Conclusion and Evaluation Aspect 3

By Thursday, November 11, 2010 , , , , 0

  Today we look at the last IA criteria - Conclusion and Evaluation (CEv), aspect 3. Recall that for CEv, apsect 2, the exerimental method is critically evaluated. For aspect 3, realistic improvements must be stated. Students should aim to improve every fault in the method that they evaluated for CEv aspect 2. The improvements should be realistic and straightforward. If they cannot realistically (easily) make an improvement they should clearly state this fact. Sometimes, it helps students if the present CEv aspect 2 ...

Conclusion and Evaluation – aspect 1

  The theme for the next couple of days will be Conclusion and Evaluation (CEv). Aspect one is split into three parts and is, in my opinion, the hardest of all of the aspect to achieve a 'c' in. Firstly, the student needs to write a good IB level conclusion - what do the results actually mean. There is no longer a 'hypothesis' to write, so this is the part of IA that is really testing an understanding of chemical knowledge. Secondly, the student ...

Data Collection and Processing, Aspect 3

By Thursday, November 4, 2010 , , , , 0

DCP, aspect 3: Students seem to find this difficult to achieve a 'c'. The aspect is looking for students to correctly present their final answer (to the correct number of significant figures) and to display an uncertainty / error value (to the correct number of significant figures). We will consider each part separately: Firstly, the correct number of significant figures. The student should look back through all the data used in DCP aspect 1. The final answer should have the same number of ...

Data Collection and Processing, aspect 1

By Tuesday, November 2, 2010 , , , , 0

Today, we will move away from Design and consider 'Data Processing and Presentation' (DCP) aspect 1. DCP is all about collecting raw data, displaying it and processing it. DCP aspect 1 deals with correctly and accurately presenting raw data. Data should be put into a table with a title. Any raw data collected can be split into qualitative (an observation - eg, I saw some bubbles) and quantitative (eg, 30.5 oC). Tables of data should contain both quantitative and qualitative observations to achieve a ...

Design, aspect 3

By Monday, November 1, 2010 , , , , 0

Today we will focus on Design, Aspect 3. In order to achieve a 'c in this aspect, the student must write a detailed method. The emphasis is on the word detailed. The student should essentially be able to give another IB Chemist the method and they would be able to carry it out. Often, methods are not detailed enough. For example, in a cell reaction lab the student writes 'connect the voltmeter and record the voltage' - there is not enough detail ...

Design Aspect 2

By Sunday, October 31, 2010 , , , , 0

  Sorry for the delay - I have been on my half term holiday :lol: So, my last posting covered Design, Aspect 1 - today, it is onto Design, Aspect 2. This criteria is all about controlling the variables listed in Design, Aspect 1 in the Method. Your students should cross reference their listed variables in Design, Aspect 1 and write how they will realistically control them. The most common mistake is writing something obscure in Design, Aspect 1 (for example, controlling the room ...

Design Aspect 1

  Today we will look at Design aspect 1. This criteria is really split into two parts - the research question and the variables. To obtain a 'c', the student needs to produce a focused research question. A research question along the lines of 'How does  concentration effect cell voltage?' would not be considered focused enough - this would be awarded a 'p'. A more focused question would talk about 'How do concentrations of 0.1, 0.2, .0.3, 0.4 and 0.5 mol dm-3 copper sulfate ...

An Overview of Internal Assessment (IA)

  Today's posting will cover an overview of IA: IA counts towards 25% of the final Chemistry grade. HL students need to carry out a minimum of 60 hours of lab work, SL students need to carry out a minimum of 40 hours. There is a Group 4 project that counts towards 10 hours of lab time (more on this is later postings). Teachers assess the students on five skll areas: Design (D) Data Collection and Processing (DCP) Conclusion and Evaluation (CEv) Manipulative Skills (MS) ...