/* 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: Science and Physics /* Author says: /* "Saving time. Better quality reports. [When using /* SchoolReportWriter.COM free app - ed.]" COMMENTS: 2017 g10 solenoid investigation 1=To develop and test the students ability to design experiments, they planned an investigation into the magnetic force generated by a solenoid. #N grasped the purpose of the task but forgot to explain how the current which was the factor #e was changing would be measured. 2=To develop and test the students ability to design experiments they planned an investigation into the magnetic force generated by a solenoid. #N did a good job of dealing with what was being changed and how the magnetic force was measured but has to work on identifying factors which have to be kept the same, to make a fair test. 3=To develop and test the students ability to design experiments they planned an investigation into the magnetic force generated by a solenoid. #N did a good job of identifying the different variables but needed to explain more about how the magnetic force measurements were carried out and made fair by controlling small details. 4=To develop and test the students ability to design experiments they planned an investigation into the magnetic force generated by a solenoid. #N did a good job of identifying the different variables but has to work on justifying why the factors #e identified matter. This might seem a detail but is excellent practice at critical thinking. 5=To develop and test the students ability to design experiments they planned an investigation into the magnetic force generated by a solenoid. #N did a good job of identifying the different variables, explaining their manipulation and justifying why they matter. #E needs to improve #h understanding of the need for a wide range for the independent variable and why repeat reading make data more reliable. COMMENTS: 2017 g6 tissue investigation 1=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N recognized that the idea was to try different tissues and measure the amount of water absorbed but didn't identify some of the factors needed to make it a fair test. 2=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N did a good job of identifying the variables involved but didn't explain how the control variables were kept the same. 3=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N did a good job of identifying the variables involved but didn't explain how the control variables were kept the same in enough detail. 4=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N understood the basic idea of the experiment but needed to explain how the amount of water absorbed was measured. 5=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N understood the basic idea of the experiment but needed to explain how the experiment what repeated with the different types of tissue. 6=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N understood the idea of the experiment and wrote a good method explain the manipulation of the different variables. 7=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N understood the idea of the experiment and wrote a good method explain the manipulation of the different variables, however #e should try to understand the meaning of the term "dependent variable". COMMENTS: 2017 g8 modelling skin 1=To develop and test the students ability to design experiments, they have carried out an investigation based on modelling skin. #N grasped the basic idea but had trouble accurately identifying what to measure and what was being changed. 2=To develop and test the students ability to design experiments, they have carried out an investigation based on modelling skin. #N identified an independent variable and correctly explained how to measure water absorption as a dependent variable, #e needs to work on identification of factors that must be controlled to make the experiment a fair test. 3=To develop and test the students ability to design experiments, they have carried out an investigation based on modelling skin. #N did a good job of variable identification, finding some relevant control variables, however #e should learn to explain more clearly how those variables were manipulated. 4=To develop and test the students ability to design experiments, they have carried out an investigation based on modelling skin. #N grasped the basic idea but had trouble accurately explaining what they were going to change. 5=To develop and test the students ability to design experiments, they have carried out an investigation based on modelling skin. #N grasped the basic idea but had trouble describing how measurements of water absorbed for different "skin models" would be made. 6=To develop and test the students ability to design experiments, they have carried out an investigation based on modelling skin. #N did a good job of variable identification, finding some relevant control variables, #e also clearly explained how the different variables were manipulated. COMMENTS: 2017 gr 10 interpreting data 1=We have also been working on how to use graphs as a way of seeing patterns. To assess progress, we carried out an experiment on the magnetic field strength around a current. #N had trouble making sense of the data. My advice here is to focus on the aim of the investigation, which will serve as a guide for how to process and interpret the data. 2=We have also been working on how to use graphs as a way of seeing patterns. To assess progress, we carried out an experiment on the magnetic field strength around a current. #N interpreted the data quite well but I would like #m to explore different ways of processing the data when the conclusion isn't obvious. 3=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, we carried out an experiment on the magnetic field strength around a current. #N produced a correct graph of the data but wasn't able to interpret the graph to produce a conclusion. My advice here is to focus on the aim of the investigation, which will serve as a guide for what to write about in the conclusion. 4=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, we carried out an experiment on the magnetic field strength around a current. #N produced a graph and a correct but brief conclusion. #E should work on interpreting graphs in more detail and being able to say how reliable the pattern found is. 5=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, we carried out an experiment on the magnetic field strength around a current. #N produced a graph and a correct conclusion, however the conclusion should be more directly supported by references to the graph. 6=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, we carried out an experiment on the magnetic field strength around a current. #N wasn't able to interpret the graph and I would suggest using the aim as a guide for what to write about in the conclusion. 7=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, we carried out an experiment on the magnetic field strength around a current. #N produced a graph after good quality data processing and then wrote a good conclusion, showing ability in this important area. COMMENTS: 2017 gr 10 intro 1=We have started the year with a unit about magnetism, however the activities have been designed to develop the student's general science skills. 2=Many of the activities this year have been designed to develop the student's general science skills whilst we have been working to understand the topic of magnetism. 3=During the first topic for this year, which is magnetism, we have been working on the student's basic skills. 4=We have been studying magnetism as our first topic and at the same time working on basic skills. COMMENTS: 2017 gr 11 DP advice 1=I interpret this to mean #e should work harder to understand the basic skills and ideas. 2=I interpret this to mean #e understands the basic skills and ideas but needs to work on #h problems solving and question interpretation skills. 3=I interpret this to mean #e understands the basic skills and ideas and is competent at problem solving and question interpretation. COMMENTS: 2017 gr 11 DP question test 1=Shortly afterwards, the students took a test made up of past paper questions. In this second test #N scored % which is about a . 2=After this, the students sat a test made up of past paper questions. In this second test #N scored % which is about a . 3=Soon after, the students were given a test consisting of past paper questions. In this second test #N scored % which is about a . 4=Two weeks after this, the students sat a test which was made up of past paper questions. In this test second #N scored % which is about a . COMMENTS: 2017 gr 11 internal assessment 1=We have been working on the students variable analysis skills this semester to prepare them for the internal assessment. Additionally, I have asked each student to choose a area of physics that interests them and to start studying that area in order to feel comfortable when they start the IA. 2=We have been trying to improve the students variable analysis skills this semester to prepare them for the internal assessment. Additionally, I have asked each student to select an area of physics that interests them and to start studying that area in order to feel comfortable when they start the IA. 3=We have been looking at the students variable analysis skills this semester to prepare them for the internal assessment. Additionally, I have asked each student to choose a area of physics that interests them and to start studying that area in order to feel comfortable when they start the IA. 4=We have been working on the students variable analysis skills this semester to prepare them for the internal assessment. Additionally, I have asked each student to select an area of physics that interests them and to start studying that area in order to feel comfortable when they start the IA. COMMENTS: 2017 gr 11 intro 1=We have started the year with the topic of mechanics, at the same time we have been working on the skills the student's will need for their internal assessment. 2=Whilst we have been working on the topic of mechanics, some of the activities this year have been aimed at preparing the students for the internal assessment. 3=During the first topic for this year, which is mechanics, we have been working on the skills the students will need for their internal assessment. 4=We have been studying mechanics as our first topic and at the same time working on the skills the students will need for their internal assessment. COMMENTS: 2017 gr 11 simple test 1=The students sat a test based on quite straightforward questions designed to see if they had grasped the idea presented to them. In this first test #N scored %. 2=I presented the students with a test designed to see if they had grasped the ideas presented to them, because there was little problem solving needed. In this first test #N scored %. 3=I gave the students a test with quite straightforward questions, in order to see if they had understood the ideas introduced so far. In this first test #N scored %. 4=The students took a test, written by me, designed to see if they had grasped the idea presented to them, with little problem solving needed. In this first test #N scored %. COMMENTS: 2017 gr 6 interpreting graphs 1=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the strength of paper tubes of different wall thickness and then made a graph of the data. #N had trouble making sense of the data and interpreting it. My advice here is to focus on the aim of the investigation, which will serve as a guide for what graph to plot and what to write about in the conclusion. 2=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the strength of paper tubes of different wall thickness and then made a graph of the data. #N presented the data correctly in a table but didn't construct a correct graph to help interpret the data. #E must work on this important skill. 3=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the strength of paper tubes of different wall thickness and then made a graph of the data. #N produced a correct graph of the data but wasn't able to interpret the graph to produce a conclusion. My advice here is to focus on the aim of the investigation, which will serve as a guide for what to write about in the conclusion. 4=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the strength of paper tubes of different wall thickness and then made a graph of the data. #N produced a graph and a correct but brief conclusion. #E should work on interpreting graphs in more detail and being able to say how reliable the pattern found is. 5=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the strength of paper tubes of different wall thickness and then made a graph of the data. #N produced a graph and a correct conclusion, but needed to support the conclusion more with references to the graph. 6=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the strength of paper tubes of different wall thickness and then made a graph of the data. #N produced a more of less, correct graph of the data but wasn't able to interpret the graph to produce a conclusion. My advice here is to focus on the aim of the investigation, which will serve as a guide for what to write about in the conclusion. 7=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the strength of paper tubes of different wall thickness and then made a graph of the data. #N produced a graph and a good conclusion, showing solid progress in this important area. COMMENTS: 2017 gr 6 intro 1=We have started the year with a unit introducing the basic skills the students will need in science. 2=In science we have been working on some of the basic skills the students will need. 3=Our introductory topic in science covers the basic skills the students will need. 4=We have started the year looking at the basic skills the students will need to study science. COMMENTS: 2017 gr 8 interpreting data 1=We have also been working on how to use graphs as a way of seeing patterns. To assess progress, the students chose a particular disease and a factor which they thought might influence that disease, they then collected data to test out their hypothesis. #N had trouble making sense of the data and interpreting it. My advice here is to focus on the aim of the investigation, which will serve as a guide for what graph to plot and what to write about in the conclusion. 2=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students chose a particular disease and a factor which they thought might influence that disease, they then collected data to test out their hypothesis. #N presented the data correctly in a table but didn't construct a correct graph to help interpret the data. #E must work on this important skill. 3=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students chose a particular disease and a factor which they thought might influence that disease, they then collected data to test out their hypothesis. #N produced a correct graph of the data but wasn't able to interpret the graph to produce a conclusion. My advice here is to focus on the aim of the investigation, which will serve as a guide for what to write about in the conclusion. 4=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students chose a particular disease and a factor which they thought might influence that disease, they then collected data to test out their hypothesis. #N produced a graph and a correct but brief conclusion. #E should work on interpreting graphs in more detail and being able to say how reliable the pattern found is. 5=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students chose a particular disease and a factor which they thought might influence that disease, they then collected data to test out their hypothesis. #N produced a graph and a correct conclusion, however the conclusion should be more directly supported by references to the graph. 6=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students chose a particular disease and a factor which they thought might influence that disease, they then collected data to test out their hypothesis. #N wasn't able to interpret the graph and I would suggest using the aim as a guide for what to write about in the conclusion. 7=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students chose a particular disease and a factor which they thought might influence that disease, they then collected data to test out their hypothesis. #N produced a graph and a good conclusion, showing solid progress in this important area. COMMENTS: 2017 gr 8 intro 1=We have started the year with a unit about diseases, however the activities have been designed to develop the student's general science skills. 2=Many of the activities this year have been designed to develop the student's general science skills whilst we have been working to understand the topic of diseases. 3=During the first topic for this year, which is diseases, we have been working on the student's basic skills. 4=We have been studying diseases as our first topic and at the same time working on basic skills. COMMENTS: 2018 g10 energy test 1=We started this semester with the energy resources topic. #N has a reasonable knowledge of the ideas covered in this topic and #h criterion A grade reflects this. However, #e should work on #h problem solving skills, which need to improve for #m to reach the higher grades. 2=One of the main topics for this semester has been energy resources. #N has a reasonable knowledge of the ideas covered in this topic and #h criterion A grade reflects this. However, #e should work on #h problem solving skills, which need to improve for #m to reach the higher grades. 3=One of the major topics for this semester has been energy resources. #N has a fair grasp of the concepts introduced in this topic and #h criterion A grade is evidence for this. However, #e should work on #h problem solving skills, which need to get a little better for #m to reach the higher grades. 4=The most important topics so far for this semester has been energy resources. #N has a fairly good grasp of the ideas involved in this topic and #h criterion A grade shows this. #E solved some problems but #e didn't cope well with the unfamiliar problems. 5=We started this semester with the energy resources topic. #N has a good understanding of the ideas covered in the topic and #h criterion A grade shows this. #E coped well with some of the unfamiliar problems. 6=We began this semester with the energy resources topic. #N has a good understanding of the ideas involved in the topic and #h criterion A grade shows this. #E coped well with some of the unfamiliar problems. COMMENTS: 2018 g10 wind turbine investigation 1=To develop and test the students ability to design experiments, they planned an investigation on the electrical power generated by a model wind turbine. #N grasped the purpose of the task but forgot to explain in enough detail how the variables would be manipulated. 2=To improve and test the students ability to design experiments, they planned an investigation based on a model wind turbine. #N did a good job of dealing with what was being changed and how the electrical power was measured, but has to work on identifying factors which have to be kept the same, to make a fair test. 3=To develop and test the students ability to plan investigations, they designed an experiment into one of the factors affecting the output of a model wind turbine. #N did a reasonable job of identifying variables but has to be consistent with what they are going to change throughout the report. 4=To develop and test the students ability to design experiments, they planned an investigation into what affect the output of a model wind turbine. #N did a good job of identifying the different variables but has to work on justifying why the factors #e are important. This might seem a detail but is excellent practice at critical thinking. 5=To improve and test the students ability to design experiments, they planned an investigation on the electrical power generated by a model wind turbine. #N did a good job and got an excellent grade, however #e could still improve the detail in which some of the variable control is explained. 6=To develop and test the students ability to design experiments, they planned an investigation on the electrical power generated by a model wind turbine. #N did identify some of the relevant variable and explained how to control them, but forgot to explain in enough detail how the independent variable would be manipulated. COMMENTS: 2018 g6 tissue investigation 1=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N recognized that the idea was to try different tissues and measure the amount of water absorbed but didn't identify some of the factors needed to make it a fair test. 2=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N did a good job of identifying the variables involved but didn't explain how the control variables were kept the same. 3=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N did a good job of identifying the variables involved but didn't explain how the control variables were kept the same in enough detail. 4=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N understood the basic idea of the experiment but needed to explain how the amount of water absorbed was measured. 5=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N understood the basic idea of the experiment but needed to explain how the experiment what repeated with the different types of tissue. 6=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N understood the idea of the experiment and wrote a good method explain the manipulation of the different variables. 7=To develop and test the student's ability to design experiments they have been testing different types of tissue for absorbancy. #N understood the idea of the experiment and wrote a good method explain the manipulation of the different variables, however #e should try to understand the meaning of the term "dependent variable". COMMENTS: 2018 gr 11 DP circuits test 1=We have studied the topic of electric circuits this semester, and the students have taken a test made up of past paper questions. On this test #N got a . The test covered the difficult topic of Kirchhoff's circuit rules which needs plenty of practice. 2=We have looked at the topic of electric circuits this semester, and the students have taken a test consisting of past paper questions. On this test #N got a . The test covered the difficult topic of Kirchhoff's circuit rules which needs plenty of practice. 3=We have tackled the topic of electric circuits this semester, and the students have taken a test made up of past paper questions. On this test #N got a . The test included questions on the difficult topic of Kirchhoff's circuit rules which needs plenty of practice. 4=We have studied the topic of electric circuits this semester, and the students have taken a test made up of past paper questions. On this test #N got a . The test included questions on the difficult topic of Kirchhoff's circuit rules which needs plenty of practice. 5=We have studied the topic of electric circuits this semester, and the students have taken a test made up of past paper questions. On this test #N got a . The test covered the difficult topic of Kirchhoff's circuit rules which needs plenty of work. COMMENTS: 2018 gr 11 DP question test 1=The students have also taken a test on waves this semester, made up of past paper questions. On this test #N got a . COMMENTS: 2018 gr 11 IA work 1=As a practice for the internal assessment the students wrote a report on a Charles law experiment. #N's report showed #e has most work to do on the exploration part. In particular the background theory which was quite incomplete. 2=As a practice for the internal assessment the students wrote a report on a Charles law experiment. #N's report showed #e has most work to do on the exploration part. In particular the variables section which needed more care. 3=As a practice for the internal assessment the students wrote a report on a Charles law experiment. #N's report showed #e has most work to do on the exploration part. In particular #e must take more care when identifying relevant variables. 4=As a practice for the internal assessment the students wrote a report on a Charles law experiment. #N's report showed #e has most work to do on the analysis section. In particular the way the data is presented. 5=As a practice for the internal assessment the students wrote a report on a Charles law experiment. #N's report showed #e has most work to do on the analysis section. In particular the way the data is processed to see if it supports the hypothesis. 6=As a practice for the internal assessment the students wrote a report on a Charles law experiment. #N's report showed #e has most work to do on the analysis section. #E must think more deeply about uncertainties and find a way of showing their effect. 7=As a practice for the internal assessment the students wrote a report on a Charles law experiment. #N's report showed #e has most work to do on the evaluation section. #E must re read the hypothesis before writing the conclusion as this is basically what the conclusion is about; does the data support the hypothesis? 8=As a practice for the internal assessment the students wrote a report on a Charles law experiment. #N's report showed #e has most work to do on the evaluation section. In particular #e should carefully identify three or four of the MOST important weak areas then evaluate their effect on the data and conclusion. COMMENTS: 2018 gr 11 intro 1=We have started the semester with the topic of waves and are now working on electric circuits, at the same time we have been working on the skills the student's will need for their internal assessment. 2=Whilst we have been working on the topics of electric circuits and waves, some of the activities this year have been aimed at preparing the students for the internal assessment. 3=During the first topic for this semester, which is waves, we have been working on the skills the students will need for their internal assessment. 4=We have been studying waves and electric circuits as the topic for this semester and at the same time working on the skills the students will need for their internal assessment. COMMENTS: 2018 gr 12 sem 1 fields and forces 1=#N got a in the recent fields and forces test. COMMENTS: 2018 gr 12 sem 1 IA previous work 1=#E did well in the IA practice we did last year but had most difficultly with the evaluation part of the report. 2=#E did quite well in the IA practice we did last year but had most difficultly with the evaluation part of the report. 3=#E showed some areas need work in the IA practice we did last year and had most difficultly with the evaluation part of the report. 4=#E did well in the IA practice we did last year but had most difficultly with the exploration part of the report. 5=#E did quite well in the IA practice we did last year but had most difficultly with the exploration part of the report. 6=#E showed some areas need work in the IA practice we did last year and had most difficultly with the exploration part of the report. 7=#E did well in the IA practice we did last year but had most difficultly with the analysis part of the report. 8=#E did quite well in the IA practice we did last year but had most difficultly with the analysis part of the report. 9=#E showed some areas need work in the IA practice we did last year and had most difficultly with the analysis part of the report. COMMENTS: 2018 gr 12 sem 1 opener 1=The start of the semester has really been dominated by the internal assessment. #N's project is about the paper cones and air resistance. 2=The start of the semester has really been dominated by the internal assessment. #N's project is about damping and simple harmonic motion. 3=The start of the semester has really been dominated by the internal assessment. #N's project is about eddy currents and magnetism. 4=The start of the semester has really been dominated by the internal assessment. #N's project is about projectiles and launch angle. 5=The start of the semester has really been dominated by the internal assessment. #N's project is about area and capacitance. 6=The start of the semester has really been dominated by the internal assessment. #N's project is about solenoids and magnetic field. 7=The start of the semester has really been dominated by the internal assessment. #N's project is about exploring the way balls fall through a liquid. 8=The start of the semester has really been dominated by the internal assessment. #N's project is about refraction in liquids. 9=The start of the semester has really been dominated by the internal assessment. #N's project is about air resistance and table tennis balls. 10=The start of the semester has really been dominated by the internal assessment. #N's project is about polarization and sugar solution. 11=The start of the semester has really been dominated by the internal assessment. #N's project is about friction on an inclined plane. 12=The start of the semester has really been dominated by the internal assessment. #N's project is about how the difference in mass affects the acceleration of an Atwood's machine. 13=The start of the semester has really been dominated by the internal assessment. #N's project is about how the expansion of a wire changes with current. 14=The start of the semester has really been dominated by the internal assessment. #N's project is about the rate of cooling of water and Newton's law of cooling. 15=The start of the semester has really been dominated by the internal assessment. #N's project is about refraction of light by a solution as a function of concentration. 16=The start of the semester has really been dominated by the internal assessment. #N's project is about how the difference in mass affects the acceleration of an Atwood's machine. 17=The start of the semester has really been dominated by the internal assessment. #N's project is about exploring electrical capacitance as a function of area. 18=The start of the semester has really been dominated by the internal assessment. #N's project is about 19=The start of the semester has really been dominated by the internal assessment. #N's project is about 20=The start of the semester has really been dominated by the internal assessment. #N's project is about COMMENTS: 2018 gr 6 cells test 1=We started this semester with the cells topic. #N has a reasonable knowledge of the ideas covered in this topic and #h criterion A grade reflects this. However, #e should work on #h problem solving skills which need to improve for #m to reach the higher grades. 2=One of the main topics for this semester has been cells. #N has a reasonable knowledge of the ideas covered in this topic and #h criterion A grade reflects this. However, #e should work on #h problem solving skills which need to improve for #m to reach the higher grades. 3=One of the major topics for this semester has been cells. #N has a fair grasp of the concepts introduced in this topic and #h criterion A grade is evidence for this. However, #e should work on #h problem solving skills which need to get a little better for #m to reach the higher grades. 4=We started this semester with the cells topic. #N has a fairly good grasp of the ideas involved in this topic and #h criterion A grade shows this. #E solved some problems well, but didn't cope well with the unfamiliar problems. 5=We started this semester with the cells topic. #N has a good understanding of the ideas covered in the topic and #h criterion A grade shows this. #E coped well with some of the unfamiliar problems. 6=We began this semester with the cells topic. #N has a good understanding of the ideas involved in the topic and #h criterion A grade shows this. #E coped well with some of the unfamiliar problems. COMMENTS: 2018 gr 6 germination 1=For criterion B we did an investigation into seed germination. #N didn't get the variable identification part right which is the first step in planning an investigation. 2=For criterion B we did an investigation into seed germination. #N didn't get all the control variables identified which is an important part of planning an investigation. 3=For criterion B we did an investigation into seed germination. #N didn't make it clear how seed germination would be measured which is an important part of writing a complete method. 4=For criterion B we did an investigation into seed germination. #N didn't make it clear how the amount of water would be measured which is an important part of writing a complete method. 5=For criterion B we did an investigation into seed germination. #N didn't make it clear how the light level would be manipulated which is an important part of writing a complete method. COMMENTS: 2018 gr 6 intro 1=We have started the year with a unit introducing the basic skills the students will need in science. In the test at the end of the unit, #N showed #e needs to work on #h understanding of variables. 2=In science we have been working on some of the basic skills the students will need. In the test at the end of the unit, #N showed #e needs to work on time management in tests. 3=Our introductory topic in science covers the basic skills the students will need. In the test at the end of the unit, #N showed #e needs to work on interpretation and use of symbolic diagrams. 4=We have started the year looking at the basic skills the students will need to study science. In the test at the end of the unit, #N showed #e needs to work on writing a complete method for a planned investigation. 5=We have started the year with a unit introducing the basic skills the students will need in science. In the test at the end of the unit, #N showed #e needs to work on #h analysis of variables. 6=Our introductory topic in science covers the basic skills the students will need. In the test at the end of the unit, #N showed #e needs to work on making inferences from scientific information. 7=In science we have been working on some of the basic skills the students will need. In the test at the end of the unit, #N showed #e needs to work #h understanding of how the behavior of the particles in the different states of matter is related to their properties. COMMENTS: 2018 gr 6 microcopes 1=For criterion D we looked at microscopes. #N presented some good information about cell theory, but didn't really discuss the discovery of one celled organisms. 2=For criterion D we looked at microscopes. #N presented some good information about cell theory, but didn't really explore the discovery of one celled organisms. 3=For criterion D we looked at microscopes. #N did explain how microscopes helped in the development of cell theory, but didn't really discuss understanding of diseases. 4=For criterion D we looked at microscopes. #N presented some good information about cell theory, but didn't really discuss understanding of diseases. 5=For criterion D the students did some research into microscopes. #N found some information but didn't really explain how microscopes developed our understanding of how all living things are made of cells. 6=For criterion D the students did some research into microscopes. #N found some information but didn't really explain how microscopes developed our understanding of the importance of cells. 7=For criterion D the students did some research into microscopes. #N found some information but didn't really explain how microscopes developed our understanding of the importance of cells. However, #e did discuss how microscopes contributed to understanding of diseases. 8=For criterion D we looked at microscopes. #N presented some good information about cell theory, explained the work of Hooke and Van Leeuwenhoek and discussed how the microscope contributed to our understanding of diseases, but was a little weaker on modern applications. 9=For criterion D we looked at microscopes. #N presented some good information about cell theory and diseases, but was a little weaker on the history of the microscope. COMMENTS: 2018 gr 8 interpreting motion data 1=We have also been working on how to use graphs as a way of understanding motion. #N made the graph but didn't do a detailed analysis of the information. 2=We used graphs as a way of understanding the concepts employed to describe motion. #N plotted the graph and made a best fit line but didn't really interpret the line using the idea of speed. 3=We started the semester using motion graphs as a way of understanding the concepts employed to describe motion. #N plotted the graph and made a good analysis of what the line meant but didn't really support #h analysis by referring to the graph. 4=We made motion graphs at the start of the semester, as a way of learning about how to use the concept of speed. #N plotted the graph and made a best fit line but then described the graph rather than interpret it. COMMENTS: 2018 gr 8 motion solar system test 1=We started this semester with the gravity, motion and the solar system topic. #N has a reasonable knowledge of the ideas covered in this topic and #h criterion A grade reflects this. However, #e should work on #h problem solving skills, which need to improve for #m to reach the higher grades. 2=One of the main topics for this semester has been gravity, motion and the solar system topic. #N has a reasonable knowledge of the ideas covered in this topic and #h criterion A grade reflects this. However, #e should work on #h problem solving skills, which need to improve for #m to reach the higher grades. 3=One of the major topics for this semester has been gravity, motion and the solar system topic. #N has a fair grasp of the concepts introduced in this topic and #h criterion A grade is evidence for this. However, #e should work on #h problem solving skills, which need to get a little better for #m to reach the higher grades. 4=We started this semester with the gravity, motion and the solar system topic. #N has a fairly good grasp of the ideas involved in this topic and #h criterion A grade shows this. #E solved some problems well, but didn't cope well with the unfamiliar problems. 5=We started this semester with the gravity, motion and the solar system topic. #N has a good understanding of the ideas covered in the topic and #h criterion A grade shows this. #E coped well with some of the unfamiliar problems. 6=We began this semester with the gravity, motion and the solar system topic. #N has a good understanding of the ideas involved in the topic and #h criterion A grade shows this. #E coped well with some of the unfamiliar problems. COMMENTS: 2018 gr 8 space spin off 1=For criterion D we looked at space exploration. #N did some good research about space exploration but didn't explain clearly how science is involved. 2=For criterion D we looked at space exploration. #N did some good research about space exploration but didn't explain clearly how science interacts with other factors. 3=For criterion D we looked at space exploration. #N did some good research about a "spin- off", but didn't explain clearly how science is involved. 4=As part of the solar system unit we looked at space exploration. #N did some good research about a "spin- off", but didn't explain clearly how science interacts with other factors. 5=As part of the solar system unit we did some research into space exploration. #N did some good research about a "spin- off" and identified a factor which interacted with science but the ideas needed to developed. 6=For criterion D and to explore the relationship between science and the rest of society we looked at space exploration. #N did some good research about space exploration but didn't identify what the purpose of space exploration is. 7=As part of the solar system unit we tried to see the pros and cons of space exploration. #N did some good research about a "spin- off", but didn't explain the benefits. COMMENTS: 2018 gr 8 trolley and ramp data 1=We used the motion of a trolley down a ramp as a way of developing the concept of acceleration. #N produced a good graph but use the concept of speed rather than acceleration when doing #h interpretation. 2=We looked at the motion of a trolley down a ramp as a way of understanding the concept of acceleration. #N produced a good graph but used the concept of speed rather than acceleration when doing #h interpretation. 3=During the first topic of this semester, we did an experiment on the motion of a trolley down a ramp as a way of understanding the concept of acceleration. #N produced good data but didn't present it in a clear way, #e should look over #h work and try to imagine someone else reading it to see if they could make sense of it. 4=In the first topic of this semester, we did an experiment on the motion of a trolley down a ramp as a way of understanding the concept of acceleration. #N produced a good data but didn't present it in a clear way, #e should look over #h work and try to imagine someone else reading it to see if they could make sense of it. However the interpretation of the data was good. 5=Early in the semester, we did an experiment on the motion of a trolley down a ramp as a way of understanding the concept of acceleration. #N didn't really make a good graph of the data which then makes interpretation very difficult. COMMENTS: 2018 gr 9 conductivity B 1=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of salt concentration on conductivity. #N didn't really explain how the different concentrations would be achieved, which is an important part of writing a complete method. 2=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't really explain how the conductivity would be measured, which means the method was incomplete. 3=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't really explain how the electrode positioning would be controlled in detail which is needed for a really good report. 4=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't really bring in all the measuring instruments needed for variable manipulation which is an important part of writing a clear and complete method. 5=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't really explain how the voltage was manipulated and measured, which means the method was incomplete. 6=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't identify all the control variables, which means the method was incomplete. 7=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't structure the method in a logical way, which means the method was hard to follow. COMMENTS: 2018 gr 9 conductivity C 1=For the same experiment, I also assessed the student's ability to interpret data. #N didn't find averages for the different trials which means the graph was confusing, this is an important step in finding clear patterns. 2=For the same experiment, I also assessed the student's ability to interpret data. #N did find averages for the different trials but didn't make a graph, which is an important step in finding clear patterns. 3=For the same investigation, I also assessed the student's ability to interpret data. #N did find averages and plot them in a graph but didn't make a good trend line which is needed in order to find a pattern. 4=For the same investigation, I also assessed the student's ability to interpret data. #N did produce a graph with a good trend line but then didn't really interpret the trend line in enough detail. This means interpreting the slope and looking at whether the slope changes. 5=For the same investigation, I also assessed the student's ability to interpret data. #N did produce a graph with a good trend line but then didn't really interpret the trend line in enough detail. This means quantitatively looking at how much conductivity changes for a given change in concentration. 6=For the same investigation, I also assessed the student's ability to interpret data. #N did produce a graph with a good trend line but then didn't really interpret the trend line in enough detail. This means for example looking at whether the slope changes. 7=For the same investigation, I also assessed the student's ability to interpret data. #N wrote an vague evaluation which only made general points. Evaluation really means explaining how (and how much) a particular flaw could change the data. 8=For the same investigation, I also assessed the student's ability to interpret data. #N wrote an vague evaluation which only made general points. Part of the evaluation should be about assessing the reliability of the data by looking at how close the trials are to one another. 9=For the same investigation, I also assessed the student's ability to interpret data. #N wrote an vague evaluation which only made general points. Part of the evaluation should be about assessing the reliability of the pattern by looking at how close the data is to the trend line. 10=In order to allow the students to demonstrate their interpretation of data skills, we carried out an experiment on how salt concentration affects conductivity. #N did produce a graph with a good trend line but then didn't really interpret the trend line in enough detail. This means quantitatively looking at how much conductivity changes for a given change in concentration. 11=In order to allow the students to demonstrate their interpretation of data skills, we carried out an experiment on how salt concentration affects conductivity. #N didn't find averages for the different trials which means the graph was confusing, this is an important step in finding clear patterns. 12=In order to allow the students to demonstrate their interpretation of data skills, we carried out an experiment on how salt concentration affects conductivity. #N did find averages and plot them in a graph but didn't make a good trend line which is needed in order to find a pattern. 13=In order to allow the students to demonstrate their interpretation of data skills, we carried out an experiment on how salt concentration affects conductivity. #N wrote an vague evaluation which only made general points. Evaluation really means explaining how (and how much) a particular flaw could change the data. COMMENTS: 2018 gr 9 extra science intro 1=We have started the year with a unit based on the concepts of density and pressure. In the test at the end of the unit, #N showed #e needs to work on #h understanding how atmospheric pressure comes in to lots of different areas, for example steam engines. 2=We have started the year with a unit based on the concepts of density and pressure. In the test at the end of the unit, #N showed #e needs to work on taking care with units when doing calculations. 3=We have started the year with a unit based on the concepts of density and pressure. In the test at the end of the unit, #N showed #e needs to work on doing calculations with density. 4=We have started the year with a unit based on the concepts of density and pressure. In the test at the end of the unit, #N showed #e needs to work on writing a detailed interpretation of the pattern shown by a graph. 5=We have started the year with a unit based on the concepts of density and pressure. In the test at the end of the unit, #N showed #e needs to work on taking care when formulating conclusions. 6=We have started the year with a unit based on the concepts of density and pressure. In the test at the end of the unit, #N showed #e needs to work on #h understanding of how pressure changes with depth in a liquid. 7=We have started the year with a unit based on the concepts of density and pressure. In the test at the end of the unit, #N showed #e needs to work on #h understanding of how pressure in liquids is applied in a hydraulic system. COMMENTS: 2018 gr 9 extra science sem 2 indidual commmet 1=#N has contributed well to group discussions and tried to motivate the rest of the group. 2=#N has contributed enthusiastically to class discussions but sometimes needs external motivation during individual or group work. 3=#N has been an enthusiastic group member and worked diligently on tasks in a self motivated way. 4=#N has contributed enthusiastically to group work with encouragement from me. 5=#N will work well in class but needs encouragement to get started. 6=#N asks plenty of questions and is highly motivated. 7=#N asks lots of questions and is very motivated. COMMENTS: 2018 gr 9 extra science sem 2 intro 1=We have worked on the topic of numerical chemistry this semester. The students have been trying to grasp the mole concept and trying to apply it to answer stoichiometry and titration questions. 2=We have studied the topic of numerical chemistry this semester. The students have been trying to grasp the mole concept and trying to apply it to answer stoichiometry and titration questions. 3=We have worked on the topic of numerical chemistry this semester. The students have been trying to understand the mole concept and trying to apply it to answer stoichiometry and titration questions. 4=We have worked on the topic of numerical chemistry this semester. The students have been trying to grasp the mole concept and trying to use it to answer stoichiometry and titration questions. 5=We have worked on the topic of numerical chemistry this semester. The students have been trying to grasp the mole concept and trying to answer stoichiometry and titration questions, based on the mole concept. 6=We have worked on the topic of numerical chemistry this semester. The students have been grappling with the mole concept and trying to apply it to answer stoichiometry and titration questions. 7=We have been studying the topic of numerical chemistry this semester. The students have been trying work on the mole concept and trying to apply it to answer stoichiometry and titration questions. COMMENTS: 2018 gr 9 intro 1=We have started the year with a unit based on the kinetic theory, separation techniques and understanding the reason for the different chemical properties of the elements. In the test at the end of the unit, #N showed #e needs to work on #h understanding of the kinetic theory and state changes. 2=In science we have been working on a unit based on the kinetic theory, separation techniques and understanding the reason for the different chemical properties of the elements. In the test at the end of the unit, #N showed #e needs to work on #h understanding of the kinetic theory how the behaviour of the particles can be used to explain the properties of the different states. 3=Our introductory topic for the year with was a unit based on the kinetic theory, separation techniques and understanding the reason for the different chemical properties of the elements. In the test at the end of the unit, #N showed #e needs to work on #h understanding of the electron structure of the elements and how that leads to the groups in the periodic table. 4=We have started the year with a unit based on the kinetic theory, separation techniques and understanding the reason for the different chemical properties of the elements. In the test at the end of the unit, #N showed #e needs to work on #h understanding of separation techniques and how fractional distillation is related to phase changes. 5=In science we have been working on a unit based on the kinetic theory, separation techniques and understanding the reason for the different chemical properties of the elements. In the test at the end of the unit, #N showed #e needs to work on #h understanding of the differences in the properties of metals compared to non-metals. 6=We have started the year with a unit based on the kinetic theory, separation techniques and understanding the reason for the different chemical properties of the elements. In the test at the end of the unit, #N showed good understanding of all the areas covered. COMMENTS: 2018 gr 9 phenol C 1=We carried out an experiment on the cooling curve of phenol to practice describing patterns and to reinforce ideas about energy transfer during phase changes. #N didn't describe the pattern in enough detail which made it difficult for #m to apply the theoretical ideas. 2=We did an experiment on the cooling curve of phenol to practice describing patterns and to reinforce ideas about energy transfer during phase changes. #N did describe the pattern in enough detail, but didn't really attempt to explain why it was like that. 3=We did an experiment on the cooling curve of phenol to practice describing patterns and to reinforce ideas about energy transfer during phase changes. #N did describe the pattern in enough detail, but didn't really attempt relate it to theory. 4=We did an experiment on the cooling curve of phenol to practice describing patterns and to reinforce ideas about energy transfer during phase changes. #N did describe the pattern in enough detail, but got a little confused while applying the theory to explain it. COMMENTS: 2018 gr 9 solutions B 1=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't really get the different variables identified which is a good starting point, before writing a clear and complete method. 2=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't really stress the importance of obtaining a saturated solution, which means the method was incomplete. 3=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't really explain how the data as going to be collected, which means the method was incomplete. 4=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't really get the aim clear which is a good starting point, before writing a clear and complete method. 5=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N didn't really explain how the temperature was manipulated and measured, which means the method was incomplete. 6=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N tried to describe one of the methods used in class which was quite complicated. In the end the method wasn't complete and I would advise going for a simple method #e really understands. 7=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of temperature on solubility. #N wrote a clear and complete method, but perhaps could work on #h variable analysis. COMMENTS: 2018 gr6 water cooling C 1=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the effect the amount of hot water has on the rate of cooling. #N had trouble making a graph, in particular making the scales linear, however this important skill will come with practice. 2=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the effect the amount of hot water has on the rate of cooling. #N had trouble interpreting the graph, my advice it to remember the aim the experiment which is always a good guide for what to talk about. 3=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the effect the amount of hot water has on the rate of cooling. #N made a reasonable interpretation of the data and must now learn to support this by referring to the evidence IE. data and graph. 4=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the effect the amount of hot water has on the rate of cooling. #N didn't make a graph, which is generally the best way to see patterns in data. 5=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the effect the amount of hot water has on the rate of cooling. #N made a reasonable graph but missed out on some of the important details of how to present a graph correctly. 6=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the effect the amount of hot water has on the rate of cooling. #N made a reasonable interpretation of the data however perhaps there could have been a little more detail given. 7=We have also been working on how to use graphs as a way of visualizing patterns. To assess progress, the students carried out an experiment on the effect the amount of hot water has on the rate of cooling. #N made a good interpretation of the data and graph. COMMENTS: 2018 gr8 parachute investigation 1=To develop and test the students ability to design experiments, they carried out an investigation on factors affecting the speed of fall of a parachute. #N grasped the purpose of the task but forgot to explain in enough detail how the variables would be manipulated. 2=To improve and test the students ability to design experiments, they planned an investigation into one of the factors affecting the speed of fall of a parachute. #N did a good job of dealing with what was being changed and how the speed was measured but has to work on identifying factors which have to be kept the same, to make a fair test. 3=To develop and test the students ability to plan investigations, they carried out an investigation into one of the variables which affects the speed of fall of a parachute. #N did a reasonable job of identifying variables but has to be consistent with what they are going to change throughout the report. 4=To develop and test the students ability to design experiments,they carried out an investigation on factors affecting the speed of fall of a parachute. #N did a good job of identifying which variables would affect a parachutes efficiency but has to work on justifying why the factors #e identified are important. This might seem a detail but is excellent practice at critical thinking. 5=To improve and test the students ability to design experiments, they did an investigation into one of the factors affecting the speed of fall of a parachute. #N did a good job of identifying the variables, however they could still improve the detail in which some of the variable control is explained. COMMENTS: 2019 gr 10 acid/alkai test crit A 1=To measure the students understanding of the concepts introduced in the first unit, we got them to sit a test. #N showed reasonable understanding of the general concepts, like what makes an acid, but found some of the problems based on those concepts difficult. 2=To see how well the students had understood the concepts introduced in the first unit, we got them to sit a test. #N showed good understanding of the general concepts and managed most of the problems but struggled with the most difficult questions. 3=To test the students understanding of the concepts introduced so far, they sat an exam. #N showed very good understanding of the concepts and dealt really well with the problems based on them. 4=To measure the students understanding of the ideas introduced so far, they took a test. #N showed quite good understanding of acids and bases, but found some of the problems based on those concepts difficult. 5=To see if the students had understood the first unit, we got them to sit a test. #N showed good understanding of the general concepts of acids and bases, solved most of the middle range problems but struggled with some of the harder problems. 6=To see if the students had understood the first unit, we got them to sit a test. #N showed good understanding of the general concepts and rules about acid behavior, but found some of the problems based on those concepts difficult. COMMENTS: 2019 gr 10 antiacids B 1=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of different antacid tablets. #N didn't really get the different variables identified which is a necessary starting point, in order to write a clear and complete method. 2=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of different antacid tablets. #N didn't really discuss the way the data collected would be related to the aim, which means the method was incomplete. 3=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of different antacid tablets. #N didn't really explain how the data as going to be collected, which means the method was incomplete. 4=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of different antacid tablets. #N didn't really get the aim clear which is a necessary starting point, in order to write a clear and complete method. 5=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of different antacid tablets. #N didn't really clearly identify the dependent variable, which means the method was unclear. 6=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of different antacid tablets. #N tried to describe one of the methods used in class which was quite complicated. In the end the method wasn't complete and I would advise going for a simple method #e really understands. 7=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of different antacid tablets. #N wrote a clear and complete method, but perhaps could work on #h variable analysis. 8=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of different antacid tablets. #N wrote a clear and mostly complete method but #e didn't describe the use of the measuring instruments carefully enough. 9=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of different antacid tablets. #N got the variable analysis right but then didn't really describe their manipulation in enough detail. 10=To develop and test the student's ability to design experiments the students had to plan an investigation into the effect of different antacid tablets. #N could have improved the report with a more step by step method. COMMENTS: 2019 gr 10 extra science C on lithium 1=This semester we have been developing the tools used by chemists like moles and equations. To apply these ideas we did a project on the reaction of lithium with water. I also assessed the student's ability to interpret the data from this experiment. #N made some mistakes with recording the data. 2=This semester we have been developing the tools used by chemists like moles and equations. To apply these ideas we did a project on the reaction of lithium with water. I assessed the students reports on criterion C, which is about presenting and interpreting data. #N made missed out some of the data. 3=This semester we have been developing the tools used by chemists like moles and equations. To apply these ideas we did a project on the reaction of lithium with water.The project report was graded on how well the students interpreted data and evaluated the method. #N did one of the calculations correctly but didn't make the other one very clear, which made the conclusion difficult as it was based on a comparison of the two results. 4=This semester we have been developing the tools used by chemists like moles and equations. To apply these ideas we did a project on the reaction of lithium with water. The students interpreted the data from this experiment and evaluated the method. #N made some mistakes with recording data an explaining the calculations. 5=This semester we have been developing the tools used by chemists like moles and equations. To apply these ideas we did a project on the reaction of lithium with water.The students reports were looked at from a processing data and evaluating method point of view. #N did make some comments in the conclusion but they needed to be a more direct analysis of the processed data. 6=This semester we have been developing the tools used by chemists like moles and equations. To apply these ideas we did a project on the reaction of lithium with water.The students work was graded on how well they interpreted data and evaluated the method. #N made some comments in the evaluation but needs to make the points more specific. 7=This semester we have been developing the tools used by chemists like moles and equations. To apply these ideas we did a project on the reaction of lithium with water.The students work was graded on how well they interpreted data and evaluated the method. #N made some comments in the evaluation but needed to think a little more carefully about the steps of the method an not just about how accurate the equipment is. 8=This semester we have been developing the tools used by chemists like moles and equations. To apply these ideas we did a project on the reaction of lithium with water. I also assessed the student's ability to interpret the data from this experiment. #N made some mistakes with recording the data. 9=This semester we have been developing the tools used by chemists like moles and equations. To apply these ideas we did a project on the reaction of lithium with water.The students reports were looked at from a processing data and evaluating method point of view. #N did make some comments in the conclusion but they needed to be more directly related to the aim. COMMENTS: 2019 gr 9 kinetic theory/mixtures test crit A 1=To measure the students understanding of the concepts introduced in the first unit we got them to sit a test. #N showed some understanding of the general concepts but found some of the problems based on those concepts difficult. 2=To see how well the students had understood the concepts introduced in the first unit we got them to sit a test. #N showed good understanding of the general concepts and managed most of the problems but struggled with the most difficult questions. 3=To test the students understanding of the concepts introduced so far, they sat an exam. #N showed very good understanding of the concepts and dealt really well with the problems based on them. 4=To measure the students understanding of the ideas introduced so far they took a test. #N showed some understanding of the general concepts but found some of the problems based on those concepts difficult. 5=To see if the students had understood the first unit we got them to sit a test. #N showed some understanding of the general concepts but found some of the problems based on those concepts difficult. COMMENTS: 2019 gr 9 water drop 1=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin . #N didn't really get the different variables identified and needed to do more research on them. 2=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin . #N didn't really get all the different variables identified and needed to read the background information more carefully. 3=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin . #N did a good job of variable analysis but then needed to describe how they were manipulated in more detail. 4=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin. #N didn't really discuss the way the data collected would be related to the aim, which means the method was incomplete. 5=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin. #N didn't really explain how the data as going to be collected, which means the method was incomplete. 6=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin. #N didn't really get the aim clear which is a good starting point, before writing a clear and complete method. 7=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin. #N didn't really clearly identify the dependent variable, which means the method was unclear. 8=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin. #N could have improved the report with a more step by step method. 9=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin. #N wrote a clear and complete method, but perhaps could work on #h variable analysis. 10=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin. #N wrote a clear and complete method, but perhaps could work on #h variable analysis. 11=To develop the student's ability to design experiments the students had to plan an investigation into how many water drops can fit on a coin. #N didn't really get the dependent variable completely clear in the aim which is helpful to focus the rest of the report. COMMENTS: 2020 general comments 1=#N is an impressive young scientist and an absolute pleasure to teach. 2=#N has mastered learning keywords as this topic has a significant number of vocabulary words which are essential to achieve the top grades. This is a very useful skill in Science where the vocabulary used in reading and writing is required to be scientific. 3=On our current topic of Fuels and energy #N has done very well in identifying the different chemical bonds as shown by the excellent investigation Criterion C. 4=Our focus now is on energy efficiency, looking at transport as a way of achieving it. This includes developing mathematical skills using calculations which will be very useful for Physics and Chemistry next year. 5=#N has worked recently on an individual research project working on research skills and developing understanding in how Science is applied. 6=#N has a fantastic attitude towards learning and has adapted impressively well to new circumstances. Working hard on completing all the tasks to the highest levels and on time, showing excellent time management skills. COMMENTS: 2020 gr 10 crit D electric shocks 1=For criterion D, we looked experiments on electric shocks. #N made a good discussion of benefits and problems but didn't explain clearly what made the experiments scientific. 2=For criterion D, we looked at scientists exploring the effects of electric shocks. #N did explain what made the investigations scientific and stated #h views on the ethics of the experiments but didn’t do enough to support those views with some reasoning. 3=For criterion D, we looked at scientists exploring the effects of electric shocks. #N did explain what made the investigations scientific, but didn't explain clearly the ethical issues 4=For criterion D, we did an analysis of the scientific investigation of electric shocks. #N didn't explain the benefits of the experiments and the development of defibrillators. 5=To explore the ethical side of scientific work, we looked at experiments into electric shocks. #N got too involved in describing the experiments not explaining why they were scientific. 6=To explore benefits and ethics scientific work, we looked at experiments into electric shocks. #N got too involved in describing the experiments not explaining the benefits. 7=To explore the ethics of scientific work, we looked at experiments into electric shocks. #N missed out on the main benefit which was the development of the defibrillator, leaving the discussion one sided. 8=For criterion D, we did an analysis of the scientific investigation of electric shocks. #N answered most of the questions well, but missed out on the detail that the experiments were also done with humans. 9=For criterion D, we did an analysis of the scientific investigation of electric shocks. #N answered most of the questions well, but missed out on the detail that the experiments were also done with humans. COMMENTS: 2020 gr10 bil crit C 1=In the electricity and magnetism topic, we carried out an experiment on the catapult effect to practice describing patterns and to reinforce ideas about forces and interactions. #N didn't describe the pattern in enough detail which made it difficult for #m to apply the theoretical ideas. 2=In the electricity and magnetism topic, we did an experiment on the catapult effect to practice describing patterns and to reinforce ideas about interactions and forces. #N did describe the pattern in enough detail, but didn't really attempt to apply the theory to explain the pattern. 3=In the electricity and magnetism topic, we did an experiment on the catapult effect to practice describing patterns and to reinforce ideas about how two magnetic fields can interact. #N tried to describe the pattern in the data not the best fit line which makes it easy to miss the general pattern. 4=In the electricity and magnetism topic, we did an experiment on the catapult effect to practice describing patterns and to apply ideas about magnetic interactions. #N did describe the pattern in enough detail, but got a little confused while applying the theory to explain it. 5=In the electricity and magnetism topic, we did an experiment on the catapult effect to practice describing patterns and to reinforce ideas about interactions and forces. #N drew a reasonable graph but no best fit line, which made it difficult to talk about the proportionality between the two variables. 6=In the electricity and magnetism topic, we did an experiment on the catapult effect to practice describing patterns and to reinforce ideas about interactions and forces. #N drew a reasonable graph but had difficultly discussing the idea of proportionality. 7=In the electricity and magnetism topic, we did an experiment on the catapult effect to practice describing patterns and to reinforce ideas about interactions and forces. #N made the correct choice of graph to interpret the data but left off plenty of details from the graph making it difficult for the reader to see what the graph shows. 8=In the electricity and magnetism topic, we carried out an experiment on the catapult effect to practice describing patterns and to reinforce ideas about forces and interactions. #N didn't process the data correctly to find magnetic force and instead calculated it from the current, which misses the idea behind experimental work. 9=In the electricity and magnetism topic, we carried out an experiment on the catapult effect to practice describing patterns and to reinforce ideas about forces and interactions. #N didn't process the data correctly to find magnetic force, which made writing a correct conclusion difficult. COMMENTS: all grades approaches to learning 1=In topic tests #Ns weakest area has been mechanics. this is an important area which underpins much of the other topics, so it must be worked on. 2=In topic tests #Ns weakest area has been electric circuits. This is an small part of the syllabus in itself but is a useful preparation for fields and forces which is a difficult area so I hope #e will work on the electric field part of circuits. COMMENTS: g6 tissue investigation 1=The criterion B assessment this semester was about factors affecting electrical resistance. #E didn't get the variable identification part right which is the basis of criterion B and makes it very difficult to do well in the other strands. 2=The criterion B assessment this semester was about factors affecting electrical resistance. #E got the variable identification part right but then didn't explain how the "cross- sectional shape" would be controlled to ensure the experiment was "fair". 3=The criterion B assessment this semester was about factors affecting electrical resistance. #E got the variable identification part right but then didn't explain in quite enough detail how the variables were manipulated, for example how the thickness of the conductor was kept the same. 4=The criterion B assessment this semester was about factors affecting electrical resistance. #E didn't get the identification of independent/dependent/control variables part right which makes it very difficult to do well in the other strands. 5=The criterion B assessment this semester was about factors affecting electrical resistance. #N did a great job with this assessment and covered all the areas in good detail. 6=The criterion B assessment this semester was about factors affecting electrical resistance. #N did a great job with this assessment and covered nearly all the areas in good detail. The only weak area was the treatment of the dependent variable (electrical resistance). 7=The criterion B assessment this semester was about factors affecting electrical resistance. #N didn't really explain how the electrical resistance was measured in enough detail. COMMENTS: gr 10 intro 1=The first part of the semester was spent trying to prepare for the e-assessments. Since then we have done an individual investigation, where the students have had a last opportunity to demonstrate their scientific inquiry planning skills and their ability to process and interpret data. These skills will be needed in grades 11 and 12, irrespective of which science the students choose to study. COMMENTS: gr 10 investigation aim 1=#N chose to investigate how light intensity changes with distance from a light bulb. 2=#N chose to investigate how the amount light is refracted depends on the angle at which it enters a new medium. 3=#N chose to investigate how the size of the current through a light bulb, affects the intensity of the light emitted. 4=#N chose to investigate how the volume of the water affects the rate at which the water cools. 5=#N chose to investigate how different types of insulation affect the rate of cooling of water. 6=#N chose to investigate how the angle of a ramp changes the acceleration of a trolley. 7=#N chose to investigate how the steady final temperature of a thermometer is affected by its distance from a radiant heater. 8=#N chose to investigate how the instantaneous velocity of a trolley depends on how far down an inclined ramp it is allowed to travel. 9=#N chose to investigate how the pressure of a gas depends on its temperature. 10=#N chose to investigate how the resistance of a wire depends on its length. 11=#N chose to investigate how the conditions surrounding a beaker of water affected its rate of cooling. 12=#N chose to carry out an investigation into whether the refractive index of water depends on the incident angle. COMMENTS: gr 10 investigation data proc 1=When interpreting the data #e should really practice reading graphs carefully in order to write more meaningful interpretations. 2=For the evaluation section of the report #e should go back to the variable section and consider which one was the most difficult to deal with. 3=When interpreting the data #e should look at the aim and then focus the data processing on those variables. 4=When writing the conclusion #e should remember to bring in the hypothesis and background theory and use them to explain the patterns found. 5=For the evaluation, #e should consider how the investigation could be extended to explore the pattern found. COMMENTS: gr 10 investigation method 1=Looking at just the method #e needed to spend a little more time identifying variables, which is a key element of any experiment. 2=Looking at just the method #e needed to spend more time identifying variables, which is a key element of any experiment. 3=Looking at just the method #e needed to go into a little more detail about the variable manipulation. 4=Looking at just the method #e needed to take a little more care to define the important variables, which can determine how well the entire inquiry goes. 5=Looking at just the method #e needed to spend a little more time explaining how the inquiry addresses the aim, including any data processing that will be needed. 6=Looking at just the method #e needed to spend a little more time explaining how the inquiry addresses the aim, including any data processing that will be needed. COMMENTS: gr 10 summary comment 1=It has been a very busy semester and I feel #N has made good progress. 2=#N has worked with consistent enthusiasm during this very busy semester. 3=#N has worked well during most of the semester, with bursts of great enthusiasm. 4=I am pleased with the progress #N has made during this busy semester. 5=I am generally pleased with the progress #N has made during this busy semester. 6=I am quite pleased with the progress #N has made during this busy semester. 7=I am very pleased with the progress #N has made during this busy semester. COMMENTS: gr 10 summing up sentences 1=In summary, #N has made good progress in semester one and the most important thing in semester two is for #m to keep the feedback from semester one in mind in order to make progress. 2=In summary, #N has made good progress in semester one and the most important thing in semester two is for #m to keep the feedback from semester one in mind in order to improve the small details that still need work. 3=In summary, #N has made excellent progress in semester one and I hope #e can maintain the same level in semester 2 and develop a good understanding of the concepts underlying the new topics. 4=In summary, #N has made excellent progress in semester one and I hope #e can maintain the same level in semester 2 and develop further develop #h understanding of physics and how to deal problems in an unfamiliar context. COMMENTS: gr 11 academic ref 1=Academic reference- #N is developing #h abilities in physics. #E deals confidently with data interpretation tasks and has learnt to interpret graphs accurately. #E has made some progress with #h problem solving skills and is getting closer to realizing #h full potential more consistently as #h understanding of concepts develops. 2=Academic reference- #N is an enthusiastic physics student. #E works happily in a group when tackling a practical task and engages in passionate yet thoughtful discussion of how to progress, determined to explore the concept or relationship in the most fruitful way. #H problem solving skills have developed to the point where #e rarely fails to find the way to make progress. . 3=Academic reference- #N is a very thoughtful physics student who turns ideas over until #e has made sense of them and understands that the objective is to continually develop #h understanding of the different concepts. #E has excellent problem solving skills which #e has consistently demonstrated in topic tests. Diploma level questions are helpfully structured but there is always a section which requires careful thought and #N nearly always finds the right way to make progress. 4=Academic reference- #N is a keen physics student; #e is quick to get down to work. If its practical work #e works enthusiastically with #h partner exploring the concepts or relationships concerned and adapting intelligently as a result of observations. #H problem solving skills are developing as #e learns to interpret questions and increases #h understanding of concepts. #E correctly interprets data presented graphically and understands how to deal with and propagate experimental uncertainties. 5=Academic reference- #N is a quietly determined physics student. #E works systematically in a practical situation trying different ideas until finding a solution. #E is able to interpret data reliably and understands the importance of uncertainties. #H problem solving skills are developing as #h understanding of the concepts deepens. 6=Academic reference- #N is a very determined physics student. #E is very serious about #h work and really maintains an active listener approach even when tired or when circumstances are not ideal. #H problem solving skills have become more sophisticated and #e learns to interpret questions more reliably and builds up experience. #E will discuss with commitment details of how to tackle practical work in order to do an excellent job, consistently trying to apply feedback from previous work. 7=Academic reference- #N is a very enthusiastic physics student. #E has real ability to make things work in a practical situation and happily adapts and makes improvements very independently. #E understands the way practical work can be used to explore concepts and relationships. #H problem solving skills have clearly developed during the year as #e has learnt to interpret questions correctly and started to gain confidence. COMMENTS: gr 11 exam conceptual qu 1=In addition, when answering the type of question that calls for a conceptual explanation #e must learn to be more precise with the vocabulary used. This, I will attempt to address with socrative questions for the students that I feel need help here. 2=In Paper 2, #e showed reasonable precision with the vocabulary chosen when answering conceptual questions, there were some mistakes but not too many. 3=In Paper 2, #e showed precision with the vocabulary chosen when answering conceptual questions. COMMENTS: gr 11 exam paper 1=Of the different papers, Paper 2, the structured answer paper, is where #e needs to do the most work. 2=Of the different papers, Paper 1, the multiple choice, is where #e needs to do the most work. Understanding the concepts first then learning the different strategies that can be used in these types of questions, for example, process of elimination. 3=Of the different papers, Paper 3, which is mainly about the processing and analysis of data, is where #e needs to do the most work. There are a few simple rules to be learnt here and my view is if you learn them and practice them, this is an easy paper to pick up marks. COMMENTS: gr 11 exam prob solve 1=Areas for improvement- In the end of year exam #e showed that #e needs to further develop #h choice of method for solving problems. This means learning the rules that are most commonly used and recognizing when to use them. 2=Areas for improvement- In the end of year exam #e showed that #e has quite well developed problems solving skills. This means #e knows the rules that are most commonly used and recognizes when to use them. However, #e must continue practicing to get even better. 3=Areas for improvement- In the end of year exam #e showed that #e has well developed problems solving skills. This means #e knows the rules that are most commonly used and recognizes when to use them. However, applying these ideas to the new concepts will still require #m to continue working hard. COMMENTS: gr 11 first test 1=#E got a 2 in the first test, which might seem bad but it was a test based entirely on DP high level questions which require interpretation, good conceptual understanding and good problem solving skills. I think its best to base tests on this style of question from the outset so the students are clear on the task ahead. 2=#E got a 3 in the first test, which might seem bad but it was a test based entirely on DP high level questions which require interpretation, good conceptual understanding and good problem solving skills. I think its best to base tests on this style of question from the outset so the students are clear on the task ahead. 3=#E got a 4 in the first test, which might seem not great, but it was a test based entirely on DP high level questions which require interpretation, good conceptual understanding and good problem solving skills. I think its best to base tests on this style of question from the outset so the students are clear on the task ahead. 4=#E got a 5 in the first test, which is a good start as it was a test based entirely on DP high level questions which require interpretation, good conceptual understanding and good problem solving skills. I think its best to base tests on this style of question from the outset so the students are clear on the task ahead. COMMENTS: gr 11 how to improve 1=Some suggestions on how to improve for all students are:- try to take good structured notes, review regularly including concept mapping and doing the DP questions set for homework as independently as possible. COMMENTS: gr 11 intro 1=#N is a very good student who has worked hard so far. 2=#N is a good student who has worked hard so far. 3=#N is a good student who has worked quite hard so far. COMMENTS: gr 11 perfomance exam p1 &2 1=In the exam #N did well on paper 1 the multiple choice and found paper 2 the structured answer paper the more difficult. This suggests #e should practise these longer type questions which have several stages. 2=In the exam #N did well on paper 2 the structured answer paper and found paper 1 the multiple choice paper the more difficult. There are a variety of strategies needed for multiple choice and #e should try to be aware of them all. 3=In the exam #N did equally well on paper 1 the multiple choice and paper 2 the structured answer paper. COMMENTS: gr 11 perfomance exam p3 1=Paper 3 is different from the other two papers as it was all about how to interprete and process data. #N did about as well on this paper as the other two. 2=Paper 3 is different from the other two papers as it was all about how to interprete and process data. #N did slightly less well on this paper compared to the other two so it's an area which needs work. 3=Paper 3 is different from the other two papers as it was all about how to interprete and process data and #N showed that this is an area #e feels confident about, as it was #h strongest paper. COMMENTS: gr 11 performance tests 1=#E has done well on the topic tests in mechanics and achieved consistently good grades from the start. 2=#E has done quite well in the topic tests in mechanics showing good understanding of the different concepts. 3=#E has done quite well in the topic tests in mechanics and wanted to repeat tests to try to improve #h grade. 4=#E has done well on the topic tests in mechanics and achieved some very good grades, however they haven't been consistent. COMMENTS: gr 11 summing up sentences 1=In summary, #N has made good progress in semester one and the most important thing in semester two is for #m to keep the feedback from semester one in mind in order to make progress. 2=In summary, #N has made good progress in semester one and the most important thing in semester two is for #m to keep the feedback from semester one in mind in order to improve the small details that still need work. 3=In summary, #N has made excellent progress in semester one and I hope #e can maintain the same level in semester 2 and develop a good understanding of the concepts underlying the new topics. 4=In summary, #N has made excellent progress in semester one and I hope #e can maintain the same level in semester 2 and develop further develop #h understanding of physics and broaden #h range of problem solving strategies. 5=In summary, #N has made good progress in semester one and I hope #e can maintain the same level in semester 2 and develop further develop #h understanding of physics and broaden #h range of problem solving strategies. 6=n summary, #N has made reasonable progress in semester one and I hope #e can maintain the same level in semester 2 and develop further develop #h understanding of physics and broaden #h range of problem solving strategies. COMMENTS: gr 12 sem 1 part 2 1=In topic tests #Ns weakest area has been waves and simple harmonic motion. This is an important area which fortunately we are revising and taking further at the moment. 2=In topic tests #Ns weakest area has been mechanics. this is an important area which underpins much of the other topics, so it must be worked on. 3=In topic tests #Ns weakest area has been electric circuits. This is an small part of the syllabus in itself but is a useful preparation for fields and forces which is a difficult area so I hope #e will work on the electric field part of circuits. COMMENTS: gr 12 sem 1 part 2 2019 1=In topic tests #Ns weakest area has been waves and simple harmonic motion. This is an important area which fortunately we are revising and taking further at the moment. 2=In topic tests #Ns weakest area has been mechanics. this is an important area which underpins much of the other topics, so it must be worked on. 3=In topic tests #Ns weakest area has been electric circuits. This is an small part of the syllabus in itself but is a useful preparation for fields and forces which is a difficult area so I hope #e will work on the electric field part of circuits. COMMENTS: gr 12 sem 1 part 3 1=I would encourage #N to start a slow process of revision, gradually building up knowledge of the structure of previous topics as we approach the final topics. 2=I would encourage #N to build up #h problem solving skills, using diploma level questions. It's not necessary to answer the whole question just carefully read the question, pick out the important information, make sure you understand what the question is asking then think of a strategy. 3=I would encourage #N to build up #h problem solving skills, using diploma level questions. It's not necessary to answer the whole question just read the question and think about the best strategy. 4=I would encourage #N to start a slow process of revision. I recommend using concept maps to revise the basic outline of each topic, maybe going into the details takes a bit long but at least the major concepts. 5=I would encourage #N to start a slow process of revision. I recommend using the text book to go over the main ideas of each topic, the major concepts are listed on the first page of each chapter and suggest a looking through the list thinking "do I know what each of these concepts is about?" COMMENTS: gr 12 sem 2 part 1 1=In the mock #N got % on paper 1, % on paper 2 and % on paper 3. Papers 1 and 2 were on the core syllabus topics. Paper 3 was about how to interpret experimental data and deal with experimental uncertainty. 2=In the exam #N did well on paper 2 the structured answer paper and found paper 1 the multiple choice paper the more difficult. There are a variety of strategies needed for multiple choice and #e should try to be aware of them all. 3=In the exam #N did equally well on paper 1 the multiple choice and paper 2 the structured answer paper. COMMENTS: gr 12 sem 2 part 1A 1=Based on analysis of the mocks and grade 11 exams, #N tends to find paper 1 more difficult. 2=Based on analysis of the mocks and grade 11 exams, #N tends to find paper 2 more difficult. 3=Based on analysis of the mocks and grade 11 exams, #N tends to find paper 3 more difficult. COMMENTS: gr 12 sem 2 part 2 1=In order to improve on paper 1, #e should be aware of the variety of strategies needed for multiple choice and practice them. 2=In order to improve on paper 2, #e should work on #h weaker topics and do plenty of paper 2 practice questions. 3=In order to improve on paper 3, #e should revise how to calculate and propagate uncertainties. Interpreting graphs is also important and probably the best way to do this is with past papers. COMMENTS: gr 12 sem 2 part 3 1=Looking over the mock and individual topic tests #N's weaker areas of the syllabus are 2=Looking over the exams and topic tests #N's weaker areas of the syllabus are 3=Looking over the mock and individual topic tests #N's weakest area of the syllabus is 4=Looking over the exams and individual topic tests #N's weakest area is revising all the syllabus when preparing for a global exam. COMMENTS: gr 12 sem 2 part 4 1=To improve in this area #e should revise it. Then, learn the definitions, carefully familiarize #s with the formulas presented in the data booklet and be aware of any formulas which don't appear and hence need to be learnt. 2=To improve in these areas #e should revise them. Then, learn the definitions, carefully familiarize #s with the formulas presented in the data booklet and be aware of any formulas which don't appear and hence need to be learnt. 3=To improve in this area #e should revise it. Then, learn the definitions, carefully familiarize #s with the formulas presented in the data booklet and perhaps make up a concept map to see the structure of the topic. 4=To improve in this area #e should make a brief concept map for each topic to get the basic structure clear then start individual topic revision. COMMENTS: gr 7 intro sem 2 1=#N has worked reasonably hard and consistently this semester, has understood the concepts and ideas introduced and been able to apply them in unfamiliar situations. 2=#N has worked reasonably hard and consistently this semester, has understood the concepts and ideas introduced and been able to apply them in familiar situations. 3=#N has worked reasonably hard and consistently this semester and has understood some of the concepts and ideas introduced but had difficulty using them to solve problems. 4=#N has worked hard and consistently this semester and has understood the concepts and ideas introduced. 5=#N has worked intermittently and shown ability when #e does make an effort, however #e found some of the topics difficult. 6=#N has really not worked hard enough this semester and #h grades reflect this. 7=#N has understood the concepts and ideas introduced this semester but had some difficulty solving problems with them. 8=#N has coped well with the concepts and ideas introduced this semester but had some difficulty solving unfamiliar problems with them. 9=#N has coped well with the concepts and ideas introduced in the nutrition topic but had some difficulty with the waves topic. 10=#N has found the work in science difficult this semester in particular the waves topic. 11=#N has coped well with the concepts and ideas introduced in the nutrition topic and again in the waves topic. 12=#N has found the work in science difficult this semester. COMMENTS: gr 7 nuts vs beans crit C 1=For criterion C, we did a practical on comparing the energy stored in nuts and beans. When processing data #N didn't manage to do the calculations needed to see the pattern clearly which makes the conclusion part more difficult to get right. 2=For criterion C, we did a practical on comparing the energy stored in nuts and beans. After doing the correct calculations, #N didn't make a bar graph to present the data which would have been the ideal choice. 3=For criterion C, we did a practical on comparing the energy stored in nuts and beans. #N carried out some good data processing, which could have been the basis of a good conclusion, but unfortunately #e didn't take enough care when interpreting the data. 4=For criterion C, we did a practical on comparing the energy stored in nuts and beans. #N collected reasonable data, but then didn't process the data correctly in order to draw out the meaning from the measurements, so more thought is needed in this area. 5=For criterion C, we did a practical on comparing the energy stored in nuts and beans. #N collected reasonable data, then started to process the data correctly, finding the energy stored. However, a little more creative thought was then needed in order to draw out the meaning from the measurements, for example calculating the differences between the beans and nuts. 6=#E should think about how the data from this experiment could have been better interpreted and calculations laid out. 7=#E should think about how the data from this experiment could have been better interpreted and calculations laid out. 8=For criterion C we did a lengthy practical on comparing the energy stored in nuts and beans, #e collected reasonable data, processed the data correctly and wrote a correct conclusion but then didn't really evaluate #h method correctly. #E should reflect on what happened in the experiment which could make the measurements inaccurate or unreliable. 9=For criterion C we did a lengthy practical on comparing the energy stored in nuts and beans, #e collected reasonable data, processed the data correctly and wrote a correct conclusion but then didn't really show how the data supported the conclusion. COMMENTS: gr 7 X rays crit D 1=For criterion D we looked at X-rays, how they were discovered and the benefits and problems associated with their use. #N produced an interesting piece of work, including a good analysis of the benefits of the use of X- rays but didn't really explain the problems associated with them. 2=For criterion D we looked at X-rays, how they were discovered and the benefits and problems associated with their use. #N produced an interesting piece of work and did a good analysis of the benefits of the use of X- rays, but didn't really explain how their discovery was a application of science. 3=For criterion D we looked at X-rays, how they were discovered and the benefits and problems associated with their use. #N produced an interesting piece of work and did a good analysis of the benefits of the use of X- rays but didn't really explain why not everyone would have access to these benefits because of economic factors. 4=or criterion D we looked at X-rays, how they were discovered and the benefits and problems associated with their use. #N produced an interesting piece of work, but didn't really explain the positive side of the use of X-rays. COMMENTS: gr 9 industrial rev crit D 1=For criterion D, we looked at the industrial revolution and worked with the humanities department to see things from a different perspective. #N had some difficulty describing the contributions of science, related to the scientific investigations into the atmosphere and gases. 2=For criterion D, we looked at the industrial revolution and worked with the humanities department to see things from a different perspective. #N did identify the contribution of science but had difficulty describing the interaction with economic factors. 3=For criterion D, we looked at the industrial revolution and worked with the humanities department to see things from a different perspective. #N did identify the contribution of science but had difficulty seeing the influence of other factors. 4=For criterion D, we looked at the industrial revolution and worked with the humanities department to see things from a different perspective. #N did identify the contribution of science but had difficulty seeing the effect of social factors. 5=For criterion D, we looked at the industrial revolution and worked with the humanities department to see things from a different perspective. #N did identify the contribution of science described the influence of other factors. COMMENTS: gr 9 intro sem 2 1=#N has worked reasonably hard and consistently this semester, has understood the concepts and ideas introduced and been able to apply them in unfamiliar situations. 2=#N has worked reasonably hard and consistently this semester, has understood the concepts and ideas introduced and been able to apply them in familiar situations. 3=#N has worked reasonably hard and consistently this semester and has understood some of the concepts and ideas introduced but had difficulty using them to solve problems. 4=#N has worked hard and consistently this semester and has understood the concepts and ideas introduced. 5=#N has worked intermittently and shown ability when #e does make an effort, however #e found some of the topics difficult. 6=#N has really not worked hard enough this semester and #h grades reflect this. 7=#N has coped well with the concepts and ideas introduced this semester and has been able to use them to solve familiar and unfamiliar problems. 8=#N has coped well with the concepts and ideas introduced this semester but had some difficulty applying them in unfamiliar situations. 9=#N is able to recall many of the ideas introduced this semester but has some difficulty solving problems with them. 10=#N has found the work in science difficult this semester. COMMENTS: gr 9 resistance crit B 1=The criterion B assessment this semester was about factors affecting electrical resistance. #E didn't get the variable identification part right which is the basis of criterion B and makes it very difficult to do well in the other strands. 2=The criterion B assessment this semester was about factors affecting electrical resistance. #E got the variable identification part right but then didn't explain how the "cross- sectional shape" would be controlled to ensure the experiment was "fair". 3=The criterion B assessment this semester was about factors affecting electrical resistance. #E got the variable identification part right but then didn't explain in quite enough detail how the variables were manipulated, for example how the thickness of the conductor was kept the same. 4=The criterion B assessment this semester was about factors affecting electrical resistance. #E didn't get the identification of independent/dependent/control variables part right which makes it very difficult to do well in the other strands. 5=The criterion B assessment this semester was about factors affecting electrical resistance. #N did a great job with this assessment and covered all the areas in good detail. 6=The criterion B assessment this semester was about factors affecting electrical resistance. #N did a great job with this assessment and covered nearly all the areas in good detail. The only weak area was the treatment of the dependent variable (electrical resistance). 7=The criterion B assessment this semester was about factors affecting electrical resistance. #N didn't really explain how the electrical resistance was measured in enough detail. COMMENTS: gr 9 summing up sentences 1=In summary, #N has made good progress in semester one and the most important thing in semester two is for #m to keep the feedback from semester one in mind in order to make progress. 2=In summary, #N has made good progress in semester one and the most important thing in semester two is for #m to keep the feedback from semester one in mind in order to improve the small details that still need work. 3=In summary, #N has made excellent progress in semester one and I hope #e can maintain the same level in semester 2 and develop a good understanding of the concepts underlying the new topics. 4=In summary, #N has made excellent progress in semester one and I hope #e can maintain the same level in semester 2 and develop further develop #h understanding of physics and how to deal problems in an unfamiliar context. COMMENTS: gr 9 V vs I crit C 1=For criterion C, we all did a practical about how the current through different conductors is related to the potential difference across them. #E made reasonable graphs but didn't describe the patterns shown by the graphs in enough detail. 2=For criterion C, we all did a practical about how the current through different conductors is related to the potential difference across them. #E produced a good scatter graph but was unable to make good best fit lines in excel, which is an important skill. It's difficult to describe the pattern shown by data without a best fit line. 3=For criterion C, we all did a practical about how the current through different conductors is related to the potential difference across them. #E processed the data correctly and made some good graphs didn't really compare the pattern shown by the two resistors. 4=For criterion C, we all did a practical about how the current through different conductors is related to the potential difference across them. #E processed the data correctly and made some good graphs didn't really recognize that two of the conductors showed a proportional relationship. 5=For criterion C, we all did a practical about how the current through different conductors is related to the potential difference across them. #E processed the data correctly and made some good graphs, however the whole analysis was a little negligent of the units used for each measurement. This is a fairly important detail. 6=For criterion C, we all did a practical about how the current through different conductors is related to the potential difference across them. #E presented the data well but needs to work a little more on how to process the data in a thoughtful way to really get the most from it. 7=For criterion C, we all did a practical about how the current through different conductors is related to the potential difference across them. #E processed the data correctly and made some good graphs, however the interpretation of the best fit line for the light bulb was not accurate. 8=For criterion C, we all did a practical about how the current through different conductors is related to the potential difference across them. #E processed the data correctly, made some good graphs and a correct conclusion, the only thing missing was the conclusion should be supported using references to the data and graphs. 9=For criterion C, we all did a practical about how the current through different conductors is related to the potential difference across them. #E presented, processed and interpreted the data correctly, the only thing more to do would be to compare the final values with "accepted values" from a reliable source. COMMENTS: grd 7 friction crit B 1=One of the criterion B assessments this semester was about friction. #E didn't get the variable identification part right which is the basis of criterion B and makes it very difficult to do well in the other strands. 2=For criterion B the students planned an investigation involving friction. #E got the variable identification part right but then didn't explain in enough detail how friction was measured. 3=One of the criterion B assessments this semester was about friction. #E didn't get the identification of independent/dependent/control variables part right which makes it very difficult to do well in the other strands. 4=One of the criterion B assessments this semester was about friction. #E didn't describe in enough detail how the variables were controlled which is a common mistake but essential in order to do well in this area. 5=One of the criterion B assessments this semester was about friction. #E should reflect on this investigation and think about how the method in the report could have been made more complete. 6=One of the criterion B assessments this semester was about friction. #E should reflect on this investigation and how the variable control could have been improved and how this could be clearly communicated in the report. 7=One of the criterion B assessments this semester was about friction. #E got the variable identification part right and included some detail on the manipulation of some variables but needs to be more thorough and go to the same level of detail for all the variables. 8=One of the criterion B assessments this semester was about friction. #E got the variable identification part right which is the basis of criterion B and #e then went on to describe the manipulation of the variables in excellent detail. COMMENTS: grd 7 two eyes crit B 1=One of the criterion B assessments this semester was about how much using two eyes helps us judge distance. #E had some difficulties with the variable identification part, which is the basis of criterion B and this makes it very difficult to do well in the other strands. 2=For criterion B the students planned an investigation into how much using two eyes helps us judge distance. #E got the variable identification part right but then didn't explain in enough detail how "ability to judge distance" was measured. 3=One of the criterion B assessments was about how much using two eyes helps us judge distance. #E didn't get the identification of independent/dependent/control variables part right which makes it very difficult to do well in the other strands. 4=One of the criterion B assessments this semester was about how much using two eyes helps us judge distance. #E didn't describe in enough detail how the variables were controlled, which is a common mistake but essential in order to do well in this area. 5=One of the criterion B assessments this semester was about how much using two eyes helps us judge distance. #E should reflect on this investigation and think about how the method in the report could have been made more complete. 6=One of the criterion B assessments this semester was about how much using two eyes helps us judge distance. #E should reflect on this investigation and how the variable control could have been improved and how this could be clearly communicated in the report. 7=One of the criterion B assessments this semester was about how much using two eyes helps us judge distance. #E got the variable identification part right and included some detail on the manipulation of some variables but needs to be more thorough and go to the same level of detail for all the variables. 8=One of the criterion B assessments this semester was about how much using two eyes helps us judge distance. #E got the variable identification part right which is the basis of criterion B and #e then went on to describe the manipulation of the variables in excellent detail. COMMENTS: internal assessment 1=We have done a practise report for the internal assessment and #N found the exploration area the most difficult. #E should read the feedback on managbac carefully to make sure #e understands how to make the aim clear, write an adequate background section leading to a equation which will then be the basis of the investigation and finally write a method with a full analysis of variables and assumptions. 2=IWe have done a practise report for the internal assessment and #N found the analysis area the most difficult. #E should read the feedback on managbac carefully to make sure #e understands how to present the data with uncertainties, process the data in an appropriate way bearing in mind the aim of the investigation, propagate uncertainties and interprete the data. 3=We have done a practise report for the internal assessment and #N found the evaluation area the most difficult. #E should read the feedback on managbac carefully to make sure #e understands how to make a clear and fully supported conclusion, link the conclusion to the background theory, find and evaluate real weaknesses in the method and finally suggest realistic improvements. COMMENTS: performance in tests gr 11 1=#E has done well on the topic tests in mechanics and achieved consistently good grades from the start. 2=#E has done quite well in the topic tests in mechanics showing good understanding of the different concepts. 3=#E has done quite well in the topic tests in mechanics and wanted to repeat tests to try to improve #h grade. 4=#E has done well on the topic tests in mechanics and achieved some very good grades, however they haven't been consistent. COMMENTS: Sample intro sentences 1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year. 2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late. 3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N! 4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period. 5=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address. 6=We have been working on the Environmental Issues module throughout the #Time-period. #N seems to enjoy this topic and has made very pleasing progress. COMMENTS: Sample project-work sentences 1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment. 2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve. 3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time. 4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class. 5=#H project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent and was displayed in reception at the School Open Day. An excellent achievement #N. COMMENTS: Sample summing-up sentences 1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up! 2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve. 3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve. 4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve. COMMENTS: TRA01: intro (all grades) 1=#N has worked reasonably hard and consistently this semester, has understood the concepts and ideas introduced and been able to apply them in unfamiliar situations. 2=#N has worked reasonably hard and consistently this semester, has understood the concepts and ideas introduced and been able to apply them in familiar situations. 3=#N has worked reasonably hard and consistently this semester and has understood some of the concepts and ideas introduced but had difficulty using them to solve problems. 4=#N has worked hard and consistently this semester and has understood the concepts and ideas introduced. 5=#N has worked intermittently and shown ability when #e does make an effort, however #e found some of the topics difficult. 6=#N has really not worked hard enough this semester and #h grades reflect this. 7=#N has coped well with the concepts and ideas introduced this semester but had some difficulty with the energy at home topic. 8=#N has coped well with the concepts and ideas introduced this semester but had some difficulty with the gravity and freefall topic. 9=#N has coped well with the concepts and ideas introduced this semester but had some difficulty with the metals topic. 10=#N has found the work in science difficult this semester in particular the metals topic. 11=#N has found the work in science difficult this semester in particular the gravity and freefall topic. 12=#N has found the work in science difficult this semester in particular the energy at home topic. 13=#N has found the work in science difficult this semester. 14=#N has found the work in science difficult this semester. COMMENTS: TRA01: Introduction (tutor) 1=#N has continued to work hard in semester 2. 2=#N has continued to work quite hard in semester 2. 3=#N has obtained a generally improved set of reports in semester 2, compared to semester 1. 4=#N has maintained the excellent standard set is semester 1 during semester 2. 5=#N has continued to work in more or less the same style as in semester 1. 6=#N has received a disappointing set of reports. 7=#N has received a mixed set of reports. 8=#N has received a pleasing set of reports. 9=#N has received a reasonable set of reports. 10=#N has received an excellent set of reports. 11=#N has received a mixed set of reports. 12=#N has received a disappointing set of reports. COMMENTS: TRA02: classwork (all grades) 1=#E concentrates in class and is clearly motivated and wants to improve. 2=#E usually concentrates in class but needs occasional prompts, #e is clearly motivated and wants to improve. 3=#E doesn't settle down quickly in class and often needs to be pushed into working. 4=#E does concentrate in class but needs to be given help initially to settle down. 5=#E does concentrate in class but sometimes needs to be seperarated from the rest of the class. 6=#E doesn't concentrate at the important moments when instructions or information is being delivered, even if these moments are kept short. 7=#E does listen but is then slow to start work and finds it difficult to not drift off into conversation. 8=#E finds it difficult to take in instructions whether they are written or verbal. COMMENTS: TRA02: comment & eff (tutor) 1=#H effort grades are all high and the comments are very positive. 2=#H effort grades are mostly high and the comments are positive. 3=#H effort grades are mostly high and the comments are generally positive. 4=Most of #h effort grades are reasonable and the comments are positive in many places, but there are areas for improvement. 5=Some of #h effort grades are reasonable and the comments are positive in many places, but there are areas for improvement. 6=Some of #h effort grades are reasonable and the comments are positive in many places, but there are clearly areas for improvement. 7=Most of #h effort grades are rather low and the comments are positive in places, but there are clearly areas for improvement. 8=#H the effort grades and comments suggest much more effort is needed and a more proactive approach is called for. COMMENTS: TRA02: CRIT D (all grades) 1=In terms of understanding the possibilities and limitations of science #e has shown improvement in explaining the role of science but could still improve #h analysis of the interactions with other factors. 2=In terms of understanding the possibilities and limitations of science #e could still improve #h analysis of the interactions with other factors. 3=In terms of understanding the possibilities and limitations of science #e could still improve #h analysis of the interactions with other factors, in particular political factors. 4=In terms of understanding the possibilities and limitations of science #e tends to describe examples of the application of science and not explain how science is applied. 5=In terms of understanding the possibilities and limitations of science #e has shown improvement in #h analysis of the interactions with other factors. 6=to further improve #e should remember an interaction often has positive and negative aspects. 7=In terms of understanding the possibilities and limitations of science #e has tended to focus on one interaction rather than develop two. 8=In terms of understanding the possibilities and limitations of science #e has shown good understanding of all the different areas. COMMENTS: TRA02: homework (all grades) 1=#E should show more awareness of the criteria when doing assessed work. 2=#Ehas started to show good awareness of the criteria when doing assessed work. 3=#E shows excellent awareness of the criteria when doing an assessed work. COMMENTS: TRA03: Achievement (tutor) 1=#H achievement grades are all high and so are the grades for the individual criteria for each subject. 2=#H achievement grades are all good and so are most of the grades for the individual criteria for each subject. 3=#H achievement grades are mostly good, but some of the grades for the individual criteria for some subjects could be improved. 4=#H achievement grades are mostly good, but some of the grades for the individual criteria for some subjects are a bit lower. 5=#H achievement grades are rather low. 6=Some of #h achievement grades are good, but some of the grades for the individual criteria for some subjects are rather low. 7=Some of #h achievement grades are good, but some of the grades are rather low. COMMENTS: TRA03: tests based intro 1=#N has a reasonable understanding of the ideas covered this semester and #h criterion A grade reflects this. 2=#N has a fair grasp of the concepts introduced this semester and #h criterion A grade is evidence for this. 3=#N has a fairly good grasp of the ideas covered this semester and #h criterion A grade shows this. 4=#N has a good understanding of the ideas covered this semester and #h criterion A grade shows this. 5=#N has a solid grasp of the ideas introduced this semester and #h criterion A grade reflects this. 6=#N has a good grasp of the concepts covered this semester and #h criterion A grade is evidence of this. 7=#N has an excellent understanding of the ideas covered this semester, we can see this in #h criterion A grade. 8=#N has an excellent grasp of the ideas introduced this semester, we can see this in #h criterion A grade. COMMENTS: TRA04: 1 area improve 1=To improve in this area #e should try to develop a clear picture of how science is applied. 2=To improve in this area #e should try to develop a clear picture of how the applications of science can be affected by factors such as economic and political. 3=To improve in this area #e should try to spend more time answering questions when preparing for a test. 4=To improve in this area #e should try to spend more time using the concepts in novel situations and trying to analyse new situations. 5=To improve in this area #e should try to spend more time reading about the concepts and developing a really good understanding of their meaning. 6=To improve in this area #e should try to understand the difference between stating which variables were controlled and explaining how the relevant variables were controlled. 7=To improve in this area #e should try to understand how to explain with greater precision how the relevant variables were controlled. 8=To improve in this area #e should think more deeply about the basic design of the investigation and try to identify the weaknesses which exist. 9=To improve in this area #e should think more critically about the basic design of the investigation and try to identify the weaknesses which exist and then how to improve things. 10=To improve in this area #e should pay attention to basic details like explaining calculations, graph details and making use of graphs to see patterns. 11=To improve in this area #e should analyse more carefully what was happening in the experiment and ensure they understand the underlying theory. COMMENTS: TRA04: gr 10 sci enq solenoids 1=One of the assessments this semester was about solenoids, #e didn't get the variable identification part right which is the basis of criterion B and makes it very difficult to do well in the other strands. 2=For criterion B the students planned an investigation involving the magnetic force of a solenoid, #e got the variable identification part right but then didn't explain in enough detail how the iron cores were carefully placed together before collecting data to ensure the experiment was "fair". 3=For criterion B we planned an investigation into solenoids during the energy resource topic, #e got the variable identification part right but then didn't explain in quite enough detail how the variables were manipulated, for example how the iron cores were carefully placed together before collecting data. 4=One of the assessments this semester was about solenoids, #e didn't get the identification of independent/dependent/control variables part right which makes it very difficult to do well in the other strands for criterion B. 5=One of the areas #e investigated for criterion B this semester was solenoids, #e should reflect on this investigation and think about variables such as the iron cores being carefully placed together before collecting data to ensure the experiment was "fair". 6=One of the areas #e investigated for criterion B this semester was solenoids, #e should reflect on this investigation and think about how the method could have been made more complete. 7=One of the areas #e investigated for criterion B this semester was about solenoids, #e should reflect on this investigation and how the variable control could have been improved and how this could be clearly communicated. 8=For criterion B the students planned an investigation involving the magnetic force of a solenoid, #e got the variable identification part right needs to consider how where they controlled and more importantly how can these ideas be expressed clearly and concisely? 9=For criterion B the students planned an investigation involving the magnetic force of a solenoid. #N did a great job with this assessment and covered all the areas in good detail. 10=For criterion B the students planned an investigation involving the magnetic force of a solenoid. #N did a great job with this assessment and covered nearly all the areas in good detail. The only weak area was the treatment of the dependent variable (magnetic field strength). COMMENTS: TRA04: gr 9 sci enq bike braking 1=One of the assessments this semester was about bicycle braking distance. #E didn't get the variable identification part right which is the basis of criterion B and makes it very difficult to do well in the other strands. 2=For criterion B the students planned an investigation about bicycle braking distance. #E got the variable identification part right but then didn't explain how the speed would be controlled to ensure the experiment was "fair". 3=For criterion B the students planned an investigation about bicycle braking distance. #E got the variable identification part right but then didn't explain in quite enough detail how the variables were manipulated, for example how the speed before braking would be kept the same. 4=For criterion B the students planned an investigation about bicycle braking distance. #E didn't get the identification of independent/dependent/control variables part right which makes it very difficult to do well in the other strands. 5=For criterion B the students planned an investigation about bicycle braking distance. #N did a great job with this assessment and covered all the areas in good detail. 6=For criterion B the students planned an investigation about bicycle braking distance. #N did a great job with this assessment and covered nearly all the areas in good detail. The only weak area was the treatment of the dependent variable (stopping distance). COMMENTS: TRA04: sci enq indidual end gr 10 1=One of the assessments this semester was an individually chosen investigation. #E didn't get the variable identification part right which is the basis of criterion B and makes it very difficult to do well in the other strands. 2=One of the assessments this semester was an individually chosen investigation. #E didn't get the identification of independent/dependent/control variable part right which makes it very difficult to do well in the other strands. 3=One of the areas #e investigated scientifically this semester was individually chosen. #E should reflect on this investigation and think about the control of variables could be expressed clearly and concisely? 4=One of the assessments this semester was an individually chosen investigation. #h report had vague variable definition leading to few control variables. 5=One of the assessments this semester was an investigation into acceleration down a ramp. #h report had a vague explanation of how to measure acceleration which was central to the investigation. 6=One of the assessments this semester was an investigation into water cooling down and the effect of insulation. #h report had a vague explanation of how to measure the temperature change which was central to the investigation. 7=One of the assessments this semester was an investigation into friction. #H report had a vague explanation of how to measure the frictional force which was central to the investigation. 8=One of the assessments this semester was an investigation into acceleration down a ramp. #H report had a vague explanation of how to measure acceleration which was central to the investigation. COMMENTS: TRA04: sci enq solar cook 1=One of the assessments this semester was about solar cookers. #E didn't get the variable identification part right which is the basis of criterion B and makes it very difficult to do well in the other strands. 2=For criterion B the students planned an investigation involving solar cookers. #E got the variable identification part right but then didn't explain in enough detail how the volume of water was controlled and how the experiment was made fair. 3=We planned an investigation into solar cookers during the energy resource topic. #E got the variable identification part right but then didn't explain in quite enough detail how the variables were manipulated, for example how the temperature increase of the water measured. 4=One of the assessments this semester was about solar cookers. #E didn't get the identification of independent/dependent/control variables part right which makes it very difficult to do well in the other strands. 5=One of the areas #e investigated scientifically this semester was solar cookers. #E should reflect on this investigation and think about variables such the amount of water. How where they controlled and more importantly how can these thing be expressed clearly and concisely? 6=One of the areas #e investigated scientifically this semester was solar cookers. #E should reflect on this investigation and think about how the method could have been made more complete. 7=One of the areas #e investigated scientifically this semester was conductivity of solar cookers. #E should reflect on this investigation and how the variable control could have been improved and how this could be clearly communicated. COMMENTS: TRA04: what is wrong 1=The reports suggest #e is often distracted in class. 2=The reports suggest #e is a polite, interested student. 3=The reports suggest #e is a determined student, which #e shows by following up doubts outside class. 4=The reports suggest #e is often talking in class. 5=The reports suggest #e needs to make an effort to be more organized. 6=The reports suggest #e could make more effort to catch up work he has missed and hand in all work on time. 7=The reports suggest #e needs to make an effort to do #h best with all of the work. 8=The reports suggest #e is sometimes distracted in class. 9=The reports suggest #e is sometimes distracted in class and could take more care with #h work. 10=The reports suggest #e is sometimes distracted in class and needs to make an effort to be more organized. 11=The reports suggest #e is sometimes talking too much in class. 12=The reports suggest there are areas where #e could make slightly more effort. 13=The reports suggest there are areas where #e should be asking for more help. 14=The reports suggest #e needs to try to be more consistent with #h effort. 15=The reports suggest #e is a resilient, determined pupil. 16=and be more aware of the criteria. 17=and make better use of feedback. 18=They also recognise #h enthusiasm. 19=For improvement, 20=the report suggest #eshould prepare for tests with more challenging questions. COMMENTS: TRA05: BIL proc & eval gr 10 1=After a class experiment on the motor effect aimed at criterion C, #e did a reasonable graph but then didn't interpret the graph correctly which led to an incorrect conclusion. 2=After a class experiment on the motor effect aimed at criterion C, #e did a reasonable graph but then didn't interpret the pattern in a detailed way which led to too simple a conclusion. 3=After a class experiment on the motor effect aimed at criterion C, #e didn't process the data carefully enough to really draw out all the information. 4=After a class experiment on the motor effect the students were assessed on criterion C, #e presented the data well but needs to work a little more on how to process the data in a thoughtful way to really get the most from it. 5=After a class experiment on the motor effect aimed at criterion C, #e did a good job of interpreting the data but wrote a poor evaluation without making any clear points where the investigation could be improved. 6=After a class experiment on the motor effect aimed at criterion C, #e processed and interpreted the data well, but just stopped short of identifying proportionality. COMMENTS: TRA05: density proc & eval gr 9 1=After a class experiment about density the students were assessed on criterion C, #e did a reasonable graph but didn't show the uncertainties in the data and then use them to find the uncertainty in the density. 2=After a class experiment about density the students were assessed on criterion C, #e did a reasonable graph but then didn't show how the graph could be used to find the density. 3=After a class experiment about density the students were assessed on criterion C, #e didn't present the graph of the data correctly which means the person looking at the graph can't interprete it clearly. 4=After a class experiment on density the students were assessed on criterion C, #e presented the data well but needs to work a little more on how to process the data in a thoughtful way to really get the most from it. 5=After a class experiment on density the students were assessed on criterion C, #e did a good job of presenting the data but needs to then be more thoughtful about how to process the data to see what it means. 6=After a class experiment about density the students were assessed on criterion C, #e presented, processed and interpreted the data correctly. 7=After a class experiment about density the students were assessed on criterion C, #e presented, processed and interpreted the data correctly, the only thing more to do would be to compare the final values with "accepted values" from a reliable source. COMMENTS: TRA05: gnrl improve 1=To improve #e should take a little more care analysing how the application of science is affected by other factors and try to take a more critical approach when evaluating their own experimental designs. In tests more preparation time should be spent applying concepts in novel situations. 2=To improve #e should take a little more care explaining how science is applied and work on their understanding of the concept of variables. In tests #e should try to spend more time reading about the concepts and developing a really good understanding of their meaning. 3=To improve #e should try to spend more time reading about the concepts and developing a really good understanding of their meaning, then force #s to answer questions from the book. COMMENTS: TRA05: grd 7 salt evaporatoin 1=For criterion C we did a lengthy practical on the evaporation of different concentrations of salt solution, when processing data #e didn't manage to draw the sort of graph needed to see the pattern clearly which makes the conclusion part more difficult to get right. 2=For criterion C we did a lengthy practical on the evaporation of different concentrations of salt solution, when processing data #e didn't manage to draw the sort of graph needed to see the pattern clearly, this involves choosing the right kind of graph, plotting the data and then choosing a best fit line. 3=For criterion C we did a lengthy practical on the evaporation of different concentrations of salt solution, #e drew a good graph which could have been the basis of a good conclusion but unfortunately didn't take enough care when interpreting the graph. 4=For criterion C we did a lengthy practical on the evaporation of different concentrations of salt solution, #e collected reasonable data but then didn't process the data correctly in order to draw out the meaning from the measurement, so more reflection is needed in this area. 5=#E should think about how the data from this experiment could have been better interpreted and calculations laid out. 6=#E should think about how the data from this experiment could have been better interpreted and calculations laid out. 7=#E should reflect on all the different things that could have gone wrong and then try to evaluate the main ones, which means explain their effect. 8=In criterion C #e didn't present all the data but did a great job of processing the data and interpreting it. 9=For criterion C we did a lengthy practical on the evaporation of different concentrations of salt solution, #e collected reasonable data, processed the data correctly and wrote a correct conclusion but then didn't really show how the graph related to the conclusion. COMMENTS: TRA05: portfolio (tutor) 1=#N has organised #h portfolio well and it looks great. 2=#N has organised #h portfolio well and I'm sure #e is proud of it, as it looks really good. 3=#N has produced a reasonable portfolio with some work and reflections. 4=#N has produced a portfolio which reflects little effort which is a shame. 5=#N has produced a portfolio which reflects very little effort or interest which is a shame. 6=#N has produced a portfolio which is quite well organised. However, the reflections on each piece of work are mostly missing. 7=#N is starting to organise #h portfolio, but it needs more pieces of work and organization. 8=#N has not yet managed to organise #h portfolio, it needs more pieces of work and organization. 9=However, #e hasn't handed in her portfolio for me to assess it. 10=There isn't much in #N's portfolio yet, it needs more pieces of work and organization. 11=There is some work in #N's portfolio, but it needs more pieces of work and organization. 12=So far #N has kept #h diary up to date and it is well organised. 13=So far #N has kept #h diary up to date most of the time and it is quite well organised. 14=So far #N has not really learnt to use the diary. The entries must have more detail and it must be kept up to date. 15=#N has improved in #h use of the diary but must remember to include important details and to keep it up to data. COMMENTS: TRA05: proc & eval 1=In criterion C #e failed to take the average of several trials when processing data this makes finding patterns in the data difficult. 2=When processing data #e didn't manage to draw the sort of graph needed to see the pattern clearly, this involves choosing the right kind of graph, plotting the data and then choosing a best fit line. 3=In criterion C #e drew a good graph which could have been the basis of a good conclusion but unfortunately didn't take enough care when interpreting the graph. 4=In criterion C #e should work on the evaluation part of a report. This needs a few moments of reflection about the method and identifying which variable the least well controlled, or identifying a poor range of data for example. 5=#E should think about how the data from this experiment could have been better interpreted and calculations laid out. 6=#E should think about how the data from this experiment could have been better interpreted and calculations laid out. 7=#E should reflect on all the different things that could have gone wrong and then try to evaluate the main ones, which means explain their effect. 8=In criterion C #e didn't present all the data but did a great job of processing the data and interpreting it. COMMENTS: TRA05: proc & eval gr 10 1=In criterion C #e did a reasonable graph but then didn't interpret the graph correctly which led to an incorrect conclusion. 2=In criterion C #e did a reasonable graph but then didn't interpret the graph correctly which led to too simple a conclusion. 3=In criterion C #e collected good data but didn't process the data carefully enough to really draw out all the information. 4=In criterion C #e collected good data but needs to work a little more on how to process the data in a thoughtful way to really get the most from it. 5=In criterion C #e did a good job of interpreting the data but wrote a poor evaluation without making any clear points where the investigation could be improved. 6=#E should think about how the data from this experiment could have been better interpreted and calculations laid out. 7=#E should reflect on all the different things that could have gone wrong and then try to evaluate the main ones, which means explain their effect. COMMENTS: TRA06: electrolysis of brine gr 7 crit D 1=For criterion D we looked at the electrolysis of brine to make chlorine. #N did describe an application of science but then didn't really explain the effect of the application on the environment. 2=For criterion D we looked at the electrolysis of brine to make chlorine. #N did describe the effects of mercury on the environment but didn't make science central enough to the description. 3=For criterion D we looked at the electrolysis of brine to make chlorine. #N did describe an application of science but then didn't really explain the effect of the application on the environment. 4=For criterion D we looked at the electrolysis of brine to make chlorine. #N did describe an application of science and the effects of mercury on the environment but then didn't really link the two together. 5=For criterion D we looked at the electrolysis of brine to make chlorine. #N did describe an application of science and the effect of the application on human health but then needed to bring in more effects, for example on the environment. 6=For criterion D we looked at the electrolysis of brine to make chlorine. #N described an application of science in good detail and then went on to explain how this application affected the environment and other factors. COMMENTS: TRA06: forces & sport gr 7 crit D 1=For criterion D we looked at the issue of forces and sports equipement .The idea was for the students to discuss how new materials had affected their chosen sport, #N wrote an outline of #h ideas which needed more development. 2=For criterion D we looked at the issue of forces and sports equipement .The idea was for the students to discuss how new materials had affected their chosen sport, #N did describe some developments but didn't really analyse what effects they had. 3=For criterion D we looked at the issue of forces and sports equipement .The idea was for the students to discuss how new materials had affected their chosen sport, #N did describe some developments how they would affect the sport but the ideas needed developing. COMMENTS: TRA06: gr 10 impacts sci solar power 1=For criterion D we looked at solar power. #N didn't fully grasp the interaction between science improving the efficiency of the resource and the fact this would make the resource more profitable which would inturn attract investment. 2=For criterion D we looked at solar power. #N didn't fully grasp the interaction between politicians making legislation concerning carbon dioxide emissions and investment in clean energy of this sort. 3=For criterion D we looked at solar power. #N didn't really express the idea that this scientific development would have a positive effect on the environment because of the reduced carbon emissions. 4=For criterion D we looked at solar power. #N didn't fully grasp the interaction between politicians, the environment and scientific development which needs investment but did make progress with the ideas. 5=To explore the interaction between science and society (criterion D) we looked at solar power. #N didn't fully grasp the interaction between science improving the efficiency of the resource and the fact this would make the resource more profitable which would inturn attract investment. 6=To explore the interaction between science and society (criterion D) we looked at solar power. #N didn't fully grasp the interaction between politicians making legislation concerning carbon dioxide emissions and investment in clean energy of this sort. 7=For criterion D we looked at solar power. #N did a great job with this assessment and covered all the areas in good detail. 8=For criterion D we looked at solar power. #N made a good effort with this assessment and covered all the areas but needed to evaluate the interactions more fully. COMMENTS: TRA06: gr 9 impacts radar 1=For criterion D, we looked at the industrial revolution and worked with the humanities department to see things from a different perspective. #N had some difficulty describing the contributions of science, related to the scientific investigations into the atmosphere and gases. 2=For criterion D, we looked at the industrial revolution and worked with the humanities department to see things from a different perspective. #N did identify the contribution of science but had difficulty describing the interaction with economic factors. 3=For criterion D, we looked at the industrial revolution and worked with the humanities department to see things from a different perspective. #N did identify the contribution of science but had difficulty seeing the influence of other factors. 4=For criterion D, we looked at the industrial revolution and worked with the humanities department to see things from a different perspective. #N did identify the contribution of science but had difficulty seeing the effect of social factors. 5=For criterion D, we looked at the industrial revolution and worked with the humanities department to see things from a different perspective. #N did identify the contribution of science described the influence of other factors. COMMENTS: TRA06: impacts sci 1=For criterion D we looked at the issue of noise . #N didn't clearly identify the most important role of science, which was to identify the problem. 2=For criterion D we looked at the issue of acid rain. #N didn't recognise the fact that science recognising the problem is only half the battle, politicians then needed to make laws and policies in order to make the situation improve. 3=For criterion D we looked at the issue of acid rain. #N didn't really express the idea that science has had a positive effect on the environment by identifying the problem and its causes, which then led to the development of solutions. 4=For criterion D we looked at the issue of acid rain. #N wrote more of an essay about acid rain rather than an essay about the role science can play in the solving the problem of acid rain. This is a distinction many students have trouble with. 5=This is a nice example of an application of science interacting with another factor. 6=#E had to explain how experiments were used or how scientific knowledge contributed to the application 7=and #e did a great job, producing a well written, well structured essay. 8=#E should think about how experiments contributed to #h chosen area and how this can be explained concisely and accurately. 9=#E should think about how the use of scientific knowledge contributed to #h chosen area and how this can be explained concisely and accurately. 10=#E should reflect on how the application of science to #h chosen area was affected by economics and how this can be explained concisely and accurately. 11=#E should reflect on how the application of science to #h chosen area was affected by the law in different countries and how this can be explained concisely and accurately. COMMENTS: TRA06: impacts sci gr 7 1=For criterion D we looked at the issue of noise . #N did a good job of discussing the role of science. 2=For criterion D we looked at the issue of noise . #N did a reasonable job of discussing the role of science. 3=For criterion D we looked at the issue of noise . #N did a good job of explaining the role of science. 4=For criterion D we looked at the issue of noise . #N did a good job of discussing the way science can contribute to the issue. 5=For criterion D we looked at the issue of noise . #N did a reasonable job of discussing the way science can contribute to the issue. 6=#E had to explain how experiments were used or how scientific knowledge contributed to the application 7=For criterion D we looked at the issue of noise. #N needed to work harder to identify the way science can contribute to the issue. 8=#E should think about how experiments contributed to #h chosen area and how this can be explained concisely and accurately. 9=#E should think about how the use of scientific knowledge contributed to #h chosen area and how this can be explained concisely and accurately. 10=#E should reflect on how the application of science to #h chosen area was affected by economics and how this can be explained concisely and accurately. 11=#E should reflect on how the application of science to #h chosen area was affected by the law in different countries and how this can be explained concisely and accurately. COMMENTS: TRA06: impacts sci solar power 1=For criterion D we looked at solar power. #N didn't grasp the interaction between science improving the efficiency of the resource and the fact this would make the resource more profitable which would inturn attract investment. 2=For criterion D we looked at solar power. #N didn't grasp the interaction between politicians making legislation concerning carbon dioxide emissions and investment in clean energy of this sort. 3=For criterion D we looked at solar power. #N didn't really express the idea that this scientific development would have a positive effect on the environment because of the reduced carbon emissions. 4=For criterion D we looked at solar power. #N didn't fully grasp the interaction between politicians, the environment and scientific development which needs investment but did make progress with the ideas. COMMENTS: TRA06: use feedback 1=#E has clearly used the feedback given with the assessments to improve #h performance in the different criteria. 2=#E has made some use of the feedback given with the assessments to improve #h performance in the different criteria. 3=#E seems to have made limited use of the feedback given with the assessments to improve #h performance in the different criteria. 4=I think there are clear signs of improvement which are not yet being reflected by #h grades. COMMENTS: TRA07: commnty & ser 1=This year the MYP Community and Service Program has gone from one of quantity to quality. Instead of completing a certain amount of hours, students are asked to complete 1 meaningful task. In addition students are taking turns at maintaining the school recycling program which has expanded to include plastic and aluminum, as well as paper. Students are also raising money for the Save the Children Fund. For #h meaningful task #N has 2=This year the MYP Community and Service Program has gone from one of quantity to quality. Instead of completing a certain amount of hours, students are asked to complete 1 meaningful task. In addition students are taking turns at maintaining the school recycling program which has expanded to include plastic and aluminum, as well as paper. Students are also raising money for the Save the Children Fund. So far #N has not organised an extra task to do by #s. COMMENTS: TRA08: Final ( tutor) 1=Overall, a good year, I hope #e can continue in the same direction next year. 2=Overall, a very satisfying year, I hope #e can continue in the same way next year. 3=Overall, a reasonable year with some positive areas and some areas for reflection. 4=Overall, a reasonable year with some positive areas and some areas where changes are needed. 5=Overall, a reasonable year with some positive areas and some areas where changes are needed. COMMENTS: TRA08: Final (gr 6 tutor) 1=Overall, a good start to secondary school, I hope #e can continue in the same direction next year. 2=Overall, a reasonable start to secondary school with some positive areas and some areas for reflection. 3=Overall, quite a difficult start to secondary school. #N should try to reflect on the year and try to grasp the idea that school is once in a lifetime opportunity and #e should make the most of it. COMMENTS: TRA08: homework 1=#H homework is always on time and is well done. 2=#H homework is always on time but I think a little more effort could be made with it. 3=#H homework is not always done. 4=However, #h homework is not always done. 5=However, #h homework has always been completed to a high standard. 6=#H homework is not always done and in general #e should try to improve #h organization skills. 7=In general #e should try to improve #h organization skills. COMMENTS: TRA08: Improvement ( tutor) 1=. I hope #e will read the comments carefully and follow the advice given by #h teachers. 2=Overall, a very satisfying year, I hope #e can continue in the same way next year. 3=Overall, a reasonable year with some positive areas and some areas for reflection. 4=Overall, a reasonable year with some positive areas and some areas where changes are needed. 5=Overall, a reasonable year with some positive areas and some areas where changes are needed. LIST: How-to-improve 1=focus more in the lessons 2=put more time aside for homework 3=try not to chat during lessons 4=do more project research on the internet 5=develop #h computer skills 6=pay more attention to instructions LIST: Science-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=3rd semester 6=4th semester 7=term 8=1st term 9=2nd term 10=3rd term 11=4th term /*========================================= /* 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. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. Blank lines /* are also ignored and can also be included anywhere. /* /* /* COMMENTS AND LISTS: /* /* Files contain groups of comments and lists. /* Each group should start with either: /* /* COMMENTS: your-comment-name-here /* or /* LIST: your-list-name-here /* /* List names are 2-30 characters long and contain /* only letters, numbers, '&', hyphens and NO SPACES. /* /* Comment names can include spaces, and any other /* characters except: < > \ # (max length 50). /* /* Each group may include up to 20 numbered lines, e.g. /* /* COMMENTS: Science Yr7 project work /* 1= #N's work on #Science-topics was excellent. /* 2= #N gave an inspiring #Science-topics presentation. /* 3= #N received a well-deserved A+ in #Science-topics. /* 4= etc... /* /* LIST: Science-topics /* 1= Heating and Cooling /* 2= Light and Sound /* 3= Exploring Magnetism /* 4= Changing Earth /* 5= etc... /* /* REMINDER... lines beginning /* are for notes. /* So to import the two science examples above, /* you would need to remove the /*, otherwise /* the lines would be ignored when imported. /* /* /* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day. /* /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* The FREE ONLINE school report writing software & school report card comments bank.