S1 and S2 Scientific Investigation Rubric
Explanation of some command terms (based on IB)
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Describe: Give a detailed account.
Outline: Give a brief account or summary.
Discuss: Offer a considered and balanced review that includes a range of arguments,
factors or hypotheses. Opinions or conclusions should be presented clearly and
supported by appropriate evidence.
State: Give a specific name, value or other brief answer without explanation or
calculation.
Level of complexity / understanding: State � Outline / Describe � Discuss
Criteria for S1 and S2 scientific investigation (adapted from IB MYP)
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Criterion 1: Inquiring and Designing
At the end of S2, students should be able to:
a. describe the background and research question to be tested by a scientific
investigation
b. describe a testable prediction
c. describe how to manipulate the variables, and describe how data will be
collected
d. design scientific investigations
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Criterion 2: Processing and Evaluating
At the end of S2, students should be able to:
a. present raw and processed data
b. analyse data and conclude with reference to data and research question using
scientific reasoning
c. describe the strengths and weakness of the investigation
d. describe improvements or extensions to the method
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Criterion 3: Communication
1
S1-S2 Investigation Criteria [Reference source: MYP and IBDP IA]
At the end of S2, students should be able to use appropriate scientific terminology in written and
visual modes to make the meaning of their findings clear to an audience. They should
also be aware of the importance of acknowledging the ideas or work of another person.
2
S1-S2 Investigation Criteria [Reference source: MYP and IBDP IA]
S1-S2 Criterion 1: Inquiring and Designing (maximum mark 12)
Level
a. Describe the background
and research question to be
tested by a scientific
investigation
Descriptors of each strand of criterion 1
b. Describe a testable
c. Describe how to manipulate
prediction
the variables and how the data
will be collected
d. Design scientific
investigations
0
The student does not reach a
standard described by any of the
descriptors below.
The student does not reach a
standard described by any of the
descriptors below.
The student does not reach a
standard described by any of the
descriptors below.
The student does not reach a
standard described by any of the
descriptors below.
1
Describe briefly the background
and/or research question to be
tested by a scientific
investigation, but the background
and research question are not
focused.
Describe a testable prediction,
but all variables are not
quantifiable.
State the variables.
Design a method but lacking
safety and/or materials and
apparatus.
Guidance for teacher:
Guidance for teacher:
IV, DV and CV are included.
e.g. The time of pendulum will increase
as size of pendulum increases.
e.g. As the amount of light increases
there will be more photosynthesis.
Guidance for teacher:
Method has some missing steps or may
not be clear.
Risk and precaution are missing.
The topic of the investigation is identified
and a research question of some
relevance is stated but it is not focused.
AND/OR
Materials and apparatus are listed but
important items may be missing.
AND
The background information provided for
the investigation is superficial or of
limited relevance and does not aid the
understanding of the context of the
investigation.
2
Describe briefly the background
and research question to be
tested by a scientific
investigation, but the background
or research question is not
focused.
Guidance for teacher:
Describe a testable prediction,
but some variables are not
quantifiable.
e.g. The period of pendulum will increase
as size of pendulum increases.
e.g. As the amount of light increases
there will be a greater number of bubbles
released within 3 minutes from the leaf.
Describe how to manipulate the
variables but lacking significant
variables that may influence the
relevance and reliability of the
collected data.
Guidance for teacher:
IV, DV and CV are included but mostly
the CV are not significant factors and CV
Design a method that takes into
consideration safety and
materials and apparatus.
Guidance for teacher:
Method has some missing steps or may
not be clear.
Appropriate risk and precaution are
mentioned.
3
S1-S2 Investigation Criteria [Reference source: MYP and IBDP IA]
The topic of the investigation is identified
and a research question of some
relevance is stated but it is not focused.
that is/are significant to the scientific
investigation is/are missed out.
OR
Description of how variables can be
varied, controlled and measured.
The background information provided for
the investigation is superficial or of
limited relevance and does not aid the
understanding of the context of the
investigation.
3
Describe the background and
research question to be tested by
a scientific investigation. The
background and research
question are focused.
Guidance for teacher:
The topic of the investigation is identified
and a relevant and focused research
question is described.
Describe a testable prediction
that involves quantifiable
variables.
e.g. The period of pendulum will increase
as diameter of pendulum increases.
e.g. As the distance from the lamp to the
plant decreases there will be a greater
number of bubbles released within 3
minutes from the leaf.
Describe how to manipulate the
variables including significant
variables that may influence the
relevance and reliability of the
collected data.
The background information provided for
the investigation is mainly appropriate
and relevant and aids the understanding
of the context of the investigation.
Design a complete method that
takes into consideration safety
and appropriate materials and
apparatus.
Guidance for teacher:
Guidance for teacher:
IV, DV and CV are included and the CV
that is/are significant to the scientific
investigation is/are mentioned.
E.g. What is the effect of
AND
AND
Materials and apparatus are listed but
important items may be missing.
Description of how variables can be
varied, controlled and measured with
methods and apparatus stated.
Method is complete but not necessarily
logical.
Appropriate risk and precaution are
mentioned.
AND
Appropriate materials and apparatus are
listed.
4
S1-S2 Investigation Criteria [Reference source: MYP and IBDP IA]
S1-S2 Criterion 2: Processing and Evaluating (maximum mark 12)
Level
a. Present raw and processed data
Descriptors of each strand of criterion 2
b. Analyse data and conclude with
c. Describe the
reference to data and research
strengths and weakness
question using scientific reasoning of the investigation
0
The student does not reach a standard
described by any of the descriptors
below.
The student does not reach a
standard described by any of the
descriptors below.
1
Collect and present all data in tables or
graphs.
Accurately analyse data but lack the
conclusion.
Guidance for teacher:
Guidance for teacher:
The report includes relevant quantitative and
qualitative raw data that can support a detailed
and valid conclusion to the research question.
The processed data is correctly interpreted so
that a completely valid and detailed conclusion
to the research question can be deduced.
Appropriate data processing is carried out with the
accuracy required to enable a conclusion to the
research question to be drawn that is fully
consistent with the experimental data.
Missing conclusion.
The student does not
reach a standard
described by any of the
descriptors below.
Describe the strengths or
weaknesses of the
investigation but restricted
to factors that are not
significant.
e.g. the effect of air resistance
on the period of a swinging
pendulum
d. Describe improvements
or extensions to the
method
The student does not reach
a standard described by
any of the descriptors
below.
Describe superficial
(shallow) improvements or
extensions to the
investigation.
e.g. repeat the experiment 5 times
instead of 3 times
Missing tables or graphs.
e.g. student who only presented graphs and no
tables to be found in the entire report
2
Collect and present all data in tables
and graphs but may have some errors in
the presentation.
Accurately analyse data and
conclude with reference to either
data or research question using
scientific reasoning.
Describe the strengths or
weaknesses of the
investigation.
Describe briefly relevant
and realistic improvements
or extensions to the
investigation.
Guidance for teacher:
The report includes relevant quantitative and
qualitative raw data that can support a detailed
and valid conclusion to the research question.
Appropriate data processing is carried out with the
accuracy required to enable a conclusion to the
research question to be drawn that is fully
consistent with the experimental data.
Guidance for teacher:
The processed data is correctly interpreted so
that a completely valid and detailed conclusion
to the research question can be deduced.
A conclusion is described which is relevant to
the research question or is supported by the
data presented.
5
S1-S2 Investigation Criteria [Reference source: MYP and IBDP IA]
Some errors in headings and units in table.
AND/OR
A conclusion is described through relevant
comparison to scientific reasoning.
Some errors in graphical presentation.
3
Collect and present all data in tables
and graphs correctly.
Guidance for teacher:
The report includes relevant quantitative and
qualitative raw data that can support a detailed
and valid conclusion to the research question.
Appropriate data processing is carried out with the
accuracy required to enable a conclusion to the
research question to be drawn that is fully
consistent with the experimental data.
All headings and units in the table are present and
correct.
Accurately analyse data and
conclude with reference to data and
research question using correct
scientific reasoning.
Describe the strengths
and weaknesses of the
investigation.
Describe relevant and
realistic improvements or
extensions to the
investigation.
Guidance for teacher:
The processed data is correctly interpreted so
that a completely valid and detailed conclusion
to the research question can be deduced.
A conclusion is described which is relevant to
the research question and is supported by the
data presented.
A conclusion is correctly described through
relevant comparison to scientific reasoning.
AND
Graphs are plotted correctly and with axes labelled
clear.
6
S1-S2 Investigation Criteria [Reference source: MYP and IBDP IA]
S1-S2 Criterion 3: Communication (maximum mark 3)
Level
Descriptors of strand of criterion 3
Terminology and conventions
0
The student does not reach a standard described by any of the descriptors below.
1
There are many errors in the use of subject specific terminology and conventions.
References are not included.
2
The use of subject specific terminology and conventions is correct. Any errors do not hamper understanding.
References are included but with errors.
Guidance for teacher:
In-text citation is not required.
3
The use of subject specific terminology and conventions is correct.
References are all stated correctly.
Guidance for teacher:
In-text citation is not required.
7
S1-S2 Investigation Criteria [Reference source: MYP and IBDP IA]