Criterion D: Teacher task—assessment

MYP Sciences (Physics) Student name: ______________________

MYP 5 Low-carbon energy production essay

Criterion D: Reflecting on the impacts of science

Statement of inquiry:

There are environmental consequences to developing electrical energy production to meet the needs
of an expanding global population.

Your task:

Science has a role to play in ensuring that we preserve our planet for future generations by looking at
the role science is playing to cut down carbon-based energy to move to low-carbon energy. However,
in order for us to produce low-carbon energy, carbon-based energy needs to be used to create the
technologies needed that yield carbon-low energy.

Would it be justified to use carbon-based energy to produce technologies that yield low-carbon
energy in order to solve the growing local and global problem of our increasing need for energy?

You are the head of an international organization and will write an 800 to 1,200 words essay where
you will outline the problem we are facing as well as the role science is playing at addressing this
problem as well as discuss and evaluate the implications of the use of science and its application
solving this pressing problem we are facing. In order to reach the highest-level descriptors, you also
need to apply communication modes effectively and document the work of others.

ATL skills:

• Thinking > Critical thinking > Recognize and evaluate propositions

Identify obstacles and challenges
Evaluate evidence and arguments
• Thinking > Creative thinking> Use brainstorming and mind mapping to generate new ideas
and questions.
• Thinking > Transfer > Compare conceptual understanding across multiple subject groups and
disciplines
• Self management > Reflection > Consider ethical, cultural and environmental implications of
issues.
• Self management > Organization > Understand and use sensory learning preferences
(learning styles)
• Communication > Communication > Make inferences and draw conclusions.
• Research > Information literacy > Make connections between a various sources of
information
• Research > Information literacy > Evaluate and select information sources and digital tools
based on their appropriateness to specific tasks.

Sciences teacher support material 1


MYP Sciences (Physics)
MYP 5 Low-carbon energy production essay
Criterion D: Reflecting on the impacts of science
Maximum: 8
Examine your mind maps carefully and prepare an essay that answers the following: To produce low-
carbon energy devices, high-carbon energy devices must be used. Is it justified to produce low-carbon
energy devices this way in order to solve the problems associated with our increasing need for
energy?
Achievement Level descriptor
level
The student does not reach a standard
0 identified by any of the descriptors
below.
The student is able to:
• outline the ways in which science is
used to address a specific problem
or issue
• outline the implications of using
science to solve a specific problem
1-2
or issue, interacting with a factor
• apply scientific language to
communicate understanding but
does so with limited success
• document sources, with limited
success.
The student is able to:
• summarize the ways in which
science is applied and used to
address a specific problem or issue
• describe the implications using
science and its application to solve a
3-4 specific problem or issue, interacting
with a factor
• sometimes apply scientific language
to communicate understanding
• sometimes document sources
correctly.
The student is able to:
• describe the ways in which science is
applied and used to address a
specific problem or issue
5-6 • discuss the implications of using
science and it application to solve a
specific problem or issue, interacting
with a factor
• usually apply scientific language to
Sciences teacher support material
Criterion D: Teacher task—assessment
Student name: ______________________
Task-specific clarification
You did not reach a standard identified
by any of the descriptors below.
You were able to :
• outline a way in which science is
used to address low-carbon energy
production
• outline the implications of using
science to solve low-carbon energy
production, interacting with a factor
• apply scientific language to
communicate your understanding
but you do so with limited success
• document sources, with limited
success
You were able to:
• summarize the ways in which
science is applied and used to
address low-carbon energy
production
• describe the implications using
science and its application to solve
low-carbon energy production,
interacting with a factor
• sometimes apply scientific language
to communicate your understanding
• sometimes document sources
correctly.
You were able to:
• describe the ways in which science is
applied and used to address low-
carbon energy production
• discuss the implications of using
science and its application to solve
low-carbon energy production
interacting with a factor
• usually apply scientific language to
2
 Criterion D: Teacher task—assessment

MYP Sciences (Physics) Student name: ______________________

communicate understanding clearly communicate understanding clearly

and precisely and precisely
• usually document sources correctly. • usually document sources correctly.
The student is able to: You were able to:
• explain the ways in which science is • explain the ways in which science is
applied and used to address a applied and used to address low-
specific problem or issue carbon energy production
• discuss and evaluate the • discuss and evaluate the
implications of using science and its implications of using science and its
7-8 application to solve a specific application in low-carbon energy
problem or issue, interacting with a production, interacting with a factor
factor • consistently apply scientific
• consistently apply scientific language to communicate
language to communicate understanding clearly and precisely
understanding clearly and precisely • document sources completely.
• document sources completely.

Command terms
Apply Use knowledge and understanding in response to a given situation or real
circumstances
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 hypotheses. Opinions or conclusions should be presented clearly
and supported by appropriate evidence
Document Credit sources of information used by referencing (or citing) following `one
recognized referencing system. References should be included in the text and
also at the end of the piece of work in a reference list or bibliography
Evaluate Assess the implications and limitations; to make judgments about the ideas,
works, solutions or methods in relation to selected criteria
Explain Give a detailed account including reasons or causes
Outline Give a brief account
Summarize Abstract a general theme or major point(s)

Sciences teacher support material 3

 Criterion D: Teacher task—assessment

MYP Sciences (Physics) Student name: ______________________

Reflecting on the impacts of science factors

– Cultural: Patterns of knowledge, behaviour, beliefs, shared attitudes, values, goals and
practices that characterize groups of people

– Economical: Production, distribution, and use of income, wealth, and commodities

– Environmental: Circumstances, objects, or conditions by which one is surrounded

– Ethical: Process of rational inquiry to decide on issues as right or wrong, as applied to the
people and their actions

– Moral: Principles of right or wrong behaviour derived from a particular society

– Political: Relates to government or public affairs

– Social: Interactions between groups of people involving issues such as welfare, safety,
rights, justice or class

Sciences teacher support material 4