CE – Get it Right!

I have already made some blog postings regarding the first two assessed IA criteria, namely ‘Desgin’ labs and ‘DCP’ labs. This posting will focus on the third assessed criteria, ‘Conclusion and Evaluation’ or ‘CE’ or ‘CEv’. As with the other two assessed criteria, CEv is split into three aspects, aspects 1, 2 and 3. We will focus on each aspect individually. Aspect 1 – it is the opinion of the author that this aspect is the hardest aspect of all to achieve ...

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 2

  Today we will consider Conclusion and Evaluation (CEv), aspect 2. This aspect deals with the students thoroughly investigating the experimental method. What didn't work well and why? What happened to make the quality of the results not as good as what they should have been? The reasons should relate to the direction of the calculated value with respect to the data book value. For example, if a rate of reaction is less than expected, it would be no good saying that as ...

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 ...