personal skills in your internal assessment
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.
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
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
