AMAZING WORLD OF SCIENCE WITH MR. GREEN
  • Home
  • IBDP Environmental Systems and Societies
    • ESS Topics >
      • Statistical Anaylsis
      • ESS Topic 1 Foundations of ESS >
        • ESS Topic 1.1: Environmental Value Systems
        • ESS Topic 1.2: Systems and Models
        • ESS Topic 1.3: Energy and Equilibria
        • ESS Topic 1.4: Sustainability
        • ESS Topic 1.5: Humans and Pollution
      • ESS Topic 2 Ecosystems and Ecology >
        • ESS Topic 2.1: Species and Population
        • ESS Topic 2.2: Communities and Ecosystems
        • ESS Topic 2.3: Flows of Energy and Matter
        • ESS Topic 2.4: Biomes, Zonation and Succession
        • ESS Topic 2.5: Investigating Ecosystems
      • ESS Topic 3: Biodiversity and Conservation >
        • ESS Topic 3.1: Introduction to Biodiversity
        • ESS Topic 3.2: Origins of Biodiversity
        • ESS Topic 3.3: Threats to Biodiversity
        • ESS Topic 3.4: Conservation of Biodiversity
      • ESS Topic 4: Water and Aquatic Food Production Systems and Society >
        • ESS Topic 4.1: Introduction to Water Systems
        • ESS Topic 4.2: Access to Fresh Water
        • ESS Topic 4.3: Aquatic Food Production Systems
        • ESS Topic 4.4: Water Pollution
      • ESS Topic 5:Soil Systems and Terrestrial Food Production Systems and Society >
        • ESS Topic 5.1: Introduction to Soil Systems
        • ESS Topic 5.2: Terrestrial Food Production Systems and Food Choices
        • ESS Topic 5.3: Soil Degradation and Conservation
      • ESS Topic 6: Atmospheric Systems and Society >
        • ESS Topic 6.1: Introduction to the Atmosphere
        • ESS Topic 6.2: Stratospheric Ozone
        • ESS Topic 6.3: Photochemical Smog
        • ESS Topic 6.4: Acid Deposition
      • ESS Topic 7: Climate Change and Energy Production >
        • ESS Topic 7.1: Energy Source and Security
        • ESS Topic 7.2: Climate change – Causes and Impacts
        • ESS Topic 7.3: Climate change – Mitigation and Adaptation
      • ESS Topic 8: Human System and Resource Use >
        • ESS Topic 8.1: Human Populations Dynamics
        • ESS Topic 8.2: Resource Use in Society
        • ESS Topic 8.3 Solid Domestic Waste
        • ESS Topic 8.4 Human Population Carrying Capacity
    • ESS Internal Assessments >
      • ESS IA Context
      • ESS IA Planning >
        • Surveys
        • Secondary Data - Data Bases
      • ESS IA Results, Analysis & Conclusions
      • ESS IA Discussion and Evaluation
      • ESS IA Application
      • ESS IA Communication
      • ESS Personal Skills in IA
    • ESS Extended Essay
    • IB Command Terms
    • Official IB ESS Glossary
    • IB ESS Revision
    • Group 4 Project
  • IBDP Biology
    • IB Biology SL Topics >
      • Statistical Anaylsis
      • Topic 1: Cell Biology >
        • Topic 1.1 Introduction to Cells
        • Topic 1.2 Ultra-Structure of Cells
        • Topic 1.3 Membrane Structure
        • Topic 1.4 Membrane Transport
        • Topic 1.5 Origin of Cells
        • Topic 1.6: Cell Division
      • Topic 2: Molecular Biology >
        • Topic 2.1:Molecules to Metabolism
        • Topic 2.2 Water
        • Topic 2.3: Carbohydrates and Lipids
        • Topic 2.4: Proteins
        • Topic 2.5: Enzymes
        • Topic 2.6: Structure of DNA and RNA
        • Topic 2.7: DNA Replication, Transcription and Translation
        • Topic 2.8 Cellular Respiration
        • Topic 2.9: Photosynthesis
      • Topic 3: Genetics >
        • Topic 3.1: Genes
        • Topic 3.2: Chromosomes
        • Topic 3.3: Meiosis
        • Topic 3.4: Inheritance
        • Topic 3.5: Genetic Engineering and Biotechnology
      • Topic 4: Ecology >
        • 4.1 Species, Communities and Ecosystems
        • 4.2 Energy Flow
        • 4.3 Carbon Cycle
        • 4.4 Climate Change
      • Topic 5: Evolution and Biodiversity >
        • Topic 5.1 Evidence for Evolution
        • Topic 5.2 Natural Selection
        • Topic 5.3: Classification of Biodiversity
        • Topic 5.4: Cladistics
      • Topic 6: Human Physiology >
        • Topic 6.1: Digestion and Absorption
        • Topic 6.2: The Blood System
        • Topic 6.3: Defense Against Infectious Disease
        • Topic 6.4: Gas Exchange
        • Topic 6.5: Neurones and Synapses
        • Topic 6.6: Hormones, Homeostasis and Reproduction
    • IB Biology HL Topics >
      • Topic 7: Nucleic Acids >
        • Topic 7.1 DNA Structure and Replication
        • Topic 7.2 Transcription and Gene Expression
        • Topic 7.3 Translation
      • Topic 8: Metabolism, Cell Respiration and Photosynthesis >
        • Topic 8.1 Metabolism
        • Topic 8.2 Cell Respiration
        • Topic 8.3 Photosynthesis
      • Topic 9: Plant Biology >
        • Topic 9.1 Transport in the Xylem of Plants
        • Topic 9.2 Transport in the Phloem of Plants
        • Topic 9.3 Growth in Plants
        • Topic 9.4: Reproduction in Plants
      • Topic 10: Genetics and Evolution >
        • Topic 10.1: Meiosis
        • Topic 10.2: Inheritance
        • Topic 10.3: Gene Pools and Speciation
      • Topic 11: Animal Physiology >
        • Topic 11.1 Antibody Production and Vaccination
        • Topic 11.2: Movement
        • Topic 11.3: The Kidney and Osmoregulation
        • Topic 11.4: Sexual Reproduction
    • Options >
      • Option D: Human Physiology >
        • D1: Human Nutrition (Core)
        • D2: Digestion (Core)
        • D3: Function of the Liver (Core)
        • D4: Function of the Heart (Core)
        • D5: Hormones and Metabolism (HL)
        • D6: Transport of Respiratory Gases (HL)
    • IB Biology Internal Assessment >
      • Internal Assessment Personal Engagement
      • Internal Assessment Exploration
      • Internal Assessment - Analysis
      • Internal Assessment Evaluation
      • Internal Assessment - Communications
    • IB Biology Revision
    • Group 4 Project
  • Grade 10 MYP Biology
    • Grade 10 Topic 1: Blood and Circulation
  • Grade 9 MYP Biology
    • Grade 9 Topic 1: Life Processes
    • GR9 Topic 2: Cells
    • GR 9 Topic 3: Macro Molecules
    • GR9 Topic 4 Cellular Movement
    • GR 9 Topic 5: Transport In Plant
    • GR 9 Topic 6 Enzymes
    • GR 9 Topic 7 Microscopy
  • MYP Laboratory Guidance
  • Guide To Exam Success
    • What Are You Eating
    • Get Organized
    • Day Before the Exam
    • When You Sit Down For The Exam
    • Taking The Exam
  • Scientific Dictionary
  • Scientific Method
  • About Me

personal skills in your internal assessment

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The personal skills criterion is assessed throughout most of the two-year course, with a single summative mark awarded at the end. The mark given should not be the average achieved over the whole practical scheme of work but should reflect any sustained improvement in performance. It is important, therefore, that the scheme of work chosen by the teacher sets the students a variety of tasks, allowing them to carry out a range of different techniques and work in 
different group settings. The examples below are suggestions to aid the assessment of personal skills and are not considered to be a prescribed list.

Note: No supporting evidence is required for the moderation of personal skills.

Aspect 1: Carrying out techniques

Sampling techniques
How well do students choose randomly and how well do they use the quadrat?

Effect of concentration of hydrogen carbonate on rate of photosynthesis
This is done using a syringe with a capillary tube attached at the base. Water and a piece of Elodea are added to the syringe. A plunger is placed on top. There should be no air inside. A meniscus is made by pulling up on the plunger until it reaches the top of the capillary tube. The distance the meniscus has travelled in a time of three minutes is measured. This is repeated with different concentrations of hydrogen carbonate (0.001 mol dm–3 up to 0.01 mol dm–3).

Winkler titration for dissolved oxygen and biochemical oxygen demand (BOD)

Secondary productivity
Accurate measurements and a respirometer are required.

Effect of light intensity on the rate of photosynthesis
Accurate movement of the light source is required, and the whole apparatus is set up underwater.

Aspect 2: Working in a team
 
Any sampling techniques, such as transects and quadrats
The sampling can be undertaken in pairs. The whole group can then discuss how to tabulate the class data. Each pair collects data in one hour but, generally, grouping the data gives more validity to the answers. There can be group discussion at the beginning on how to collect data and how to determine abundance. Each pair's work can be compared to the rest of the group.

Long-term investigation on population growth of flour beetles
Each student is assigned one or two containers of flour and beetles. The group must agree on how to count the adults, larvae and pupae each month. Students should ensure that they share the results so that each has a complete
record of the findings.

Collection and identification of organisms from the school pond
Each group looks at one area of the pond, using identification keys to find out the type of organisms present. The whole group then researches in the library to find out what the organisms eat. Finally, a food web is drawn by the whole group.

Predator/prey simulation
Students work in pairs on a complex "game" requiring collaborative behaviour.

Pollution in the atmosphere
The whole class discusses where to place sticky traps around the school. The students work in pairs to make and hang up the traps, which are left for one week before the results are collected. Another class discussion is required to
determine the categories of pollutants recovered.

Natural selection
Some 1 cm pieces of coloured straw (60 of each colour) are scattered in a small area of grass. Together, students collect as many as they can in 30 seconds. They then calculate the percentage they found of each colour. Brown is
the hardest to find so would reproduce more.

Global warming in a jar
Each student is responsible for one jar, and the results are pooled at the end of the experiment. Open and closed containers with a thermometer are used. To extend the experiment, water and soil can be added. Students must agree on the position of the thermometer and on how much water and soil to add.


Tragedy of the common
A simulation of fishing in a common pond using jelly beans, small cheese crackers or some other edible item. Each group of students represents a family that has to eat a certain amount of fish to survive from year to year.

Aspect 3: Working safely and ethically

Working in an ethical manner
Teachers and students should be familiar with the Ethical practice in the Diploma Programme poster.
Students can lose patience and be tempted to invent values to support their hypotheses. Authenticity of data can, therefore, be evaluated in this aspect. Students need to be familiar with and follow the IB guidance on academic honesty in the Diploma Programme. Care and respect for the delicate apparatus and living materials can also be observed. Investigations that cause distress, harm or lead to the death of an animal are unethical and should therefore not be carried out, even as a theoretical exercise. Students should consider that animals can be stressed or die even in investigations that are not designed to cause harm.

Paying attention to environmental impact
Experiments, whether undertaken inside or outside the laboratory, allow students to show whether they have a responsible approach to working with living material, and an awareness of the potential impact of being careless with
it.

Safety issues
Students should follow teacher instructions on issues of safety within and outside the laboratory, for example: inappropriate behaviour in class, in the field or on a trip; not listening to instructions; failure to use appropriate
safety equipment; any breach of school safety regulations.

adapted from © International Baccalaureate Organization
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