Understanding
IB Curriculum Criterion
Introduction
In the IB Middle Years Programme (MYP) Integrated Sciences, assessments are structured around
four criteria to evaluate students' understanding and skills. Each criterion is designed to focus on different
aspects of scientific inquiry and knowledge. The four criteria are:
1. Criterion A: Knowing and Understanding
2. Criterion B: Inquiring and Designing
3. Criterion C: Processing and Evaluating
4. Criterion D: Reflecting on the Impacts of Science
This document aims to clarify each criterion, explaining what is expected and providing an example to
illustrate how to approach each one.
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Criterion A: Knowing and Understanding
What is Expected:
- Demonstrating knowledge and understanding of scientific concepts
- Applying scientific knowledge and understanding to solve problems
- Utilizing correct scientific terminology and principles
Sub-headings:
1. Introduction
2. Key Concepts
3. Application of Concepts
4. Conclusion
Example:
Topic: Photosynthesis
1. Introduction:
- Briefly introduce photosynthesis and its significance in plants.
2. Key Concepts:
- Define key terms such as chlorophyll, sunlight, carbon dioxide, water, glucose, and oxygen.
- Explain the process of photosynthesis in detail.
3. Application of Concepts:
- Describe the importance of photosynthesis in the ecosystem.
- Provide examples of how photosynthesis supports life on Earth.
4. Conclusion:
- Summarize the key points discussed.
- Highlight the importance of understanding photosynthesis in the study of biology.
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Criterion B: Inquiring and Designing
What is Expected:
- Formulating focused research questions or hypotheses
- Planning and designing scientific investigations
- Identifying variables and controls
- Predicting possible outcomes
Sub-headings:
1. Research Question or Hypothesis
2. Planning the Investigation
3. Identifying Variables and Controls
4. Predicting Outcomes
Example:
Topic: Investigating the Effect of Light Intensity on Plant Growth
1. Research Question or Hypothesis:
- How does light intensity affect the growth rate of plants?
2. Planning the Investigation:
- Outline the materials and methods needed.
- Describe the setup for varying light intensities.
3. Identifying Variables and Controls:
- Identify the independent variable (light intensity), dependent variable (plant growth rate), and control
variables (type of plant, soil, water, etc.).
4. Predicting Outcomes:
- Predict how different light intensities will affect plant growth.
- Provide a rationale for the predictions based on scientific principles.
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Criterion C: Processing and Evaluating
What is Expected:
- Collecting and recording data systematically
- Processing data and presenting it in appropriate formats
- Interpreting data to draw conclusions
- Evaluating the validity and reliability of the methods used
Sub-headings:
1. Data Collection and Recording
2. Data Processing
3. Interpreting Data
4. Evaluating Methods
Example:
Topic: Measuring the Rate of Enzyme Activity
1. Data Collection and Recording:
- Describe how data will be collected (e.g., measuring the amount of product formed in a reaction).
- Record the data in tables or charts.
2. Data Processing:
- Process the data using graphs or statistical analysis.
- Present the processed data clearly.
3. Interpreting Data:
- Analyze the data to determine the rate of enzyme activity.
- Draw conclusions based on the data analysis.
4. Evaluating Methods:
- Evaluate the methods used for collecting and processing data.
- Discuss any limitations or sources of error and suggest improvements.
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Criterion D: Reflecting on the Impacts of Science
What is Expected:
- Reflecting on scientific knowledge and its implications
- Considering the impact of scientific developments on society and the environment
- Exploring ethical implications and societal issues related to scientific inquiry
Sub-headings:
1. Introduction
2. Impact on Society
3. Environmental Implications
4. Ethical Considerations
5. Conclusion
Example:
Topic: The Impact of Genetic Engineering
1. Introduction:
- Introduce genetic engineering and its applications.
2. Impact on Society:
- Discuss how genetic engineering can benefit society (e.g., medical advancements, agricultural
improvements).
- Consider potential societal concerns (e.g., accessibility, inequality).
3. Environmental Implications:
- Explore the environmental impacts of genetic engineering (e.g., biodiversity, ecosystem balance).
- Discuss both positive and negative effects.
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4. Ethical Considerations:
- Reflect on the ethical implications of genetic engineering (e.g., genetic modification of humans, animal
welfare).
- Consider different perspectives and ethical frameworks.
5. Conclusion:
- Summarize the key points discussed.
- Highlight the importance of reflecting on the impacts of scientific developments.
Conclusion
Understanding and effectively addressing each criterion is crucial for success in the IB MYP
Integrated Sciences. By following the structured approach outlined above, students can ensure their work
meets the expectations and demonstrates their knowledge, inquiry skills, data processing abilities, and
reflective thinking.
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