IBMYP SCIENCES

9TH G R A D E

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Student Name

Subject Biology Grade Level: 9- A B C D 1st Group 2nd Group

Unit DNA and Genetics

SOI: Observing patterns and consequences in relationships allows scientists to propose new theories that
explain how the living world works.

How is the SA Science is valued by society because the application of scientific knowledge helps to satisfy many basic human
related to the needs and improve living standards. Finding a cure for cancer and a clean form of energy are just two topical
statement of inquiry? examples.

In this assessment, students will process data and evaluate a scientific investigation.

Assessed Criterion
Criterion C: Processing and Evaluating (all strands)
(strands)

You will think and act like a scientist. You will help a scientist friend who designed a scientific investigation on how resistant
mosquitoes can be to DDT after their DNA code mutates. You will collect, process, and interpret qualitative and/or
Assessment Task Type
quantitative data; explain conclusions that have been appropriately reached; evaluate the method of investigation; and
discuss possible improvements or extensions of the scientific investigation.

You should be able to:

 present a given set of raw data. This means that you should organize them in tables, graphs, or charts, whichever is
appropriate.
 process and analyse the data. This means that you should do calculations and interpret your data results.

General Description  You will then write a report with explanations and evaluations of the scientific investigation.
of the Task  use APA citations and a ‘Works Cited’ page (bibliography) when necessary.
 communicate your evaluation by writing a scientific report using the template your teacher prescribes (see below).
 be submitted at the end of the class period, no exception.
See the Summative Assessment Objectives for a more detailed information on how your investigation design will be
assessed.

Assessment Notice November 12, 2019 Assessment Due December 5, 2019

COMMAND TERMS USED IN THE TASK

Command Term Description

Collect Gather information
Describe Give a detailed account or picture of a situation, event, pattern or process
Offer a considered and balanced review that includes a range of arguments, factors or hypotheses; Opinions or
Discuss
conclusions should be presented clearly and supported by appropriate evidence
Explain Give a detailed account, including
Interpret Use knowledge and understanding to recognize trends and draw conclusions from given information
Organize Arrange systematically; in order
Outline Give a brief account, including reasons and causes
Present Offer for display, observation, examination or consideration.
State Give a specific name, value or other brief answer without explanation or calculation
Transform Solve for mean, median, mode, standandard deviation and other mathematical means of transformation

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 SUMMATIVE ASSESSMENT OBJECTIVES

Achievement
Level Descriptor Task-Specific Clarification
Level
0 The student does not reach a standard identified by any of the descriptors below.

You were able to:

The student is able to:
I. collect, and present data in graphs, tables, charts, or any other form of
I. collect and present data in numerical numerical/pictorial organizer.
and/or visual forms.
II. interpret data by finding patterns or giving meaning/value to the collected
II. interpret data. information to determine significance/importance of the results and
conclusions.
III. state the validity of a hypothesis
1-2 based on the outcome of a scientific III. state whether the hypothesis was supported or rejected with reference to the
investigation. outcome of the scientific investigation.
IV. state the validity of the method IV. state how the method/procedure allowed for the collection of sufficient
based on the outcome of a scientific valid data to answer the problem/question based the outcome of the
investigation. investigation; for example, whether the measuring instrument measured what
it was supposed to measure, the conditions of the experiment and the
V. state improvements or extensions to
manipulation of variables (fair testing), etc.
the method.
V. state improvements and extensions that were specific, realistic, and attainable.

You were able to:

The student is able to:
I. correctly collect, and present data in graphs, tables, charts, or any other form
I. correctly collect and present data in
of numerical/pictorial organizer.
numerical and/or visual forms
II. accurately interpret data by finding patterns or giving meaning/value to the
II. accurately interpret data and
collected information to determine significance/importance of the results and
explain results
conclusions.
III. outline the validity of a hypothesis
III. outline whether the hypothesis was supported or rejected with reference to
3-4 based on the outcome of a scientific
the outcome of the scientific investigation.
investigation
IV. outline how the method/procedure allowed for the collection of sufficient
IV. outline the validity of the method
valid data to answer the problem/question based the outcome of the
based on the outcome of a scientific
investigation; for example, whether the measuring instrument measured what
investigation.
it was supposed to measure, the conditions of the experiment and the
V. outline improvements or extensions manipulation of variables (fair testing), etc.
to the method that would benefit the
V. outline improvements and extensions that were specific, realistic, and
scientific investigation.
attainable.

The student is able to: You were able to:

I. correctly collect, organize and I. correctly collect, organize, and present data in graphs, tables, charts, or any
present data in numerical and/or other form of numerical/pictorial organizer.
visual forms.
II. accurately interpret data by finding patterns or giving meaning/value to the
II. accurately interpret data and collected information to determine significance/importance of the results and
explain results using scientific conclusions and by backing them up with scientific evidences, theories, or
reasoning. principles.

5-6 III. discuss the validity of a hypothesis III. discuss whether the hypothesis was supported or rejected with reference to
based on the outcome of a scientific the outcome of the scientific investigation.
investigation.
IV. discuss how the method/procedure allowed for the collection of sufficient
IV. discuss the validity of the method valid data to answer the problem/question based the outcome of the
based on the outcome of a scientific investigation; for example, whether the measuring instrument measured what
investigation. it was supposed to measure, the conditions of the experiment and the
manipulation of variables (fair testing), etc.
V. describe improvements or extensions
to the method that would benefit the V. describe improvements and extensions that were specific, realistic, and
scientific investigation. attainable.

You are were to:

The student is able to:
I. correctly collect, organize, transform and present data in graphs, tables,
I. correctly collect, organize, charts, or any other form of numerical/pictorial organizer and show
transform and present data in calculations such as totals, averages, standard deviation, or other
7-8 numerical and/or visual forms. appropriate transformations.
II. accurately interpret data and II. accurately interpret data by finding patterns or giving meaning/value to the
explain results using correct collected information to determine significance/importance of the results and
scientific reasoning. conclusions and by backing them up with correct scientific evidences,
theories, or principles.

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 III. evaluate the validity of a hypothesis III. evaluate whether the hypothesis was supported or rejected with reference to
based on the outcome of a scientific the outcome of the scientific investigation.
investigation.
IV. evaluate how the method/procedure allowed for the collection of
IV. evaluate the validity of the method sufficient valid data to answer the problem/question based the outcome of
based on the outcome of a scientific the investigation; for example, whether the measuring instrument measured
investigation. what it was supposed to measure, the conditions of the experiment and the
manipulation of variables (fair testing), etc.
V. explain improvements or extensions
to the method that would benefit the V. explain improvements and extensions that were specific, realistic, and
scientific investigation. attainable.

BACKGROUND OF THE SCIENTIFIC INVESTIGATION

Research Question: How resistant mosquitoes can be to DDT after their DNA code mutates in the presence of
DDT?

Dichlorodiphenyltrichloroethane, commonly known as DDT, is a colorless, tasteless, and almost odorless crystalline
chemical compound. It was originally developed as an insecticide, then it became infamous for its environmental
impacts.
A scientist conducted an investigation to determine how resistant mosquitoes can be to DDT after their DNA code
mutates in the presence of DDT. He thought that the more exposure to DDT the mosquitos get, the more they
become resistant to the pesticide.
The following steps were followed:
1. 150 mosquitoes were captured from the environment as a sample set.
2. The mosquitoes were then exposed to a standard dose of DDT (4% DDT for 1 hour) in the laboratory.
3. The number of mosquitoes that died was counted.
4. Those that survived were left to reproduce.
5. A sample was taken from this population every two months and the same procedure was followed for a
period of 16 months.
6. His data were shown below.
Time in Months: 0, 2, 4, 6, 8, 10, 12, 14, 16
Number of Mosquitoes Died: 95, 87, 80, 69, 60, 54, 35, 27, 22
Pretend and think like you were also a scientist. One of your scientist friends designed this scientific
investigation. He asked you to help him gather raw data, analyse and interpret them, validate hypothesis,
evaluate method/procedure of conducting the investigation, and suggest improvement and extension for his
investigation.

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 FORMAT OF REPORT
This is the format required to communicate your data and evaluation of the investigation. Strictly follow the
subheadings to organize your report. Under each subheading are guidelines/questions to help you structure your
scientific report. You may use these guidelines as a checklist in order to help you with your thought process.
Remember: Always reference your responses on the information presented in the scenario.

Hypothesis
 What is the hypothesis? Rewrite it here in one statement as: “If….. then….. because”.
 What is the independent variable?
 What is the dependent variable?

Data and Observations

 How can you represent your data in an organized manner? Make sure you have titles, units, and
symbols/legends when necessary.
 How can you transform these raw data?
 Aside from a table, how else can you present these data for easy reading and for finding out relationships
between variables?
 Check out strand I of the summative assessment objectives to make sure you achieve the highest possible marks.

Analysis and Interpretation

 What is the meaning of the data? Why do you say so? What pattern or connection do you see between the
independent and dependent variables?
 Any similarity/difference in the way the data are gathered? What may be the cause of difference, if any? Do
not limit yourself to these questions, though. These are just examples.
 What conclusion can you draw from the set of data?
 Is there any scientific evidence, theory, or principle you see fit to back up your interpretation and conclusion?
 Check out strand II of the summative assessment objectives to make sure you achieve the highest possible
marks.

Validity of Hypothesis/Prediction
 What is the hypothesis?
 Do the data and conclusion support or reject the hypothesis? Why/why not?
 Check out strand III of the summative assessment objectives to make sure you achieve the highest possible marks.

Validity of the Method

 How does the method/procedure allow (or not allow) for the collection of sufficient valid data to answer the
problem/question based the outcome of the investigation?
 Is there any flaw/error/missing information to this method/procedure? Do you think this method is repeatable
by anyone by just by following the procedure?
 Check out strand IV of the summative assessment objectives to make sure you achieve the highest possible
marks.

Improvements and Extensions for the Investigation

 What can you suggest to your friend scientist to improve his investigation in terms of his method? Be specific.
 Can you suggest a similar investigation to compare this investigation’s data and results?
 Can you suggest another investigation design to follow up the data and results of this scientific investigation?
How will it be done?
 Check out strand V of the summative assessment objectives to make sure you achieve the highest possible
marks.

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 STUDENT’S ACHIEVEMENT LEVEL AND TEACHER’S FEEDBACK

Descriptor/
1-2 3-4 5-6 7-8
Level

collect, and present data in correctly collect, and present correctly collect, organize, correctly collect, organize,
graphs, tables, charts, or any data in graphs, tables, charts, or and present data in graphs, transform and present data in
other form of any other form of tables, charts, or any other form graphs, tables, charts, or any
numerical/pictorial numerical/pictorial organizer of numerical/pictorial organizer other form of
I organizer numerical/pictorial organizer
and show calculations such as
totals, averages, standard
deviation, or other
appropriate transformations

interpret data by finding accurately interpret data by accurately interpret data by accurately interpret data by
patterns or giving finding patterns or giving finding patterns or giving finding patterns or giving
meaning/value to the meaning/value to the collected meaning/value to the collected meaning/value to the collected
collected information to information to determine information to determine information to determine
II determine significance/importance of the significance/importance of the significance/importance of the
significance/importance of results and conclusions results and conclusions and by results and conclusions and by
the results and conclusions backing them up with scientific backing them up with correct
evidences, theories, or scientific evidences, theories,
principles or principles

state whether the outline whether the hypothesis discuss whether the hypothesis evaluate whether the
hypothesis was supported was supported or rejected with was supported or rejected with hypothesis was supported or
III or rejected with reference to reference to the outcome of the reference to the outcome of the rejected with reference to the
the outcome of the scientific scientific investigation scientific investigation outcome of the scientific
investigation investigation

state how the outline how the discuss how the evaluate how the
method/procedure method/procedure allowed method/procedure allowed method/procedure allowed
allowed for the collection for the collection of sufficient for the collection of sufficient for the collection of sufficient
of sufficient valid data to valid data to answer the valid data to answer the valid data to answer the
answer the problem/question based the problem/question based the problem/question based the
problem/question based outcome of the investigation; outcome of the investigation; outcome of the investigation;
the outcome of the for example, whether the for example, whether the for example, whether the
IV investigation; for example, measuring instrument measuring instrument measuring instrument measured
whether the measuring measured what it was supposed measured what it was supposed what it was supposed to
instrument measured what to measure, the conditions of to measure, the conditions of measure, the conditions of the
it was supposed to measure, the experiment and the the experiment and the experiment and the
the conditions of the manipulation of variables (fair manipulation of variables (fair manipulation of variables (fair
experiment and the testing), etc testing), etc testing), etc
manipulation of variables
(fair testing), etc

state improvements and outline improvements and describe improvements and explain improvements and
extensions that were extensions that were specific, extensions that were specific, extensions that were specific,
V
specific, realistic, and realistic, and attainable realistic, and attainable realistic, and attainable
attainable

Final Marks

Student’s Feedback: How do you think you fair in this assessment?

Teacher’s Feedback

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