IB Physics

Guide to Internal Assessments Mr. Tompkins

Internal assessed coursework

The internally assessed (but externally moderated) coursework component of the IB is worth 24% of the final assessment awarded by the IB. The practical scheme of work PSOW acts as a summary of all the investigative activities carried out by the student. High level students are required to spend 60 hours and standard level students 40 hours spread over the two year program. [This includes the 10 hours that will be spent on the Group 4 Project.]

Submitting labs for assessment

Teachers can give general advice to students on a first draft of their work for internal assessment. However, constant drafting and redrafting is not allowed and the next version handed to the teacher after the first draft must be the final one. This is marked by the teacher using the internal assessment criteria.

In assessing student work using the internal assessment criteria, teachers should only mark and annotate the final draft.
Physics diploma Guide 2007 p19

Turning in Your Internal Assessments and Lab Reports

Investigations for Internal Assessments should be completed before the end of class on Friday the week they are assigned. I am allowed to give general feed back on your rough draft only. I will not require you to submit a rough draft, but if you would like some feedback, turn in a paper copy the Monday after the investigation. Final copies are due the second Monday after the investigation. These will be turned in through ManageBac. The format for the electronic copy should be either Microsoft Word or Adobe PDF. If you need help getting your paper in these formats, come see me for help.

How to Create a Lab Write Up

Your lab report will be a formal write up about the results of the experiment you have designed or performed. It will be written in a 12pt. font in Ariel or Times New Roman. It must maintain MLA standards with one inch margins all around, and it must include each of the following sections. You need to label these sections (do not label title) so I know what parts you have completed.

Title:
Needs to include Independent and Dependent Variables. There are no title pages attached to lab handouts.

Examples:
o o

Angle of Launch vs. Thrown Distance The Thrown distance of a ball with varying release angles

Introduction:
This section will include the Background, Experimental Question/Purpose, Variables, and Hypothesis Background: In this section you will include the scientific principles that relate to your scientific investigation. o Example: For this experiment you may include information on projectile motion, gravity, and average throwing distance. o Be sure to cite your sources. Experimental Question/Purpose: This is the question that you are trying to answer through experimentation. o It cannot be answered with yes, no, or a number. o Example: How does changing the angle of release affect the distance the ball with travel when thrown? o Sometimes your experimental question/purpose comes from inferences and observations that you have made. Variables: Variables are factors, conditions, and/or relationships that can change or be changed in an event or system. There are three kinds of variables. 1. Independent Variable- Also called the manipulated variable. This variable is intentionally changed by the person doing the experiment 2. Dependent Variable- Also called the responding variable. This variable will be affected by what the person decided to do with the independent variable, in other words it depends on the independent variable. 3. Control Variable-This is a variable that stays the same for each trial of the experiment. There is often more than one.

Hypothesis: o This is a statement predicting the outcome of your experimental question/purpose. o This prediction should be based on your background information. o It needs to explain how you think the Independent variable will change the dependent variable. o You may use an ifthen statement, but it is not necessary. o The hypothesis does not start with I think or I believe. o Example: As I increase the angle that I launch a ball the distance the ball travels will be farther.

Safety Precautions:

This section should highlight the safety concerns that are specific to the lab being performed. It must state the safety hazard and the technique to mitigate the risk. Every lab must have a section of safety. If nothing else, there is no horseplay in the lab.

Materials:

This is a list of all equipment, chemicals, and materials needed for the lab. Designate size and quantities o Example: 1x 10g ball All materials in this section should be used in the procedure section.

Procedure:

This is detailed explanation of what you will do in the experiment. It is step by step. It must include a labeled drawing of the setup. It must be written in such a way that an outside person could pick up your procedure and complete the experiment exactly as you have. It must state when a step is dangerous and what precautions you must take. Note: When applicable you will also include a section that defines your experimental group from your control group (not to be confused with your control variables).

Results:
Data Table(s): o The recorded data must include both quantitative data and qualitative data. o You must prepare a data table with the independent variable on the left (labeling the rows), and dependent variables to the right (labeling the columns). o Be sure to include units, a title, and the most precise measurements possible

Remember to always conduct a minimum of three trials and average to find the most accurate data. Data Analysis: o The data analysis consists of: Your work for all mathematical computations performed You work for all error propagation calculations as. A graph if appropriate. o The analysis should include patterns and trends and/or statistics (discussion of the trends will take place in the conclusion section). o

Conclusion:

This is devoted to answering the question: Do you accept or reject your hypothesis and why? o *Note: If you reject your hypothesis that does not mean you did something wrong. You need to cite your evidence (data) to explain why you accept or reject your hypothesis.

Evaluation:
Part 1 o This part of the evaluation should discuss possible errors and/or limitations in the experiment. Simply stating Time management and human error does not suffice, you must be specific. This should include: Any systematic errors from your equipment and how to control them next time. Any random errors that you noticed due to measuring techniques and how to control them next time. o This part should also include improvements that will be made if the experiment were repeated. Improvements need to be realistic and achievable. Types of improvements are: Choice of measuring devices Different ranges of data. Etc.. Part 2 o This part is a discussion of where the investigation will go next. Often an experiment will raise more science questions, you should tell the reader what question you will try to answer next and how you will try to answer it.

Assessment criteria
There are five assessment criteria which are used to assess the work of both higher and standard level candidates. o Design (D) o Data collection and processing (DCP) o Conclusion and evaluation (CE) o Manipulative skills (MS) o Personal skills (PS) assessed on Group 4 project only. The performance for both high level and standard level is judged against these assessment criteria, each consisting of achievement levels 0 to 6. There is no difference in the assessment between standard level and high level. The next few pages outline the assessment criteria and give some guidance of how to ensure your lab report meets the higher levels of each criterion.

Assessment Criteria

Interpreting the Relevant Assessment Criteria

Data Collection (Aspect 1)
The data collected in Table 1 is from an Ohm's law experiment. The candidate designed the data table, and the raw data is correctly recorded, including units and uncertainties. The level of achievement for aspect 1 of data collection is complete.
Table 1 DC (aspect 1) = complete Voltage Current V/V I/A 1.03 3.35 5.18 7.20 8.75 9.88 10.32 0.5 1.2 2.1 2.7 3.5 3.7 4.1 Table 2 DC (aspect 1) = partial Voltage (V) Current (A) 1.03 0.5 3.35 1.2 5.18 2.1 7.20 2.7 8.75 3.5 9.88 3.7 10.32 4.1

In Table 2, the same data is recorded in a less than complete manner. Uncertainties are significant here, and should have been included. The level of achievement for aspect 1 of data collection is partial.

In Table 3, the same data is recorded in an inconsistent manner. Significant digits and uncertainties are not appreciated, and units are not given. However, the level of achievement for aspect 1 of data collection is still partial.

Table3 DC (aspect 1) = partial Voltage Current 1 .5 3.4 1.2 5.2 2 7.2 2.7 8.8 3.5 9.9 3.7 10 4

In Table 4, the candidate directly graphs the data and does not make a permanent record of it. The candidate fails to meet any of the requirements for aspect 1 of data collection, and the level of achievement is not at all.
Table4 DC (aspect 1) = not at all Voltage and current measurements were entered directly into the computer-graphing program.

Data Processing and Presentation (Aspect 2)

Figure 1 is a graph of the previous Ohms law data, where only the current has a significant uncertainty. The computer drew the uncertainty bars based on the candidate entering the correct information, which in this case was 0.2 A for each current value. This graph is appropriate for standard level candidates. The level of achievement for a standard level candidate for aspect 2 of data processing and presentation is complete. If this graph were to be presented by a higher level candidate, then the level of achievement for aspect 2 of data processing and presentation would only be partial. Figure 1 DPP (aspect 2) = complete (at standard level)

Figure 2 is the same as Figure 1, but for higher level candidates. Here, minimum and maximum slopes are drawn on the uncertainty bars, and the range of experimentally acceptable values of resistance can be calculated from these extreme slopes. The level of achievement for aspect 2 of data processing and presentation is complete.

Figure 2 DPP (aspect 2)= complete (higher level only)

Figure 3 also uses the same Ohms law data as above, but the candidate does not include the relevant uncertainty bars. The level of achievement for aspect 2 of data processing and presentation is partial. Figure 3 DPP (aspect 2) = partial

In Figure 4, the uncertainty bars are omitted, and the candidate fails to draw a best straight line. Although the axes are named, the units are missing. The level of achievement for aspect 2 of data processing and presentation is not at all. Figure 4 DPP (aspect 2) = not at all

Conclusion and Evaluation (Aspects 1 and 2)

When attempting to measure an already known and accepted value of a physical quantity, such as the charge of an electron, the wavelength of a laser light, or the free- fall acceleration rate due to gravity, candidates can make two types of comment: 1. The error in the measurement can be expressed by comparing the experimental value with the textbook value. Perhaps a candidate measured gravity as gexp = 9.5 0.2 ms-2 and the accepted value is gacc = 9.81 0.01 ms-2. The error (a measure of accuracy, not precision) is a little more than 3% off the accepted value. This sounds good but, in fact, the experimental uncertainty only allows a confidence range between 9.3 ms-2 and 9.7 ms-2. 2. The experimental results fail to meet the accepted value (a more relevant comment). The experimental range does not include the accepted value. The experimental value has an uncertainty of only about 2%. A critical candidate would appreciate that they must have missed something here. There must be more uncertainty and/or errors than acknowledged.

Internal Assessment CRITERIA CHECK LIST

[use this to check you have fulfilled all the requirements for each aspect of your labs] CRITERION: DESIGN DESIGN ASPECT ONE: Define problem and select variables Have you formulated a clear and focused problem or research question based on the teachers prompt? This should be an investigation into the relationship or function between two variables. What is your dependent variable? Even if the teachers prompt gives you is the dependent variable you should identify it. What have you decided to be your independent variable? Make sure your terms are well defined. Dont say the size of the crater but rather the depth of the crater as measured from the normal sand level. Identify relevant controlled variables. Be sure to use the terms dependent, independent, and controlled when talking about the variables. DESIGN ASPECT TWO: Controlling variables Design a method for the effective control of the variables. Be sure to discuss each of the controlled variables as well the independent variable. Your method should include a list of materials and equipment. A sketch is often helpful in explaining your ideas. Details of how you plan to take measurements are important. Dont just say Ill measure the time but mention the timing device, what you will look for, issues of reaction time or parallax, etc. DESIGN ASPECT THREE: Developing a method for collection of data You should discuss the amount of data you plan to take. This includes the number of data points and a discussion on the range and limits of this data. Also, your method should include repeated measurements, using an average for the given data point.

CRITERION: DATA COLLECTION & PROCESSING DCP ASPECT ONE: Recording raw data Record raw data in a table that is easy to understand. Be sure to include the name of quantity, its symbol, its units and uncertainty. Comment on any qualitative aspects relevant to the data. There may be none. DCP ASPECT TWO: Processing raw data Processing data includes things that taking an average of several repeated measurements, converting units, multiplying or dividing or other mathematical manipulations. Show one example of your processing by writing the equation, explaining the quantities, and showing a sample calculation. Process any uncertainties from the raw data correctly to the calculated data. When finding the average, you take the range and divide by two. You use absolute uncertainties when adding or subtracting, and percentage of uncertainties when multiply or dividing, squaring, etc. When processing non- linear function you may want to take minimum and maximum values for the calculated range. DCP ASPECT THREE: Presenting processed data Present processed or raw data in an appropriate graph. The graph should have a title, quantities, and units for both axes. Unless there is a good reason, the graph should start at the zero origin value. Data points on graphs should include uncertainty bars for one of the axes only. Construct the best-fit line, a straight line if the function is linear. Determine the equation of the best-fit curve or the gradient of the best-straight line. If you have a linear graph then construct minimum and maximum gradients on your graph by using the uncertainty bar extremes for the first and last data points. Use these gradients to determine the uncertainty in your best-straight line graph.

CRITERION: CONCLUSION & EVALUATION CE ASPECT ONE: Concluding Do you clearly state a conclusion based on a reasonable interpretation of your data? Does your conclusion offer more than just a restatement of the graph? You need to explain and justify what you discovered, including the scope and limit of your results. If relevant, comment about random and systematic errors in your data, and comment about any x-axis or y-axis intercepts. What, if anything, is the physical meaning of the intercept? What, if anything, is the physical meaning of the systematic shift? CE ASPECT TWO: Evaluating procedure(s) Carefully look at your procedure or method. Identify any limitations or weaknesses. Comment on the overall quality of your data. Precision and accuracy are relevant here. Consider the equipment used, methods followed, as well as time management. Have you sufficiently controlled the relevant variables? CE ASPECT THREE: Improving the investigation Consider the evaluation from above (CE aspect 2) and address the important issues. Make sure suggestions or improvements are realistic, detailed, and significant. Make qualitative and quantitative evaluative statements if possible. What about the range and number of your data? Would changing this help? Precision, accuracy, and reproducibility may be relevant when talking about improvements. Is it possible to have greater control of your variables?