciranges the
graph.

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