NAVRACHANA INTERNATIONAL SCHOOL, VADODARA
IB – MYP SCIENCES SUMMATIVE ASSESSMENT COVER SHEET
Name: YEAR: IB-MYP- YR -1 SECTION: _____
Unit: Atomic Structure,Elements and Periodic table
Outline of Assessment Task:
This is a summative assessment based on Criterion A: Knowledge and Understanding
For criterion A you will have to recall and apply the scientific knowledge and apply scientific knowledge and
understanding and use scientific information to make judgements.
Global Context: Scientific and Technical Innovation
Key Concept: System
Related Concepts: Form ,Movement
Statement of inquiry: Change in the state is due to the energy gain or loss and that brings movement within the
atoms and change in the system can be explained on the scientific facts and it is supported with the technical
innovation
Learner Profiles Developed: Communicator
ATL Skills Developed: Communication Skill
A Teacher Feedback- Areas of Improvement
Criteria/Criterion
Maximum Levels 08
Self-Assessed Level
Teacher Assessed
Level
ATL Level Achieved-BE/AE/ME/EE
Student
Teacher
ATL Level Descriptor
Below Expectations (BE) – Insufficient evidence of the development, implementation and understanding of the skill.
Approaching Expectations (AE) – Inconsistent evidence of the development, implementation and partial
understanding of the skill
Meeting Expectations(ME) – Consistent evidence of the development, implementation and sufficient
understanding of the skill
Exceeding Expectations (EE) - Explicit and consistent evidence of the development, implementation and full
understanding of the skill
Approaches to Teaching and Learning Skills
ATL Skill Skill Cluster Explanation- Skill Indicator Strand Used and Visible Thinking Routine Used
Communication Interactive 1.2a. Read critically and for comprehension
Skill
1.2b. Read a variety of sources for information and for pleasure
1.2c. Make inferences and draw conclusions
Understanding Academic Misconduct
The IB defines academic misconduct as behaviour that results in, or may result in, the student or any other student
gaining an unfair advantage in one or more assessment components.
Academic misconduct includes:
o Plagiarism—the representation, intentionally or unwittingly, of the ideas, words or work of another person
without proper, clear and explicit acknowledgment
o Collusion—supporting academic misconduct by another student, as in allowing one’s work to be copied or
submitted for assessment by another
o Duplication of work—the presentation of the same work for different assessment components
o Any other behaviour that gives an unfair advantage to a student or that affects the results of another student
(falsifying data, misconduct during an examination, creating spurious reflections).
Consequences of Academic Misconduct-
The following actions will be taken in the light of academic dishonesty-
o For copying from / passing off peers’ work as one's own, the offence will be recorded and a copy placed in the
student's file.
o For repeated copying from / passing off peers’ work as one's own, a warning letter would be issued and parents
would be informed, a copy of which would be placed in the student's file.
o For cheating in class assignments / Examinations, the student’s work will not be assessed.
o Repeated offences may result in suspension from regular lessons and/ or student being placed on academic
probation as a remedial measure till such time that improvement is evidenced.
o Teachers record compliance of submission dates of assigned tasks. Non-compliance of the timeline would result in
warning letters sent to the parents/ disciplinary action being taken.
o For non-submission of work, no level of achievement would be awarded.
o Non- acknowledged pieces of work would not be accepted and would be penalised as per IB specification.
Command Terms in Rubric Definition
Present Offer for display, observation, examination or consideration.
Interpret Use knowledge and understanding to recognize trends and draw conclusions from given
information
State Give a specific name, value or other brief answer without explanation or calculation.
Outline Give a brief account.
Describe Give a detailed account or picture of a situation, event, pattern or process
Discuss Offer a considered and balanced review that includes a range of arguments, factors or
hypothesis. Opinions or conclusions should be presented clearly and supported by appropriate
evidence
Organize Put ideas and information into a proper or systematic order.
Criterion A: Knowledge and Understanding - MYP -1
Achiev
ement Level Descriptor Task–Specific Descriptor Level
Level
0 The student does not reach a standard described by any of the descriptors below.
The student is able to: You demonstrated the ability to:
i. Select scientific knowledge. i. Select scientific knowledge of the
ii. Select scientific knowledge and Atomic structure,elements and periodic
understanding to suggest solutions to table
problems set in familiar situation. ii. Apply scientific knowledge and
1–2 iii. Apply information to make judgement understanding to suggest solutions to
with limited success. problems set in familiar situation. In
context to suggesting solutions for force
and friction.
iii. Apply information to make judgement
with limited success for force and
friction
The student is able to: You demonstrated the ability
i. Recall scientific knowledge i. Recall scientific knowledge for the
ii. Apply scientific knowledge and Atomic Structure,elements and periodic
understanding to suggest solutions to table
problems set in familiar situations ii. Apply scientific knowledge and
3–4 iii. Apply information to make judgments. understanding to suggest solutions to
problems set in familiar situations in
force and friction
iii. Apply information to make judgments
for force and friction
The student is able to: You demonstrated the ability to:
i. State scientific knowledge i. State scientific knowledge for the
ii. Apply scientific knowledge and Atomic Structure,elements and periodic
understanding to solve problems set in table
familiar situations ii. Apply scientific knowledge and
5-6 iii. Apply information to make scientifically understanding to solve problems set in
supported judgments. familiar situations for force and friction
iii. Apply information to make scientifically
supported judgments for force and
friction
The student is able to: You demonstrated the ability to:
i. Outline scientific knowledge i. Outline scientific knowledge for the
ii. Apply scientific knowledge and atomic structure,elements and periodic
understanding to solve problems set in table
familiar situations and suggest solutions ii. Apply scientific knowledge and
to problems set in unfamiliar situations understanding to solve problems set in
iii. Interpret information to make familiar situations and suggest solutions
7–8 scientifically supported judgments. to problems set in unfamiliar situations
for force and friction
iii. Interpret information to make
scientifically supported judgments for
force and friction.
Note:
• The total assessment is for 40 points.
• Please answer the questions to the point specifically.
• Please do not copy or paste answers.
• All sheets to be uploaded on Managebac either as word file or pdf.
• No late submission will be accepted.
All the best:
I. Questions Based on Criterion A-Strand I- Select/Recall /State/and Outline Scientific Knowledge
A] Fill in the blanks (Each correct answer carry 1 point)
1. Particles in atom that are neutral and do not carry any charge are __neutrons______________
2. Isotopes are the element with same ____atomic number______________.
3. Elements are stable if they achieve the __octet_____ state.
4. __Electrons____are the negatively charged particle which move in the orbit surrounding nucleus.
5. If an element has tendency to gain electron then it exhibits _non-metallic___ character.
6. The maximum number of electrons that can be filled in L-Shell is _8_________.
7. The symbol for Silicon is ___Si________
8. In periodic table elements are arranged in __periods__________ and __groups__________.
9. The symbol for Sodium is ___Na________
B] Explain the following terms (Each correct answer carries 2 points)
1. Isotopes-Isotopes are elements with same atomic number but different mass numbersThey are placed at
same position in periodic [Link] -Hydogen has three isotopes. They have same atomic number of 1
but different mass numbers.
2. Valency-Valency is the combining capacity of an element. It is the number of electrons element gains or lose
to attain stable [Link] example, valency of carbon is 4 and it requires 4 electrons in its outermost
shell to complete its octet so its valency is 4.
II. Questions Based on Criterion A-Strand II- Application of Scientific knowledge
1. If the element “X” has atomic number 8. What information do you obtain from this statement?(List only 2 points)
The electronic configuration is 2,6
It will have a tendency to gain 2 electrons to attain octet,so valency will be 2
It will exhibit non-metallic character.
2. Write the information of the element given in the following figure? ( 4 points to be written)
The figure represents
element Sulphur.
Its symbol is S.
Its atomic number is 16
Its atomic mass is 32.065 u.
Electronic configuration : 2,8.6
Valency : 2
3. If an element “X” has 12 protons and 10 electrons. List down two points that can be obtained from this information.
1. The element has unequal protons and electrons so it is positively charged.
2. The element X has lost 2 electrons to achieve octet.
4. Your body is a fascinating place. Carbon and oxygen are the two most essential elements of the body. The other
elements which are present in your body are nitrogen, phosphorous, hydrogen, oxygen, calcium, potassium, sulfur,
magnesium, etc.
Identify eight elements from the description and write the symbols for the same.
The symbols are
Carbon-C
oxygen-O
Nitrogen-N, Phosphorous-P, hydrogen-H, calcium-Ca, Potassium-K, Sulfur-S, Magnesium-Mg,
III. Questions Based on Criterion A-Strand III- Use scientific information and make judgement.( 6 points)
A student was given two elements: X and Y.
He had to choose one element to carry out the reaction with acids and it has to be more reactive
Element X had atomic number -12 and Element Y had atomic number -[Link] on the information answer the following
questions.
1. Write the electronic configuration of the elements X and Y
Element X- 2,8,2
Element Y- 2,8.3
2. Are the elements metal/non metal? Give reason
The elements have less than 4 valence electrons so they have a tendency to lose electrons to achieve octet
and hence they are metals.
3. Which one of X /Y is more reactive, Give reason?
Element X is more reactive as it is easier to lose 2 electrons than element Y with 3 valence electrons.
Element X will exhibit more metallic character.
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