Integrated

SCIENCE
Units & Topics in the MYP
 Criterion A
Knowing & Understanding

Criterion B
Inquiring & Designing
MYP
Science Criteria
Criterion C
Processing & Evaluating

Criterion D
Reflecting on the Impact of Science
 Explain scientific knowledge

Criterion A Skills Apply scientific knowledge and

understanding to
solve problems set in familiar
and unfamiliar situations

Analyse and evaluate

information to make
scientifically supported
judgments
Criterion A Assessment

• Criterion A is generally assessed by answers to set questions in a topic. These can be

written answers, drag&drop, calculations etc.

• There are a mix of types of questions at different skill levels.

• Multiple choice questions are level 1-2
• Short statement questions are level 3-4
• Longer descriptive questions are level 5-6
• Analysis and explanation questions are level 7-8
• To achieve the higher grades you should be able to answer
all levels of question. (so to get a 7 you still need to answer all the 2s)
 Criteria
B&C

Crit B is asking a question and designing

an experiment and method, which you
then do.

Crit C is analysing the results from this

experiment.
 Explain a problem or question to be
tested by a scientific investigation

Criterion B Skills Formulate a testable hypothesis and

explain it using scientific reasoning

Explain how to manipulate the

variables, and explain how data will
be collected

Design safe scientific investigations

Criterion B Assessment

• Criterion B is about inquiring about a scientific process or theory, asking a

question which can be investigated.
• There should be a distinct set of variables which are controllable and measurable
in order to answer your question.
• In your E-Assessment Crit B will be assessed by having you design the beginning
of a lab report.
• You may be asked to design a research question and hypothesis and write a step-
by-step method which is safe and logical.
• You may be asked to choose materials and equipment list and take safety into
consideration to answer a specific question.
 Present collected and transformed data

Interpret data and explain results using

scientific reasoning
Criterion C Skills
Evaluate the validity of a hypothesis based on
the outcome of the scientific investigation

Evaluate the validity and reliability of the

method

Explain improvements or extensions to the

method
Criterion C Assessment

• Criterion C is about processing data to explain what it means.

• You should be able to arrange data in tables and transform it into the correct type
of graph, choosing a scale & plotting points accurately.
• You should be able to do basic statistics on your data to make meaningful
observations about trends and changes.
• You should interpret data using scientific observations and relate it back to a
scientific theory.
• You should be able to draw logical conclusions from data.
• You may also have to evaluate changes to a method if provided with one.
 Explain the ways in which science is applied and
used to address a specific problem or issue

Discuss and evaluate the various implications of

Criterion D Skills the use of science and its application in solving
a specific problem or issue

Apply scientific language effectively

Document the work of others and sources of

information used by citing your sources
Criterion D Assessment

• Criterion D is usually assessed based on written information.

• If it is in a test then remember the overall topic of the unit. You will be given an
introductory piece of information, (video, text or picture) and be asked to reflect
through one or two of the 6 reflective lenses/factors.

• You should be sure to include a scientific judgement or conclusion at the end and
relate that back to the evidence and your scientific knowledge – giving your own
opinion.
Reflective Lenses
You can look at Impacts of Science from

C Cultural
many different perspectives to help you
gain insight into how different people,
cultures and governments might judge
E Ethical scientific discoveries and advancements.

P Political Try to think from a range of these

different view points before you make up

E Economical your own opinion.

S Societal

E Environmental
 Objectives

Identify your own gaps in knowledge in Science

Review what you find to be missing knowledge

Ask relevant questions to inform your knowledge

Make a table with 3 columns

UNSURE OKAY CONFIDENT

Units in MYP4

1 2
Science Scale
Scientific inquiry; scientific knowledge; Living organisms; organic and inorganic
units of measurements; hypothesis; matter; scale; atoms
variables

3
Organisation
Periodic table; classification; trends and
patterns; relationships in the natural
world
Units in MYP4

4 5
Material Energy
Chemical bonds; chemical equations and States of matter; energy; force; fuels;
reactions; forces; metals enzymes, cellular metabolism; energy
transfer; energy flow

6 Chemical
Environments
Acids; bases; salts; nutrition; digestion;
pH; transport across the cell membrane
(diffusion, osmosis);
Units in MYP5

7 8
Machines Electricity
Human musculoskeletal system; mechanics; Electricity; electric circuits and
levers; human body; machines; force, motion; currents; electrical circuitry of the
robots; AI human body (nervous system,
cardiovascular system); electrolysis;
redox reactions

9
Inheritance
Genes; DNA; genetics; cells
reproduction; heredity; genetic
modification; Stem Cells; cancer;
radiation
Units in MYP5

10 The 11
Universe Environment
The Universe; electromagnetic radiation; Ecosystems; food chains and food
matter; natural resources; optics; waves webs; pollution

12
Reflecting
Respiration; Photosynthesis;
Life cycles; Enzymes & Reactions;
Reproduction; ATP Energy
Science

• Discoveries

• Equipment & Methods

• Units of measurement

• Experiment Cycle
Science
• Variables:
Independent Variable (IV)
Dependent Variable (DV)
Controlled Variables

• Research Question:
“How does IV affect DV when __?”

• Hypothesis:
“If IV __ then DV will ___ because….”

• Materials (with quantities & units)

• Methods (in logical steps –
+ how to get relevant results)
Scale
Scale
Scale
Scale
Move • Move away from bad conditions or towards good ones
• Even plants move to find sunlight

Respire • A series of chemical reactions

• Releases energy from food molecules

Sense • Different stimuli are sensed by different mechanisms

• Sense and respond to the surroundings

Grow • Cells divide to let organisms grow.

• Even single cells grow their population by dividing

Reproduce • All living things eventually die

• Reproduction ensures the survival of the species

Excrete • Removing waste products

• CO2 and urea are examples of waste products that we remove

Nutrition • Supply of Energy

• Food – plants make their own
Scale
Organisation
Organisation
Organisation
Organisation
Material

• Chemical Bonding

• Forces of attraction

• Hydrogen Bonds

• Covalent Bonds

• Ions
Energy
Energy

• States of matter – transfer • Enzymes & activation energy

• Loss of energy in eco systems • Cellular Respiration
• Energy Pyramid • Photosynthesis
Energy
Energy
Energy
Energy

This Photo by Unknown Author is licensed under CC BY-SA

Chemical Environments
Chemical
Environments
Chemical Environments The Digestive System

• Breaks up the food we eat into basic nutrients

• Produces juices that help to break the food up

more

• Allows nutrients to be taken up by the blood to

go around the body

• Excretes waste that is not taken up by the blood

Chemical Environments
Chemical Environments
• Water – metabolism & building
block
• Carbohydrates – energy &
metabolism
• Protein – Amino Acids building
blocks
• Fat – insulation & storage
• Vitamins – metabolic processes &
building blocks
• Minerals / Salts building blocks &
metabolic processes
Chemical Environments

• Cell Membrane Transport

Velocity & Speed

Machines

Speed & Velocity

• Measuring Traffic Speed – you designed a small experiment where you measured the
speed of various vehicles over split 10m distances using the s=D/t equation
• This is quite a simple process but can become more complicated
when adding in direction, acceleration and other variations in the
type of movement of the object.
• See this video on Velocity (vs. speed) to explore more.
Kinematic Equations

Machines • In life we can see things moving and make

quick judgements on how they are
Kinematics moving, how fast and in what direction.
• In science we need to quantify this by
measuring how they are moving. We can
use various kinematic (movement)
equations to do this.
• Revision of these and some practice
questions can be found here
•
a = acceleration
• d = displacement of the object
• Vf = final velocity
• Vi = initial velocity
• t = time
Movement & Forces
• A force is a push or pull on an
Machines object.
• A net force is the sum of all of the
forces acting on an object.
Acceleration & Force • When there is a net force on an
object, the object will change speed
in the direction of the net force. The
object’s acceleration tells us how
much it speeds up or slows down.
• The acceleration of an object
depends on the size of the net force
pushing or pulling it and the mass of
the object.
• A larger net force creates a larger
acceleration.
• A larger mass needs a larger net force
to have the same acceleration as a
smaller mass.
Biomechanics of the body

Machines
Levers
Movement of an object with both moving and
static parts can be considered as a system of
levers.

The movement considers an effort or force applied

to the lever, a fulcrum, and a load. In the body
these would be:

Effort = a muscle’s applied force at the insertion

site of a bone
Fulcrum = the (synovial) joint axis
Load = the body part/weight to be moved
Machines Human Body Systems
Joints in the Human Body

Machines • The skeleton (in humans and many other

organisms) is connected via synovial
joints.

• There are multiple types of joint,

classified by the movement they are
capable of and the human body joints
have different ranges of motion.

• When you consider injury to a joint, it is

generally caused by a movement which
was outside of the available range of
motionat that joint.
Muscles of the Human Body

Machines

• Skeletal muscles generally act across

joints to move the bones of the skeleton
•
Other types of muscle contract against
other soft tissues or themselves to
constrict or cause other types of motion.

• Muscular movement is innervated by

either voluntary or involuntary nerve
fibres or a mix of both. Think of where
you might need these types of muscular
control…
Sarcomere Wiki
• Movement in a muscle is controlled by
Machines the proteins Actin and Myosin.

In striated muscles these join together

in units called Sarcomeres.

• The organisation of the filaments in

sarcomeres cause the striation in
cardiac and skeletal muscle.

• Contraction is caused by initial

stimulation by a motor neuron which
causes a cascade of signalling
molecules to trigger the movement of
myosin heads along the actin filament.
This pulls the z-discs closer together.
Muscle Overview

Machines
Smooth Skeletal Cardiac

Muscle Types

Non-Striated Striated Striated

Involuntary Voluntary Involuntary
Prosthetic Devices

Machines Prosthetics • Prosthetics are a general term for any

device that supports the human body.
In this unit we will generally consider limb
or joint prosthetics.

• A prosthetic limb or joint should match the

desired movements as naturally as
possible. This is why studying the
“normal” range of motion at any particular
joint is helpful for prosthetic design.

• Prosthetics vary vastly in intricacy and

sophistication of their design and
mechanics. This can be considered in
Criterion D.
Electricity

• Charge
• Circuit diagrams
• Electromagnets
• Resistance
Electricity
Inheritance
Inheritance
Inheritance
The Environment

Desert Coral Reef Rainforest Arctic

• Human impact on different eco systems

• How pollution, temperature changes and resource use cause balance to shift
and add to selective pressures
The Environment

• How nitrogen is cycled in

ecosystems

• How does more pollution

disturb the cycle?
The Environment

• How cardon is cycled in

ecosystems

• How does more emission of

CO2 disturb the cycle?
The Universe
The Universe

•c
The Universe
The Universe

• Waves & light

• Properties of waves

• Particles

• Photons
The Universe

• Optics

• Reflection

• Refraction

• Lenses
The Universe

• Electromagnetic
• Spectrum
• Radiation
Reflecting
State ● Describe ● Explain

• Choose a topic you were just working on

• Write a few statements down - things you remember about the topic.

• Key words or small sentences

E.g. Circulation
Heart ; Vessels ; Blood pressure ; Gas exchange ; takes nutrients around the body
State ● Describe ● Explain

• Choose one of the phrases you just wrote

• Expand your statement into a description

• Longer sentence or small paragraph

E.g. Gas exchange

The process of exchanging oxygen and carbon dioxide in the lungs so that blood becomes
oxygenated.
State ● Describe ● Explain

• Go deeper into your description – turn to a partner

• Use your description to explain the topic to your partner

• Longer sentences or paragraphs, should use scientific thinking

E.g. Gas exchange

Deoxygenated blood travels from the body to the right atrium & ventricle then to the lungs where
there is a higher concentration of oxygen. O2 moves by diffusion into the blood at the alveoli and CO2
moves from the blood to the lungs along their concentration gradients. Oxygenated blood then moves
to the left atrium & ventricle to go via the aorta to the rest of the body.
State ● Describe ● Explain

• State what the arrows in

the model represent

• Describe the role of the

vulture in the ecosystem

• Explain what might

happen to the baboon
population if the impala
population decreases
Plan

• 15 mins max. for slides & table

• 25 mins self-directed study to move from unsure > okay/confident

BREAK

• 20 mins State > Describe > Explain & prelim question

• 20 mins continue self-directed study
• 5 mins wrap-up - show me your tables & prelim explanation
E-Assessment Prelim
• Criteria A, B, C & D will be included as
a summative assessment in your next
report.

• This will be a good indication of the

areas you still need to study in the
months before the
E-Assessment in May!

• We will look at formative, summative

and Prelim work to inform us on your
final grade for the year and which DP
sciences you can take.