Welcome to MYP 4 and MYP 5 Science




Academic Year: 2013-2014
Period
Time
Monday
Tuesday
Wednesday
Thursday
Friday
1
08:00 – 08:50

MYP 5
Rm 209
MYP 5
Rm 209
MYP 5
Rm 209

2
08:50 – 09:35

MYP 5
Rm 209
MYP 5
Rm 209

MYP 5
Rm 209
3
09:35 – 09:55
Recess
Recess
Recess
Recess
Recess
4
09:55 – 10:40





5
10.40 – 11:25





6
11:25 – 12:10





7
12:10 – 12:45
Lunch / Recess
Lunch / Recess
Lunch / Recess
Lunch / Recess
Lunch / Recess
8
12:50 – 13:35





9
13:35 – 14:20





10
14:25 – 15:10





Class Agenda:




May 22:

Create a presentation/essay explaining the following:
What is DNA? What is the structure.
What is DNA Replication? What are the steps?
What are the enzymes involved?
What is the result?

What is protein synthesis?
What are the steps?
What is transcription?
What is translation?
What is formed at the end?

Write down the similarities between protein synthesis and DNA replication.
Write down the differences between protein synthesis and DNA replication.

This will graded using Criterion B and C.

CRITERION B: COMMUNICATION IN SCIENCE
0
The student does not reach a standard described by any of the descriptors given below.
1-2
The student ATTEMPTS to communicate scientific information using SOME SCIENTIFIC LANGUAGE. The student presents some of the information in an appropriate form using some symbolic or visual representation when appropriate. The student attempts to acknowledge sources of information but this is INACCURATE.
3-4
The student communicates scientific information using SCIENTIFIC LANGUAGE. The student presents most of the information appropriately using symbolic and or/visual representation according to the task. The student acknowledges sources of information with OCCASIONAL ERRORS.
5-6
The student communicates scientific information EFFECTIVELY using SCIENTIFIC LANGUAGE CORRECTLY. The student presents all the information appropriately using symbolic and or/visual representation accurately according to the task. The student acknowledges sources of information APPROPRIATELY.



CRITERION C: KNOWLEDGE AND UNDERSTANDING OF SCIENCE
0
The student does not reach a standard described by any of the descriptors given below.
1-2
The student RECALLS some scientific ideas and concepts and applies these to solve SIMPLE PROBLEMS.
3-4
The student EXPLAINS scientific ideas and concepts and applies scientific understanding to solve PROBLEMS IN FAMILIAR SITUATIONS. The student ANALYSES scientific information by identifying parts, relationships or causes. The student provides an EXPLANATION that shows understanding.
5-6
The student explains scientific ideas and concepts and applies scientific understanding to solve PROBLEMS IN FAMILIAR AND UNFAMILIAR SITUATIONS. The students ANALYSES AND EVALUATES scientific information by making SCIENTIFICALLY SUPPORTED JUDGEMENTS about the information, the validity of the ideas or the quality of the work.




DNA Replication


Week of Feb. 17:
Tuesday: Review for test
Wednesday: TEST
Thursday: Stereotypes of Scientists:


Friday:

This assignment has the following deadlines:

Essay: Thursday, March 06 (Midnight)

Presentation: Friday, March 07


Hania - Sadi Carnot (1796 - 1832)
Alex - Rudolf Clausius (1822 - 1888)
Oliver - William Thomson (1824 - 1907)
Jessica - James Clerk Maxwell (1831 - 1879)
Jimin - Johannes Diderik van der Waals (1837 - 1923)
Seoungwoo - Josiah Willard Gibbs (1839 - 1903)
Sivangi - Ludwig Boltzman (1844 - 1906)


Week of Jan 27:

HW: Lab Report DUE FEB 03












https://www.sites.google.com/site/mradato/home/physics/chapter-2-one-dimensional-motion


http://topdocumentaryfilms.com/history-of-world-war-ii-hiroshima/



Week 4, Class 1: Moles to Gram Conversion Sheet
HW: Finish problems 11-16.

http://preparatorychemistry.com/Bishop_Chemistry_First.htm
http://openedgroup.org/books/Chemistry.pdf





Week 1, Class 2:






Week 1, Class 1: Detective Activity, Review Last Year Curriculum, Go over This Years Curriculum. Come up with what makes a good lab report.





IB MYP 4 Science Objectives:

Criterion A
(One World)
- refers to enabling students to understand the interdependence between science and society. Students should be aware of the global dimensions of science, as a universal activity with consequences for our lives and subject to social, economic, political, environmental cultural and ethical factors.
Criterion B (Communication in Science)
-refers to enabling students to develop their communication skills in science. Students should be able to understand scientific information, such as data, ideas, arguments and investigations, and communicate it using appropriate scientific language in a variety of communication modes and formats as appropriate.
Criterion C
(Knowledge and Understanding of Science)
-refers to enabling students to understand the main ideas and concepts of science and to apply them to solve problems in familiar and unfamiliar situations. Students are expected to develop critical and reflective thinking and judge the credibility of scientific information when this is presented to them.
Criterion D
(Inquiry in Science)
-refers to enabling the students to develop scientific inquiry skills to design and carry out scientific investigations.
Criterion E
(Processing Data)
-refers to enabling students to record, organize and process data. Students should be able to collect and transform data by numerical calculations into diagrammatic form. Students should be able to analyze and interpret data and explain appropriate conclusions.
Criterion F
(Attitudes in Science)
-refers to encouraging attitudes and disposition that will contribute to students’ development as caring and responsible individuals and members of society. Students will learn about safety and responsibility when working in science as well as respect for and collaboration with others and their shared environment.
-Describes and explains ways in which science is applied and used to solve local and global problems.
-Gives examples of science and scientific applications and discusses some of their positive and/or negative effects on people, societies and the environment.
-Describes and explains how science and technology depend on each other for the development of knowledge and technological applications.
-Understands that science is part of the world they live in by describing how science and its applications are affected and/or influenced by some of the following factors: social, economic, political, environmental, cultural, ethical.
-Understands and uses scientific language relevant to the units of work covered.
-Provides scientific information using appropriate modes of communication: oral, written, visual representation (formulae, graphs, tables, diagrams) consistent with the level of complexity of the units of work covered.
-Presents scientific information in formats (such as laboratory reports, experimental accounts, explanations, essays, expositions, audio‐visual presentations) appropriate to the work covered, and acknowledge sources.
-Demonstrates honesty when handling data and information, and acknowledging sources.
-Uses, where appropriate, information and communication technology applications (World Wide Web, data loggers, databases spreadsheets and/or software for plotting graphs) to access, process and communicate scientific information.
-Recognizes and recalls scientific information relevant to the units of work covered.
-Explain and applies scientific information to solve problems in familiar and, with guidance, in unfamiliar situations.
-Analyses simple scientific information by identifying basic components, relationships and patterns, both in experimental data and ideas.
-Discusses scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and comments on its credibility.
-Recognizes and attempts to articulate the problem or research question to be tested by a scientific investigation.
-Formulates a simple hypothesis and explains it using logical reasoning and his/her knowledge of sciences (“If I do this, then that will happen because … ”).
-Designs scientific investigations that include variables and controls that are identified; identifies materials/equipment needed; describes a method to be followed; suggests the data to be collected.
-Comments on the method and the accuracy and/or precision of the results.
-Suggests improvements to the method.
-Collects and records data using appropriate units of measurement.
-Organizes and transforms data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts).
-Presents data in a variety of ways using appropriate communication modes (oral, written and visual representation, and use of technologies) and conventions (units of measurement).
-Analyses and interprets data by identifying trends, patterns and relationships.
-Draws conclusions supported by explanations that are consistent with the analysis of the data.
-Carries out scientific investigations using materials and techniques safely and skillfully.
-Works effectively as member of a team, by being guided into collaborating, acknowledging and supporting others as well as ensuring a safe working environment.
-Shows respect for self and others, and deals responsibly with the living and non‐living environment.


IB MYP 5 Sciece Objectives:

Criterion A
(One World)
- refers to enabling students to understand the interdependence between science and society. Students should be aware of the global dimensions of science, as a universal activity with consequences for our lives and subject to social, economic, political, environmental cultural and ethical factors.
Criterion B (Communication in Science)
-refers to enabling students to develop their communication skills in science. Students should be able to understand scientific information, such as data, ideas, arguments and investigations, and communicate it using appropriate scientific language in a variety of communication modes and formats as appropriate.
Criterion C
(Knowledge and Understanding of Science)
-refers to enabling students to understand the main ideas and concepts of science and to apply them to solve problems in familiar and unfamiliar situations. Students are expected to develop critical and reflective thinking and judge the credibility of scientific information when this is presented to them.
Criterion D
(Inquiry in Science)
-refers to enabling the students to develop scientific inquiry skills to design and carry out scientific investigations.
Criterion E
(Processing Data)
-refers to enabling students to record, organize and process data. Students should be able to collect and transform data by numerical calculations into diagrammatic form. Students should be able to analyze and interpret data and explain appropriate conclusions.
Criterion F
(Attitudes in Science)
-refers to encouraging attitudes and disposition that will contribute to students’ development as caring and responsible individuals and members of society. Students will learn about safety and responsibility when working in science as well as respect for and collaboration with others and their shared environment.
-Describes and discusses ways in which science is applied and used to solve local and global problems.
-Describes and evaluates the benefits and limitations of science and scientific applications as well as their effect on life and society.
-Discusses how science and technology are interdependent and assist each other in the development of knowledge and technological applications.
-Discusses how science and its applications interact with social, economic, political, environmental, cultural and ethical factors.
-Communicates scientific information using a range of scientific language.
-Communicates scientific information using appropriate modes of communication.
-Presents scientific information in a variety of formats, acknowledging sources as appropriate.
-Demonstrates honesty when handling data and information, acknowledging sources as appropriate.
-Uses where appropriate a range of information and communication technology applications to access, process and communicate scientific information.
-Recognizes and recalls scientific information.
-Explains and applies scientific information to solve problems in familiar and unfamiliar situations.
-Analyses scientific information by identifying components, relationships and patterns, both in experimental data and ideas.
-Discusses and evaluates scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and assesses its credibility.
-Defines the problem or research question to be tested by a scientific investigation.
-Formulates a hypothesis and explains it using logical scientific reasoning.
-Designs scientific investigations that include variables and controls, materials/equipment needed, a method to be followed, data to be collected and suggestions for its analysis.
-Evaluates the method, commenting on its reliability and/or validity.
-Suggests improvements to the method.
-Collects and records data using appropriate units of measurement.
-Organizes and transforms data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts).
-Presents data in a variety of ways using appropriate communication modes and conventions (units of measurement).
-Analyses and interprets data by identifying trends, patterns and relationships.
-Draws conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.
-Carries out scientific investigations using materials and techniques safely and skillfully.
-Works effectively as member of a team, by being guided into collaborating, acknowledging and supporting others as well as ensuring a safe working environment.
-Shows respect for self and others, and deals responsibly with the living and non‐living environment.