/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST TEACHER REPORTS APP": /* - TRUSTED by 1000s of teachers, since 2012 /* - QUICKLY create personalised reports /* - PASTE into your school system, Word etc /* - GENDER NEUTRAL option /* - DEMO video at SchoolReportWriter.COM /* FOR HELP see end of this document. /* Subjects: IB Biology Internal Assessment COMMENTS: 1 Blurb 1=This semester the first-year IB Biology students have explored the concept of an interconnected planet, otherwise known as Ecology. Students designed a mini-ecosystems, mapped a detailed explanation for the carbon cycle, modeled ocean acidification, problem solved data-based questions, and staged a mock interview to gain perspective about climate change. The Ecology unit was summarized in a written test that modeled on IB papers 1 and 2. Marks for the unit test are now on Powerschool. 2=This semester the second-year Standard Level Biology students have been very busy with their IB required individual investigation. Students began their work by examining the IB rubric, exploring past exemplars, and conducting a robust review of their plan to ensure that a sound methodology could provide a sufficient set of data. Over the course of the last several weeks, students have engaged in the lab work that was needed in order to collect their data. 3=This semester the second-year Higher Level Biology students have been very busy with their IB required individual investigation. Students began their work by examining the evaluation rubric, exploring past exemplars, and collaborating on a review of their plan to ensure that a sound methodology that could provide a sufficient data set. Over the course of the last several weeks, students have engaged in all the various lab work needed to collect their data. Additionally, students independently re 4=The first semester of Biology explores the formation and use of the building blocks of life, how DNA is used to synthesize protein, and how natural selection shapes adaptation. Students learn core knowledge and skills, including how to gather, analyze, and interpret data. COMMENTS: 1 Blurb2 1=This semester Biology students designed their own investigation in order to gather and analyze data to support scientific claims regarding natural selection. Students were then tasked with formalizing their communication of the investigation in a detailed report. As we move forward, the concept of systems will be further explored by examining local ecosystems and the human body. 2=This semester IB Biology seniors were able to engage in an IB mock exam. This experience was similar in format to the IBDP final exams whereby they were monitored, timed, and followed the same assessment questions published by the IB as closely as possible. IB mock exam results were reviewed within a week upon completion, students were then asked to reflect on their strengths and areas for growth based upon these results. 3=I have read #N's reflection and agree with #h appraisal. 4=While #N was not able to complete #h post mock reflection I have reviewed #h results and could offer the following appraisal. 5=This semester IB Biology students have continued developing their skills and knowledge in two key areas of the curriculum: cells and biochemistry. Recently the class began a series of lab investigations which require students to employ the use of sensor technology, control for experimental methodology, and independently collect and then analyze a collaborative data set. COMMENTS: 2 Evidence of strength 1=#E readily grasps new concepts and ideas and very often is willing to engage in class discussions. 2=It has been evident from the beginning of the semester that #N is determined to understand Biology beyond a superficial level. 3=#N's peers benefit greatly when #e offers an answer, an opinion, or one of #h clarifying questions. 4=#N has, with confidence, positively engaged with the various learning activities this semester. #N's work on the #GBProjects was a praiseworthy effort. 5=Although the consistency is varied #N has demonstrated on multiple occasions that #e can be relied upon to make positive contributions in collaborative learning teams. 6=#N has demonstrated on multiple occasions that #e can be relied upon to make positive contributions in collaborative learning teams. 7=#N has demonstrated the ability to work with a partner to problem solve and gather multiple sets of data. 8=#N has, with confidence, successfully worked #h way through all the necessary steps to complete the cell respiration investigation. 9=#N 10=#N, in tandem with a collaborative partner, was able to effectively design #h own investigation(including apparatus) to investigate the principles rooted in the concepts of adaption and survival. COMMENTS: 3 Statement about Growth - L2L 1=This past week #N had completed an in-class reflection. In #h reflection #e selected a learning skill as a key area to improve upon. The chosen skill was: #1L2L-names. Based on the evidence I have seen thus far, #N's choice is entirely appropriate. COMMENTS: 4Statement about Growth - Academic 1=This past week #N had completed an in-class reflection. In #h reflection #e selected an academic skill as a key area to improve upon. The chosen skill was: #6academic. Based on the evidence I have seen thus far, #N's choice is entirely appropriate. COMMENTS: 5StatementaboutgrowthIA 1=Thus far #N has been able to establish that the methodology #e employed for #h investigation was controlled, and #e has managed #h time very well. I would like to remind #N to use the Internal Assessment writing guide and checklist while #e is summarizing #h ideas in #m written feedback draft. The draft is on November 1. 2=Thus far #N has been able to complete #h investigation, and, while submitted late, was able to provide a raw data set for review. I would like to remind #N to use the Internal Assessment writing guide and checklist while #e is summarizing #h ideas in #m written feedback draft. The draft is on November 1. 3=Thus far #N has been able to collect some data in the lab, but it remains unclear as to how complete #h final data set will be, as #e has yet to finish this stage. I would like to remind #N to use the writing checklist that was provided to to self evaluate the written feedback draft prior to submission on November 1. 4=Thus far #N has established that #e was able to independently use lab equipment and work through a method of #h own design to collect a set of data. It remains unclear as to the extent of this data, as #e did not submit the raw data set. Moving forward, I would like to remind #N to use the Internal Assessment writing guide and checklist while #e is summarizing #h ideas in #h written feedback draft. The draft is due on November 1. COMMENTS: Next steps Academic Critical Thinking 1=As we move forward, I would recommend that #N accesses the practice database questions posted in our unit resources spreadsheet. #N would also benefit by using the formative rubric to evaluate #h extended response writing. Writing effective extended responses will represent a significant challenge in the course. 2=As we move forward, I would recommend that #N pre reads the unit topic and takes #h own notes prior to the day of lecture and discussion. This habit, in conjunction with completing the reading guides, will better enable #h to transfer #h learning and be able to participate in class with more frequency. 3=As we move forward, I would recommend that #N access the vocabulary "kits" that are available in each of the units. The vocabulary resource "kit" consists of online quizlets, hardcopy vocabulary lists and spaces for definitions, preformed note spaces whereby the learner can use the term in a sentence and associate words together to strengthen the key concept. 4=As we move forward, I would recommend that #N accesses the practice database questions posted in our unit resources spreadsheet. When working with the practice DBQ's #e should take special note of the key command terms associated with each question. #N would also benefit by using the formative rubric to evaluate #h extended response writing. Writing effective extended responses will represent a significant challenge in the course. 5=As we move forward, I would recommend that #N access the IB paper 2 example questions, and practice writing employing the use the problem-based graphic organizer. This practice seldom works well in isolation, therefore, it is further recommended that #e actively seeks out extra help from Mr. Hathaway or with the educational assistant Ms. Yodit to refine the writing. COMMENTS: Next steps Academic Science Process Skills 1=One specific area of learning that can be improved upon is technical scientific writing. Moving forward it is advised that #N uses the feedback from the most recent lab write-up to inform a more accurate and thorough piece of writing. COMMENTS: Next steps L2L Collaboration 1=As we move forward, I would recommend that #N consider better enabling #h ability to ask questions and comment by using the backchannel online software during class. I will be introducing this fantastic new tool into the classroom next week. I'm confident that once #N is comfortable seeing #m name up on the board alongside a comment, #e will then be encouraged to ask questions or pose comments with #m own voice. 2=As we move forward, I would recommend that #N consider expanding #h collaborative peer set. While #e works very well with one or two peers it would benefit #N if #e could gain the perspective of others, as well as lending #h talent to others. I will be working closely with #h to facilitate this. COMMENTS: Next steps L2L Organization 1=As we move forward, I would recommend that #N work on creating plans in advance for the unit assessments. Since the assessments are planned for several months in advance time management shouldn't be an issue, however commitment to a study regime that doesn't include a night or two before the test is preferred. 2=As we move forward, I would recommend that #N articulate what #h goals are. #E has stated that #e would like for these goals to be both realistic and challenging, I am working with #N further to support #m define and work towards #h goals. 3=As we move forward, I would recommend that #N begin to organize the complex topics of biology through the use of the mind mapping software called Cmap. #N has already used this software for an assignment, and its free and very easy to use. 4=As we move forward, I would recommend that #N consider creating one folder entitled Biology in #m Google drive, and nested within that folder #e should create one folder for each of the units of study: Molecules of Life, From DNA to protein, etc.. These folders can be the repository for all of #h notes, assignments, and resources. #N will need to be highly organized as the course progresses as independent work lies ahead. 5=As we move forward, I would recommend that #N work on creating plans in advance for the unit assessments. COMMENTS: Next steps L2L Reflection 1=As we move forward, I would recommend that #N consider developing new strategies for test-taking. Specifically, #N mentioned that one area that #e would need to improve is to self-regulate #h own timing for the unit assessments. COMMENTS: Next steps L2l Self management 1=As we move forward, I would recommend that #N intentionally cultivates an intrinsic motivation for learning in the subject. Intrinsic motivation is difficult to acquire, but with the right amount of connection to autonomy(making the learning #h own), and personal connection this very worthwhile goal is entirely possible. 2=As we move forward, I would recommend that #N intentionally cultivates stress reduction strategies. I think its important to note that mistakes are OK and to ruminate on them is unproductive. Instead perhaps recognize that stress is a natural response to the environment - our environment is high learning so a moderate amount of stress is OK. If stress levels become too high simply ask for a break - when appropriate most often these will be granted. 3=As we move forward, I would recommend that #N be mindful not to distract others during collaboration work time. Sometimes #e in #h effort to finish quickly may result in less than optimal achievement. COMMENTS: Next steps Test Prep 1=As we move forward, I would like to remind #N that there are two distinct types of assessments in Biology: Knowledge and Application. Knowledge tests require a robust review of vocabulary, and basic skills review. This can most often be accomplished with quizlets, and better still concept maps. The application tests are unique as each requires the student to apply the knowledge in a brand new situation. At this point in the course my best recommendation is to make sure to ask questions during 2=the test about the nature of the question. Always make sure the questions are well understood. COMMENTS: XIA1 Blurb 1=#N, thank you for submitting your independent investigation feedback draft. The following comments and suggestions are organized according to the rubric provided by the IB and drawn from the score sheet checklist that you were provided at the start of your work. The comments are without name or pronoun as these comments could be finalized and sent to IB for moderation In order to eliminate bias a student's work is without a name or geographic origin. 2=Additionally, I have printed out your draft and have provided annotations in some of the areas of need. If you need some additional support or help in understanding the nature of the comments I would suggest making an appointment with either myself or Ms. Mahlet. 3=The final draft is due on November 26. 4=#N, thank you for submitting your Internal Assessment proposal . The following comments and suggestions are organized according to the Template that was assigned. I would suggest revisiting some of your ideas and revising the plan so that a better approach to your investigation may be planned for prior to the data collection period. COMMENTS: XIA1Personal Engagement 1=There is evidence for the student's personal engagement. The research question is novel and/or unusual and there is creativity in data collection methods or techniques. 2=There is no evidence for the student's personal engagement. The Research question is not novel and/or unusual nor is there creativity in data collection methods or techniques. 3=There is some evidence for the student's personal engagement. The Research question is somewhat novel and/or there creativity in data collection methods or techniques. 4=There is very little evidence for the student's personal engagement. The Research question is not novel and/or unusual and there is little creativity in data collection methods or techniques. 5=While the students research question is novel and/or unusual. and creative in data collection methods or techniques, there is little evidence to support the aspect of personal significance. 6=The student offered an explanation for the novel or innovative approach to address the research question, however the explanation lacked the details that were needed to gain a full understanding. 7=This plan would suggest that full marks are possible for the personal engagement criterion. 8=This plan would suggest that partial marks would be the result for the personal engagement criterion. As stated by the plan the investigation would yield data that would be fairly predictable. 9=This plan would suggest that partial marks would be the result for the personal engagement criterion. As stated by the plan there is a lack of evidence to demonstrate that the topic or the methodology has been researched sufficiently. COMMENTS: XIA2 Background 1=The background appropriately frames the research question into context. 2=The background partially sets the research question into context. 3=The background does not set the research question into context. 4=The background biology of the model organism was appropriate, relevant, and fully described. 5=The background biology of the model organism was insufficient and/or missing. 6=The background research included the scientific name of the organism [(if relevant) (Genus species).] 7=The background research did not include the scientific name of the organism [(if relevant) (Genus species).] 8=The background research for the independent variable was supported. 9=The background research for the independent variable was not supported. 10=The background research for the dependent variable was supported. 11=The background research for the independent variable was not supported adequately. 12=The background research for the dependent variable was not supported. 13=The background research for the dependent variable was not supported adequately. 14=The known differences or relationships between the variables were described. 15=No known differences or relationships between the variables were described. 16=Citations relevant to the research question were used. 17=Citations relevant to the research were not used. 18=The background information necessary to explain the role of key methods or apparatus was not supported. COMMENTS: XIA2A Background Research for Plan 1=The questions posed for what may be explored in the background while relevant would need a sharper focus on the scientific priciples that would support this investigation. COMMENTS: XIA3Research Question 1=The research question is clearly stated and precisely formulated 2=The research question is not clearly stated, it is in-precise its formulation 3=The research question includes clear and specific independent and dependent variable (for example, “How does mass of sucrose affect…” NOT “how does the amount of sugar affect…” 4=The research question did not include a clear and specific independent variable or a dependent variable (for example, “How does mass of sucrose affect…” NOT “how does the amount of sugar affect…” 5=The research question includes scientific name of organism, (Genus species). 6=The research question did not include the scientific name of organism, (Genus species). 7=The explanation for the hypothesis explanation was scientifically accurate 8=A hypothesis or prediction was offered , however no explanation was offered as to why. 9=The explanation for the hypothesis explanation was not scientifically accurate 10=A specific research question was not stated 11=The background information was used to form a hypothesis. 12=The background information was not used to form a hypothesis. 13=A predicted graph was used to illustrate the hypothesis 14=A predicted graph was not used to illustrate the hypothesis COMMENTS: XIA4 MethodologyI 1=The independent variable was correctly identified with units and levels, including how the levels were chosen. 2=The independent variable was not correctly identified with units and levels, including how the levels were chosen. 3=The dependent variable was correctly identified with units and levels, including how the levels were chosen. 4=The dependent variable was not correctly identified with units and levels, including how the levels were chosen. 5=A minimum of five levels of Independent variable over a suitable range was planned for -(unless comparing populations or correlating variables without manipulation). 6=A minimum of five levels of Independent variable over a suitable range was not planned for - (unless comparing populations or correlating variables without manipulation). 7=The most consequential controlled variable(s) was identified, and planned for - the potential impact was discussed. 8=The most consequential controlled variable(s) was identified, and planned for - the potential impact was not discussed. 9=The most consequential controlled variable(s) was not identified, and thus not planned for. 10=Validity measures were planned for - the advantage of this planning was discussed. 11=A control group was planned for - the advantage of this planning was discussed. 12=Validity measures were not planned for 13=A control group was not planned for 14=There was a reference to preliminary trials - Results were discussed , adjustments were acknowledged 15=There was no reference to preliminary trials - Which meant the results were not discussed, or adjustments were not acknowledged. 16=A Method to change and measure the independent variable was fully detailed (including tools, units and uncertainty) and described without error 17=A Method for measuring the dependent variable data was not fully detailed (including tools, units and uncertainty) and described without error 18=A Method to change and measure the independent variable was not fully detailed (including tools, units and uncertainty)and most likely contained error. 19=A Method for measuring the dependent variable data was not fully detailed (including tools, units and uncertainty) and most likely contained error. 20=It is advised that the procedure be written in a step wise fashion. COMMENTS: XIA5MethodologyII 1=The list of apparatus and materials including size, graduation, and uncertainty was complete and accurate 2=The List of apparatus and materials including size, graduation, and uncertainty was not complete and/or inaccurate 3=The list of apparatus and materials including size, graduation, and uncertainty was complete and accurate 4=The List of apparatus and materials including size, graduation, and uncertainty was not complete and/or inaccurate 5=There were sufficient repeats of dependent variable measurement to ensure reliability and allow for statistics (typically 3 minimum) 6=There were not sufficient repeats of dependent variable measurement to ensure reliability and allow for statistics (typically 3 minimum) 7=The sample size was appropriate for the investigation: typically, 5-15 is a very small sample, 15-30 is a small sample, 30+ is considered a large sample. 8=The sample size was not appropriate for the investigation: typically, 5-15 is a very small sample, 15-30 is a small sample, 30+ is considered a large sample. 9=There was acknowledgment of a published protocol (or elements of), if used - with full citation. 10=There was no acknowledgment of a published (or elements of) a known protocol . 11=There was only a portion of a population sampled ,so a the method for ensuring the sample was randomly selected was included. 12=There was only a portion of a population sampled ,so a the method for ensuring the sample was randomly selected was not included. 13=If relevant, collection of data from other students or sources is explained and referenced. 14=When referencing the specific actions taken to control either the independent or the dependent variable - the student offered no detailed explanation. 15=When referencing the specific actions taken to control either the independent or the dependent variable - the student did not specify as to which variable was attempted to be controlled. 16=Some of the statements for variable control lacked a clear scientific rationale or was altogether inconsequential 17=Uncontrolled variables were offered as controlled variables. 18=The experiments methodology missed a key step in controlling for the independent variable. 19=The experiments methodology missed a key step in controlling for the dependent variable. COMMENTS: XIA6Raw Data 1=Data is collected for a minimum of 5 levels over a suitable range of the Independent Variable. 2=Data is collected for a minimum of 5 repeats/trials. 3=There was ample evidence of insightful and thorough qualitative data. This could have included : maps, sketches, observations and/or photos with annotations. 4=There was no evidence of the qualitative data that may have provided the necessary insight into this investigation . This could have included : maps, sketches, observations and/or photos with annotations. 5=Raw data was presented that offered no RQ support or intrinsic value. 6=Per trial calculations were made to determine differences. 7=The raw data set would be considered incomplete as accompanying text / photo evidence would need to be evidenced. 8=No raw data presented 9=The raw data set that was presented was instead processed data. 10=The dependent variable described and/or stated was not completely evidenced 11=As described in the methodology - the raw data set was diverse - the evidence in the described table does not reflect this. 12=The qualitative data set was incomplete - The most probable reason would include the absence of photo evidence. COMMENTS: XIA7Data Processing 1=There was sufficient evidence for the calculations which correctly established the central tendency with either a Mean or a Median. 2=There wasn't sufficient evidence for the calculations which could correctly establish the central tendency with either a Mean or a Median. 3=There was sufficient evidence for the calculations and/or significance tests appropriate to investigation. 4=There wasn't sufficient evidence for the calculations and/or significance tests appropriate to investigation. 5=There was sufficient evidence for the calculations which could correctly establish standard deviation. 6=There wasn't sufficient evidence for the calculations which could correctly establish standard deviation. 7=All calculations were mathematically correct. 8=The statistical tests included full details including null and alternative hypothesis, DF, critical values and probability levels. 9=The student provided a worked example or a screenshot of calculations, the formula was given. 10=The student made the appropriate choice for the processed data graph with variables on the appropriate axis 11=Incorrect choice for processing data. 12=No processing of data evident 13=Incorrect choice for the processed data graph. 14=The statistical tests did not include the full details including null and alternative hypothesis, DF, critical values and probability levels. 15=The student made an inappropriate choice for presenting the processed data. 16=There wasn't sufficient evidence for the calculations which could statistically verify the results. 17=The student made an inappropriate choice for statistical analysis. 18=There wasn't sufficient evidence for the calculations which could compare the results, i.e. percent change 19=As described in the methodology , the investigation was intended to collect a diverse data set. This would provide the oppurtunity for a diverse set of data processing - this oppurtunity was not realized. COMMENTS: XIA8Interpretation of Processed Data 1=The student explicitly pointed out the patterns in the data related to the RQ. 2=The student did not explicitly point out the patterns in the data related to the RQ. 3=A line of best fit was inserted into the graph to illustrate the trend, with explanation. 4=A line of best fit was not inserted into the scatterplot graph to illustrate the trend. 5=Patterns and trends in data described with reference to graphs. 6=Implications of the variation (i.e. SD) within the data was discussed. 7=Correct conclusion of a significance test was drawn. 8=The correct conclusion of a significance test was not drawn. 9=The range of data was made apparent with error bars on the graph. 10=The range of data was not made apparent with error bars on the graph. 11=The graph of processed data contained error(s.) 12=The trend in the scatterplot graph was appropriately commented on. 13=Implications of the variation (i.e. SD) within the data was not discussed. 14=The trend in the scatterplot graph was not appropriately commented on. 15=The number of significant figures used were inappropriate. 16=The significant figures presented were inconsistent. COMMENTS: XIA91Impact of Uncertainty 1=Correct uncertainty reported for raw measurements. Reference to Vernier sensor specifications. 2=Uncertainties were acknowledged /justified and/or explained. 3=Uncertainties were not acknowledged /justified and/or explained. 4=There was evidence for correct and consistent number of digits throughout the investigation writeup. 5=Discussion of the size of uncertainties compared to the data collected. 6=Error bars were included and labeled on graph(s). 7=Error bars were not included and thus not labeled on the graph(s). 8=The error bars that were not included on the graph were incorrect. COMMENTS: XIA92Conclusion 1=The student's conclusion appropriately referred back to the research question. 2=The student's conclusion did not refer back to the research question. 3=The conclusion given is correct and it is clearly supported by the interpretation of the data. 4=The conclusion given is correct and it is mostly supported by the interpretation of the data. 5=The conclusion given is not correct. 6=Key data from the analysis is given and trends in the data are discussed. 7=Key data from the analysis is missing - trends in the data are not discussed. 8=The extent to which the hypothesis is supported by the data is explained (avoiding “proves”). 9=The extent to which the hypothesis is supported by the data is explained (avoiding “proves”). 10=The level of support (strong, weak, none or inconclusive) for the hypothesis/conclusion is identified, correct and justified. 11=The level of support (strong, weak, none or inconclusive) for the hypothesis/conclusion is not identified, and /or correct and/or justified. 12=The conclusion given draws upon the data set, however since the data set was incomplete in its processing the conclusion was inherently limited. COMMENTS: XIA93Scientific Context 1=A thorough scientific explanation for the results was described. 2=Comparison is made with published data and theoretical texts (with citations). 3=A thorough scientific explanation for the results was not described. 4=A thorough scientific explanation for the results was not fully described. 5=A thorough scientific explanation was rendered difficult due to the lack of a robust investigation design. COMMENTS: XIA94Limitations 1=The data collection errors were appropriately addressed. 2=The data collection errors were not appropriately addressed. 3=The data collection errors were not fully addressed. 4=The data collection errors were not addressed. 5=The way in which the methodology design could have created limitations was discussed. 6=The way in which the methodology design could have created limitations was not discussed. 7=The way in which the methodology design could have created limitations was not fully discussed. 8=The variation in results were reported on, this supported the conclusion's strength. 9=The variation in results were not reported on, no additional support contributed to the conclusion's strength. 10=The appropriateness of the apparatus in obtaining relevant data was commented on. 11=The appropriateness of the apparatus in obtaining relevant data was not commented on. 12=The appropriateness of the apparatus in obtaining relevant data was not fully commented on. 13=The possible weaknesses in the methodology were appropriately addressed. 14=The possible weaknesses in the methodology were not appropriately addressed. 15=The possible weaknesses in the methodology were not addressed. COMMENTS: XIA951Suggestions 1=The improvements the student proposed were specific and realistic. 2=The improvements the student proposed were non specific and/or unrealistic. 3=The student was able to offer improvements that could effectively and specifically address a limitation. 4=The student was not able to offer improvements that could effectively and specifically address a limitation. 5=The ideas offered for future studies demonstrated creativity and a acceptable level of critical thinking. 6=The ideas offered for future studies did not demonstrate creativity and/or a acceptable level of critical thinking. 7=The ideas offered for future studies connected the research study to possible real-world applications. 8=The student was not able to demonstrate that their study could lead to future studies or that the research could lead to possible real-world applications. 9=No ideas were offered for future studies or the extension of the ideas for possible real-world applications. 10=The student did offer improvements to the proposed limitations. COMMENTS: XIA95LimitationsII 1=The quantity of the data is commented on. 2=The quantity of the data is commented on. 3=The quantity of the data is commented on. 4=The precision, accuracy and uncertainty in the data is commented on. 5=The precision, accuracy and uncertainty in the data is commented on. 6=The precision, accuracy and uncertainty in the data is commented on. 7=Outlier data or irregularities in the data are addressed and explained. 8=Outlier data or irregularities in the data are addressed. 9=Outlier data or irregularities in the data are not addressed. COMMENTS: XIA96Safety, Ethics and Environmental Issues 1=Safety issues were fully considered, including safe handling of, biological materials, chemicals What the safety issue is, and how it can be avoided. 2=Safety issues were fully considered about the proper handling of equipment to ensure the safety of the user and the equipment. 3=The student was mindful of the reasonable consumption and use of chemicals and materials. 4=The student was not mindful of the reasonable consumption and use of chemicals and materials. 5=There was evidence presented of the use of human consent forms. 6=There was no evidence presented of the use of human consent forms. 7=Ethical issues fully considered (including animal experimentation policy if needed). 8=Environmental issues fully considered (such as disposal of chemicals). 9=Attempts to minimize the impact of the investigation on field sites was documented. 10=Attempts to minimize the impact of the investigation on field sites was not documented. 11=No mention of Safety, Ethics or Environmental Issues. COMMENTS: XIA97Communication 1=A consistent linguistic style is maintained throughout the writing (i.e. past tense, active voice). 2=A consistent linguistic style was not maintained throughout the writing (i.e. past tense, active voice). 3=Minimal spelling or grammar errors were present. 4=Spelling or grammar errors were moderately present. 5=Spelling or grammar errors were frequently present. 6=Legible and academically appropriate font style and size was used. 7=Legible and academically appropriate font style and size was not used. 8=Use of color in images or graphs is appropriate. 9=Use of color in images or graphs is not appropriate. 10=Citations given for all material taken from sources, including the date of reference for web based citations. 11=Citations were not given for all material taken from sources, including the date of reference for web based citations. 12=There were clear headings for each section, with consistent formatting. 13=There were unclear headings for each section, and/or inconsistent formatting. 14=Paragraphs were logically organized and connected. 15=Paragraphs were not logically organized and connected. 16=Graphs, tables, images were sequentially titled (i.e. “Figure 1…”). 17=Graphs, tables, images were not sequentially titled (i.e. “Figure 1…”). 18=Narrative text referenced figures and tables. 19=Narrative text did not reference figures and tables. 20=The focus throughout the writing was inconsistent. COMMENTS: XIA98Communications II 1=Tables and graphs do not break across pages. 2=Tables and graphs break across pages. 3=In-text references/citations were given in consistent format. 4=In-text references/citations were not given in consistent format, or were entirely absent. 5=A Works Cited List with consistent formatting was given at the end of the report. 6=A Works Cited List with consistent formatting was not given at the end of the report. 7=The Paper is 6-12 pages in length. 8=Paper is not 6-12 pages in length. 9=All analysis and discussion was relevant to the RQ. 10=All analysis and discussion was not relevant to the RQ. 11=If included, scientific name of the model organism(s ) were formatted as Genus species. 12=If included, scientific name of organisms was not formatted as Genus species. 13=Appropriate measurement units(metric) were used. 14=Appropriate measurement units(metric) were not used. 15=The Table was well organized, with specific and clear title, headings and units. 16=The table was not organized very well, problems may have been due to a lack of specific and clear titles, and/or headings and units. 17=Data tables were well organized either by groups or types of data. 18=Data tables were not well organized either by groups or types of data. COMMENTS: XIA99Communications III 1=Table column headers were present and correct (IV in first column). 2=Table column headers were problematic - perhaps not present or incorrect (IV in first column). 3=Graph was well organized, with specific and clear title, labeled axis (with unit) and appropriately scaled axis. 4=Graph was not well organized, perhaps unspecific and unclear title, problems with axis labels (with unit) or inappropriately scaled axis. 5=Images annotated to add information of value to the investigation. 6=Images were not annotated thus adding no information of value to the investigation. 7=There were no images added - annotated images would have added important information and value to the investigation. 8=Non-standard technical terms were explained and used in the correct context. 9=Non-standard technical terms were not explained and perhaps may not have been used in the correct context. LIST: 1L2L-names 1=organization 2=collaboration 3=self-management 4=reflection LIST: 2Organization-L2L 1=planning for successfully meeting assignment deadlines. 2=planning for more effective preparation for assessments. 3=using a weekly planner for assignments. 4=setting goals that are challenging and realistic. 5=organizing a logical system for class information. 6=using technology effectively and more productively. LIST: 3Collaboration-L2L 1=become more attentive in learning activities and discussions 2=listening more carefully to instructions and feedback. 3=following up more carefully to instructions and feedback. 4=to prioritize responsibilities and use classtime more wisely 5=to collaborate more effectively with others. 6=to increase the level of contributions that shows engagement 7=to be more mindful towards others, self and this place. 8=to adapt to different roles in learning activities. LIST: 4SelfManagement-L2L 1=is to follow up after any absences. 2=demonstrating persistence and perseverance. 3=demonstrating the necessary focus and concentration 4=by practicing emotional management strategies. 5=by sustaining work habits while working independently LIST: 5Reflection-L2L 1=Identify strengths and weaknesses of personal learning strat 2=Demonstrate flexibility in the selection and use of learning 3= What factors are important for helping me learn well? 4= Focus on the process of creating by reflecting on the work LIST: 6academic 1=Critical Thinking 2=Strengthening the foundation of content knowledge 3=Developing a stronger vocabulary 4=Learning new science process skills 5=Accuracy in solving data base questions LIST: GBProjects 1=Cell Respiration Investigation 2=Carbon Cycle Diagram 3=Interview a Scientist Video /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. 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