MYP Science –Science and Technology
Criteria: A & B
“Like no other invention, the microscope has unveiled the secrets of nature. The human eye has a resolution in the
order of 100 um (10-4 m), which is about the thickness of a hair. With the microscope, whole worlds become
available, filled with knowledge that can serve as inspiration to our fantasy. The exploration of microcosmos has led
to numerous discoveries, without which we would be left with the limited knowledge our eyes give us.”
"Microscopes: From Thrilling Toy to Important Tool." Nobelprize.org. Web. 23 May 2011.
<http://nobelprize.org/educational/physics/microscopes/discoveries/index.html>.
Objectives:
 To research the development of the microscope (both light and electron) and its influence on our modern
scientific understandings
 To write an in-class essay of no more than 1000 words on a topic relating to the use of microscope
technology in the development of biology (exact topic to be given on the day of the essay)
 To list all sources used in a bibliography in proper MLA format and to use in-text referencing to document
your information in your essay
Preparation work:
During the course of the week you will be responsible for reading articles and watching videos dealing with the
development of the microscope and its influence on our scientific understandings. There may also be opportunities
for class discussions. You will then be required to write an in class essay, maximum 1000 words, dealing with science
and technology (specific essay title will be given on the day).
You will to need bring the articles and notes you have made to class together with a pre-prepared bibliography,
which will be collected with your essay. You will need to include in-text referencing. You will need to prepare notes
on the following:
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Different types of microscopes (how each one works, advantages/disadvantages of each, etc.)
Details on 2-3 scientists influential in the development of microscopes
Definitions of science and technology
Examples of how microscopes have improved our scientific knowledge
Details on the impact of the development of microscopes on at least two of the following factors: moral,
ethical, social, economic, political, cultural and environmental.
Remember that you are not being specifically assessed on your knowledge of scientific concepts, but rather on your
awareness of how science has impacted on society, in both positive and negative ways. You are also being assessed
on your ability to communicate ideas effectively.
This essay will be graded on criteria A (One World) and B (Communication).
Useful Resources (note that these are not yet in MLA format for your bibliography):
http://catalogue.museogalileo.it/multimedia/OriginDevelopmentMicroscope.html
http://campus.udayton.edu/~hume/Microscope/microscope.htm
http://www.youtube.com/watch?v=fToTFjwUc5M
http://www.youtube.com/watch?v=j2A6KeWrqeM
http://www.youtube.com/watch?v=c7EVTnVHN-s
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2121884/
http://science.howstuffworks.com/innovation/scientific-experiments/scientific-method4.htm
http://faculty.fmcc.suny.edu/mcdarby/Majors101Book/Chapter_02-A_Bit_of_History/04-Explaining-LifeMicroscopes&Cells.htm
These links are meant to be starting points for your research – do not limit yourself to them! Also take advantage of
all the resources the ISZL library has to offer – see Mrs. Glausen or Mrs. Kandelaars for assistance!
“TO BRING” list for the day of your essay:
 Detailed notes on the topics discussed on this sheet.
 Bibliography (in MLA format) – it is highly recommended that you use EasyBib (www.easybib.com) to set
this up. By logging in to EasyBib, you can even save your bibliography as a project, then simply copy and
paste your completed bibliography into your essay.
Use the following guidelines for language to help you:
Transitions between paragraphs
(these can be placed at the front of the sentence – more emphasis - or embedded within it. If you embed within the
sentence remember to use commas to separate and provide a pause and emphasis)
Contrast
While x ….., y ….
On the one hand .... while
on the other hand, ….
Unlike x, y…
Whereas x ….. , y ….
X …., whereas y ….
Compare
Both x and y …
Like x, y …
As in x, in y ….
In both x and y
…
Same point AND / ALSO
In addition, …
Similarly, ....
Furthermore, .
Not only ….., but also …
BUT
However, …
Nonetheless, …
Nevertheless, …
Despite this, …
Even so, …
To sum up / So /
In conclusion, …
In summary, …
Thus,…
Therefore,….
Clearly,….
Organization:
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Does the introductory paragraph clearly state the issue under discussion, picking up key words from the title?

Are the arguments on each side of the debate clearly stated?

Is each argument supported by evidence, explanation or examples?

Do the paragraph breaks help the reader clearly see both sides of the argument?
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Is there a final paragraph in which a conclusion is reached, based on the arguments?
Language Features:

Is the text consistently in the present tense (apart form historical references)?

Are the arguments presented in the third person, using:
 Generalized voices (e.g. Some people claim …)?
 The passive voice (e.g. It is argued that …)?
 Does the text use formal, impersonal language and vocabulary?
 Are links made clear by the use of logical connectives (e.g. Therefore, consequently) and connectives showing the
onset of alternative viewpoint (e.g. On the other hand … however..)?
 Is there use of conditional language (It may be … it could be…) to suggest hypothesis or possibility?
Assessment criteria
Level
0
1-2
3-4
5-6
A - One World
The student does not reach a standard described by any of the
descriptors given below.
The student states how science is applied and how it may be used to
address a specific problem or issue in a local or global context.
The student states the effectiveness of science and its application in
solving the problem or issue.
The student describes how science is applied and how it may be
used to address a specific problem or issue in a local or global
context. The student describes the effectiveness of science and its
application in solving the problem or issue. The student describes
the implications of the use and application of science interacting
with at least one of the following factors: moral, ethical, social,
economic, political, cultural and environmental.
The student explains how science is applied and how it may be
used to address a specific problem or issue in a local or global
context. The student discusses the effectiveness of science and its
application in solving the problem or issue. The student discusses
and evaluates the implications of the use and application of science
interacting with at least two of the following factors: moral, ethical,
social, economic, political, cultural and environmental.
B - Communication in Science
The student does not reach a standard described by
any of the descriptors given below.
The student uses a limited range of scientific
language correctly. The student communicates
scientific information with limited effectiveness.
When appropriate to the task, the student makes
little attempt to document sources of information.
The student uses some scientific language
correctly.The student communicates scientific
information with some effectiveness. When
appropriate to the task, the student partially
documents sources of information.
The student uses sufficient scientific language
correctly.
The student communicates scientific information
effectively. When appropriate to the task, the
student fully documents sources of information
correctly.