MYP Science

Grade 10

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 International School Stuttgart Science Guide MYP

Table of Contents

Laboratory Safety Rules

4
MYP Year Sketch 2023-24
5
Unit Outline
6
Note taking guide
7-10
Assessment Rubrics
7
Criterion A: Knowing and Understanding
8
Criterion B: Inquiring and Designing
9
Criterion C: Processing and Evaluating
10
Criterion D: Reflecting on the Impacts of
Science
11
MYP Command Terms
12 - 15
Guide to Writing a Good Lab Report
16
Lab Report Checklist
17
Important Lab Safety Symbols
18
Drawing Apparatus - Glassware
19
Drawing Apparatus – Other Apparatus
20
Referencing and Academic Honesty
21 - 23
APA Reference Format: In-text citation

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Lab Safety Rules

• You are not allowed in the lab without the teacher’s permission.
• You are not allowed to work unsupervised in a laboratory.
• Unauthorized work of any kind in the laboratories is strictly forbidden.
• NEVER EAT, DRINK OR TASTE ANYTHING in the lab. This includes food, drinks and
gum, as well as lab chemicals, liquids and powders.
• Be careful not to touch your eyes and nose while working with chemicals in the
laboratory.
• LABORATORY COATS AND SAFETY GLASSES are to be worn at all times when
carrying out practical investigations using chemicals and/or Bunsen burners.
• Bags must not be left on the floor where they can cause an obstruction.
• Follow carefully the procedure provided or written for the lab being performed.
You may not carry out unauthorized experiments or make innovations without
the approval of your teacher. Ask if you do not fully understand the instructions.
• Experiments that use or produce harmful gases or any hazardous operation
must be performed in a fume cupboard.
• Disposal of chemicals - ask the teacher in charge or the technician.
• Do not leave broken glass in the sink or on the bench. Inform the teacher for
proper disposal.
• Students are responsible for the cleanliness of their workbenches, which must
be left clean, dry and free from equipment at the end of the laboratory
period.
• All chemicals and equipment must be returned to the proper place after use.
• Always wash your hands after working in the laboratory. It is important to wash
your hands both before and after going to the toilet after working in a
laboratory.
• Hair longer than shoulder length must be tied back during practical
investigations.
• Closed-toed shoes are required to be worn for the duration of any practical
activities in the lab. Sandals or shoes that do not cover the top of the foot are
not permitted.
• No running or horseplay in the lab.

I agree to abide by the rules stated above.

Signed:

Print name:

Date:

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MYP Year Sketch 2023-2024

Grade 10
Subject (Level) Science
Teacher Chemistry: D. Guinea guinead@issev.de
Biology: L. Garvey garveyl@issev.de
Physics: B. Krudwig krudwigb@issev.de

Year Plan

The year is based on a rotation model. Each class will conduct one unit in each of
the three science disciplines, receiving instruction from a single subject specialist
teacher, and then switch to the next rotation.

The outline for the year is presented below. These dates are by necessity somewhat
provisional – the aim is to provide similar times for the three rotations over the year
and may need slight adjustment from time to time.

Start End
Rotation 1 End August End November
Rotation 2 End November End February
Rotation 3 End February Early June
Internship Mid June Late June

The order of the rotations for each class are as follows

Rotation 1 Rotation 2 Rotation 3

10A Bio Phys Chem
10B Phys Chem Bio
10C Chem Bio Phys

Each unit will have assessment tasks addressing criteria A-D. There will be one
summative assessment tasks in each criterion each semester.

Rotation 1 Rotation 2 Rotation 3

Criterion
assessments A,B,C A,B,D A,C,D

there will be a number of formative tasks addressing skill development towards one
or more criteria within each unit – this will vary from unit to unit as the year progresses
– please be guided by your teachers.

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Semester 1 and 2: Each course will meet for approximately 10 weeks.

Unit Topics Concepts and Contexts

NUTRITION & METABOLISM

Key Concept: CHANGE
Structure and function of
Carbohydrates
Related Concepts: Energy, Form,
Structure and function of Proteins
Function, Transformations
Function of Enzymes
Factors affecting enzymatic rates of
Global Context: Fairness and
reaction
Development
Cellular Respiration
Structure and function of Lipids

ELECTRICITY, MAGNETISM, WAVES

Electrostatics
Electric Fields
Electric Circuits PD, V, A, R Key Concept: Change
Series & Parallel circuit sets
Kirchhoff’s Laws Related Concepts: Balance,
Electric Power and Energy Dissipation Interactions
Magnets and Nature of Magnetism
Current & Magnetism (Hand Rules) Global Context: Orientation in space
DC motor and time
AC Generators
Faraday’s Law and Lenz’s Law

Rates of Reactions
Factors affecting reaction rates
Graphical representation of rates
Production of ammonia on industrial
scale
Key Concept: Systems
Acids and Bases
Related Concepts: Form, Function
Indicators
pH scale
Global Context: Scientific and
Neutralization reaction
Technical Innovation
Acids and bases in the periodic table

Equilibrium
Balance of systems
Le Chatelier’s principle

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APPROACHES TO LEARNING:
Good note-taking makes learning easier.

Below is a system of note-taking that promotes learning, attention in class,

organization. It is sometimes called Cornell Notes. Your teacher will explain
its use in class.

Taken from: Donohue, J. and Gill T. (2009). The Write Path I: Mathematics teacher guide.
San Diego, California: AVID Center.
The following pages outline the MYP assessment criteria for science as applied in Grades 9
and 10 at ISS.

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Criterion A: Knowing and Understanding

Achievement
Level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.
1-2 The student is able to:
i. state scientific knowledge
ii. apply scientific knowledge and understanding to suggest solutions
to problems set in familiar situations
iii. interpret information to make judgments.
3-4 The student is able to:
i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set
in familiar situations
iii. interpret information to make scientifically supported judgments.
5-6 The student is able to:
i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set
in familiar situations and suggest solutions to problems set in
unfamiliar situations
iii. analyse information to make scientifically supported judgments.
7-8 The student is able to:
i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set
in familiar situations and unfamiliar situations
iii. analyse and evaluate information to make scientifically supported
judgments.

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Criterion B: Inquiring and Designing

Achievement
Level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.
1-2 The student is able to:
i. state a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis
iii. outline the variables
iv. design a method, with limited success.
3-4 The student is able to:
i. outline a problem or question to be tested by a scientific
investigation
ii. formulate a testable hypothesis using scientific reasoning
iii. outline how to manipulate the variables and outline how relevant
data will be collected
iv. design a safe method in which he or she selects materials and
equipment.
5-6 The student is able to:
i. describe a problem/question to be tested by a scientific investigation
ii. formulate and explain a testable hypothesis using scientific
reasoning
iii. describe how to manipulate the variables and describe how
sufficient, relevant data will be collected
iv. design a complete and safe method in which he or she selects
appropriate materials and equipment.
7-8 The student is able to:
i. explain a problem/question to be tested by a scientific investigation
ii. formulate and explain a testable hypothesis using correct
scientific reasoning
iii. explain how to manipulate the variables and explain how sufficient,
relevant data will be collected
iv. design a logical, complete and safe method in which he or she
selects appropriate materials and equipment.

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Criterion C: Processing and Evaluating

Achievement Level descriptor
Level
0 The student does not reach a standard described by any of the descriptors
below.
1-2 The student is able to:
i. collect and present data in numerical and/or visual forms
ii. interpret data
iii. state the validity of a hypothesis based on the outcome of a scientific
investigation
iv. state the validity of a method based on the outcome of a scientific
investigation
v. state improvements or extensions to the method
3-4 The student is able to:
i. correctly collect and present data in numerical and/or visual forms
ii. accurately interpret data and explain results
iii. outline the validity of a hypothesis based on the outcome of a
scientific investigation
iv. outline the validity of a method based on the outcome of a scientific
investigation
v. outline improvements or extensions to the method that would
benefit the scientific investigation
5-6 The student is able to:
i. correctly collect, organize, and present data in numerical and/or
visual forms
ii. accurately interpret data and explain results using scientific
reasoning
iii. discuss the validity of a hypothesis based on the outcome of a
scientific investigation
iv. discuss the validity of a method based on the outcome of a scientific
investigation
v. describe improvements or extensions to the method that would
benefit the scientific investigation
7-8 The student is able to:
i. correctly collect, organize, transform and present data in
numerical and/or visual forms
ii. accurately interpret data and explain results using correct
scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of a
scientific investigation
iv. evaluate the validity of a method based on the outcome of a scientific
investigation
v. explain improvements or extensions to the method that would
benefit the scientific investigation

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Criterion D: Reflecting on the Impacts of Science

Achievement
Level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.
1-2 The student is able to:
i. outline the ways in which science is used to address a specific
problem or issue
ii. outline the implications of the use of science to solve a specific
problem or issue, interacting with a factor
iii. apply scientific language to communicate understanding but does so
with limited success
iv. document sources, with limited success
3-4 The student is able to:
i. summarize the ways in which science is used to address a specific
problem or issue
ii. describe the implications of using science and its application to solve
a specific problem or issue, interacting with a factor
iii. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly
5-6 The student is able to:
i. describe the ways in which science is used to address a specific
problem or issue
ii. discuss the implications of using science and its application to solve a
specific problem or issue, interacting with a factor
iii. usually apply scientific language to communicate understanding
clearly and precisely
iv. usually document sources correctly
7-8 The student is able to:
i. explain the ways in which science is used to address a specific
problem or issue
ii. discuss and evaluate the implications of using science and its
application to solve a specific problem or issue, interacting with a
factor
iii. consistently apply scientific language to communicate
understanding clearly and precisely
iv. document sources completely

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Understanding the MYP Rubrics: Command Terms

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Guide to writing a Good MYP Lab Report

Lab reports are different than writing in other subjects: they are concise, accurate, and use
mostly technical or subject-specific vocabulary. They are more direct, factual, and
straightforward than other subjects.

Each discipline (Biology, Chemistry, Physics) has its own requirements for how lab reports
should be formatted. Individual teachers may have their own formats. (Even professional
scientists must deal with this: different professional journals might require different formats.)
Confirm format with your teacher!

This guide is meant to guide you through general requirements of the MYP as found in the
rubrics B and C. It covers all of the possibilities, and it notes places where each discipline
is different.

Introduction.
This section may include an Aim, and/or a Research Question and/or a background
section. (See your teacher for guidance.)

The Aim is the broad goal, or main idea of the experiment. The aim of the
experiment must be justified by reference to literature (i.e. the reason why the
research is scientifically interesting is outlined). This is often referred to as
background.

- The What previous knowledge prompted this question?

- What scientific clarification is needed?
- What background is necessary to understand this aim?

The Research Question

- the specific question to be answered by the experiment
- often in the format:
“What is the effect of [independent variable] on [dependent variable]?”

It is important that the background material provided leads directly to the Research
Question – the RQ must be fully justified.

Hypothesis.
This section predicts the outcome of the research question based on your scientific
knowledge. It is often extremely helpful to present your hypothesis in the form of a
graph. Your hypothesis needs to be

It should include:
- a prediction of what you expect to happen
- specific predictions about how the variables change
- scientific reasons that explain why the prediction is reasonable.
- research from a scientific source (print or online)
o use in-text citation to acknowledge your source
Variables.

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This section should include three types of variables. (Variables are factors, usually
measurable, that could change during an experiment.)

Independent variable: The variable that you manipulate or change.

Dependent variable: The variable that you observe or measure changes in.

Controlled variables: The variables that you don’t change, but attempt to keep the same
(maintain or keep constant), during the experiment.
• We control variables in order to have a fair test.
• There is usually more than one controlled variable in an experiment.
• In Biology, there is often a “control experiment”: see your Biology teacher for
more information.”

Materials.
This section provides a list of what you used during the investigation.
- use a bullet-point list
- include details such as volume, mass, number
- include uncertainties of your tools (apparatus)

Often you include a Set-up Diagram: A clear, labeled diagram of how your
equipment is set up. (See your teacher for guidance.)

Method:
This section is a summary of how the experiment was carried out (note – not a list of
instructions – it should be written in the past passive tense).

Guidelines for format include:

- do not use pronouns
- be detailed enough so that someone else could do the test
- but … be concise
- use a numbered list
- each step should be either maintaining/monitoring (CV), manipulating (IV)
or measuring a variable (DV)

Safety and ethics must be addressed in the method: see your teacher for details as
each subject is different.

Make sure you address reliability of data by explaining

- how you will change the independent variable
- how you will measure your dependent variable
- how you will keep the controlled variables constant (or monitor them)
- how many trials you will have
- how you will process the data

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Data and Observations:
This section includes your measurements and analysis of those data.

It includes several parts (not all may be necessary in each lab).

- All your raw data in table(s). NEVER omit this.
- Qualitative observations made during lab.
o Anything that could affect reliability of data
o Color change, temperature change, bubbles, etc.
- Sample calculations or explanations of data processing
- Table(s) of your processed data.
- Graph(s)
o Think carefully about what data to graph: sometimes we graph raw
data in order to analyze or calculate, sometimes we graph
processed data. Refer to the variables and the design of your lab.
(See your teacher for subject specific guidance.)
- Identification of outliers or anomalous data. (See your teacher for subject
specific guidance.)

Table formatting should include:

- A Title above the table on left
o Begins with “Table 1”
o Is descriptive (5+ words)
- Labels (headings) for each column
o Units are found in labels, never in the body of the table
o In some cases, uncertainties are found here: see your teacher.

Graph formatting should include

• Title
o Below the graph on left
o Starts with Figure1:
o A subtitle may be included to further explain.
• Axes:
o Independent variable on x-axis
o Dependent variable on y-axis
o Labels on each axis with units
• Correct style
o Bar graphs - for discontinuous (grouped) data [eg. different metals,
materials]
o Line graphs - for continuous data [time, height, length]
• Plotted data points
• Think about how best to represent the trend in the data: line of best fit?
Smoothed line joining points? This is often different for each discipline, and
often each lab: see your teacher for subject specific details.

Conclusion:
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The purpose of the conclusion section is to answer the research question using the
data that you gathered and processed. It can be written in first person, you may
use ‘I, we, our, my’ in this section.

Conclusions should:
- Stand alone, that is, someone could read only the conclusion and have a
good idea of what you were investigating and the outcome of the
investigation.
- Discuss what you learned from the data, what you observed, what the
pattern or trend in the data is,
- Provide possible explanations for any outliers or data points that do not fit that
pattern or trend.
- Use in-text citation to acknowledge any research

Conclusions should focus on two main areas

- Data analysis
o What is the trend in the data
o Why are the observations important
o Why did outliers or anomalous data occur
o What are the scientific reasons for the above points
- Evaluation of the hypothesis
o State if your hypothesis was supported by the data
▪ NEVER SAY “PROVE”
o Explain how strong your conclusion is
▪ Chemistry and Physics may use % error or comparisons to a theoretical
value
o Discuss alternate interpretations of the data

Evaluation (of the Method):

This section is used to evaluate how well your written method worked during the
investigation to produce reliable data.
Evaluations include
- identifying weaknesses or limitations in your experimental technique or method design
o specific types of error (random or systematic) may be discussed (see your teacher
for particular guidance)
- explaining how those problems affected the reliability and validity of data
- realistic, specific suggestions of how to fix the weaknesses and explanations of how
they would help.
Evaluations DO NOT include
- Statements of how well you enjoyed the lab
- Overall statements of how well the lab went
- How you worked with your lab partners

References:
This section lists information on all sources used for research and cited in your lab report.
It should include: - A citation for every source you cited
- APA format (see the end of this booklet for more detail)
- Citations for pictures you have used in your lab report.
A checklist is provided on the next page to help you include the main points.

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✔ MYP G10 Lab Report Checklist – 2023/24

Aim broad goal, purpose of lab

Research
specific question to answer
Question

Background give context, clarify your research question, link it to aim

Hypothesis prediction with scientific reasons

Variables Dependent measured, responding

manipulated, may change the dependent
Independent
(Give detail, variable
use units) maintained: kept constant or monitored to
Controlled
ensure no change

Materials a list with detail, often includes set-up diagram.

Method concise, numbered list of steps – include safety information

table(s) which record what you measured; +

Results Raw Data
observations during lab
(use clear
Calculation(s) show one sample calc. including formulas
labels with
units: Processed
table(s) with results of calculations,
titles/legends Data
ABOVE
tables,
Graph(s) graphical representation of processed data
UNDER
graphs)
Data
what’s the pattern?
interpretation
Conclusion:
Evaluate
was your prediction correct?
Hypothesis

Evaluate the
what method problems affected validity?
method
Evaluation:
Suggest
realistic and specific to method, justify
improvements

References include for ANY source you cited using in-text citation - APA

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Important Laboratory Safety Symbols: To be used in lab preparation

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Referencing and Academic Honesty

What is referencing?
Referencing is a standardized way of acknowledging the sources of information and
ideas that you have used in your assignments and which allows the sources to be
identified.

Why reference?
Referencing is important to avoid plagiarism, to verify quotations and to enable readers to
follow up what you have written and more fully understand the cited author’s work.

What is academic honesty?

Academic honesty must be seen as a set of values and skills that promote personal integrity
and good practice in teaching, learning and assessment.

All candidates must understand the basic meaning and significance of concepts that
relate to academic honesty, especially intellectual property and authenticity.

An authentic piece of work is one that is based on the candidate’s individual and original
ideas with the ideas and work of others fully acknowledged. Therefore, all assignments for
assessment, regardless of their format, must wholly and authentically use that candidate’s
own language, expression and ideas. Where the ideas or work of another person are
represented within a candidate’s work, whether in the form of direct quotation or
paraphrase, the source(s) of those ideas or the work must be fully and appropriately
acknowledged.

When using the words of another person it must become habitual practice for a candidate
to use quotation marks, indentation or some other accepted means of indicating that the
wording is not their own. Furthermore, the source of the quotation (or paraphrased text)
must be clearly identified along with the quotation and not reside in the bibliography alone.
Using the words and ideas of another person to support one’s arguments is a fundamental
part of any academic endeavor, and how to integrate these words and ideas with one’s
own is an important skill.

The above information was taken from ibo.org website

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Basic APA Guidelines for Science

Any time you get information from a book or website, you must acknowledge that
the ideas belong to someone else. This is called referencing. When you do this,
you are citing your sources. It is essential for academic honesty that you do this
every time, and correctly.

Citing your sources has two main parts

1. In-text citation
2. References list.

IN-TEXT CITATION
This is one way to do In-text
I think the invention of the microscope citation: put the author and year at
must have been very important to the end of the sentence, in
Biology because it allowed lots of parentheses.
new discoveries. Anton von
Leeuwenhoek made the first real NOTE: if you COPY DIRECTLY you
microscope in the late 17th century must put what you copied in
(History-of-the-microscope.org, “quotation marks”.
2010). Bryson (2003) says that
Robert Hooke was very important This is another way to do in-text
because his microscopes were the citation. You can use the author’s
best of the time, and so he was name in the sentence, and put the
important to the discovery of cells. year afterwards.
REFERENCE LIST
Bryson, B. (2003). A short history of This list goes at the end of your
nearly everything: Special Illustrated assignment.
Edition. New York: Crown Publishing
Group No numbers or bullet points.

History-of-the-microscope.org. EVERY SOURCE YOU CITE MUST

(2010). Anton van Leeuwenhoek: A BE IN THE REFERENCE LIST.
history of the compound microscope.
Retrieved from http://www.history-of- Pictures must also have an entry
the-microscope.org/anton-van- in the reference list. (see last page)
leeuwenhoek-microscope-history.php

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To correctly format the reference list you can use:

1. NoodleTools: every student has an account through the school.
2. References function in Microsoft Word
3. Other online tools such as EasyBib.

If you are working without those tools listed above, here are some example formats
for how to do APA citation correctly. These examples are mostly taken from:
https://owl.english.purdue.edu/owl/resource/560/1/.

Table 1: Formats for Print (Paper) Sources

Author, A. A. (Year of publication). Title of work: Subtitle.

Location: Publisher
Book Bryson, B. (2003). A short history of nearly everything: Special
Illustrated Edition. New York: Crown Publishing Group
Author, A. A. (Year of publication). Title of article. In Name of
Encyclopedia. (Vol . ##, pp. ###-###). Location: Publisher
Encyclopedia Bergmann, P. G. (1993). Relativity. In The New Encyclopedia
Britannica. (Vol. 26, pp. 501-508). Chicago, Il: Encyclopedia
Britannica.
Author, A. A. (Year, date of publication). Title of article. Title of
Magazine Periodical, volume ##, pages ## - ##.
Article Henry, W. A. (1990, April 9). Making the grade in today’s
schools. Time, 135, 28-31.

Formats for Electronic Sources found on next page.

1. For website, use the “Article in an Online Database” format
2. You may use n.d. if you cannot find a date on the website.
3. Pictures must be cited: don’t use a copyrighted picture.
4. Wikimedia commons is a good source for pictures not copyrighted.

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Table 2: Formats for Electronic Sources

Author, A. A. (Year of publication). Title of article. In Name of
Encyclopedia. Retrieved from http://www.website.com/full/url
Hogan, C. M. (2012). Extremophile. In Encyclopedia of Earth.
Online Retrieved from
Encyclopedia http://www.eoearth.org/view/article/51cbf01c7896bb431f6a0508
If no author is given, use the title of the article first.
Feminism. (n.d.) In Encyclopedia Britannica online. Retrieved
from
http://www.britannica.com/EBchecked/topic/724633/feminism
You can cite articles from databases just as you would for a
magazine article, or you can use the format below.
Author, A. A. , & Author, B. B. (Year of Publication). Title of
Article in a article. Title of Journal, volume number, page range. Retrieved
Database from http://www.website.com/full/url
Smyth, A. M. , Parker, A. L., & Pease, D. L. (2002). A study of
enjoyment of peas. Journal of Abnormal Eating, 8(3), 120-125.
Retrieved from http://www.articlehomepage.com/full/url
Picture: ensure the picture is not copyright protected.
Author, A. A. (Year of Publication). Title of document (image).
Retrieved from: http://somewebsite.com/info
(If the author cannot be found, use the organization publishing
the website or the first word or two in the name of the website.)
The Most Confidential Knowledge (2014). Biology-Chemistry-
Physics (image). Retrieved from http://mcknowledge.info/a-
Image from unified-picture-of-the-world-part-1/
the web Graphic Data: such as analyzed data, interactive maps, etc.
Author, A. A. (Year of Publication). [Source information] Title
of document (image). Retrieved from:
http://somewebsite.com/info
Solar Radiation and Climate Experiment. (2007). [Graph
illustration of the SORCE Spectral Plot May 8, 2008]. Solar
Spectral Data Access from the SIM, Solstice, and XPS
Instruments. Retrieved from http://lasp.colorado.edu/cgi-bin/ion-
p?=input_data_for_spectra.ion

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