Taejon Christian International School

Grade 9 (Year 4) IB MYP Physics I

[catchy title here]
An Essay on Sources of Energy

As Earth's population grows exponentially, so does our need for energy. For transportation, electricity, food
production, entertainment, heating and cooling, our lives are sustained and enriched by various forms of energy
harnessed from natural resources. However, it is becoming evident that our current model cannot be sustained.
How long will our energy sources last? How can they be extended? What can we do to more responsibly
allocate natural resources?

This assignment puts you in a position of responsibility to make decisions regarding sources of energy for a
population. You have inherited a recently-discovered semi-tropical island off the coast of Molvania. As owner,
landlord, proprietor, and supreme emperor of this as-of-yet uninhabited island, it is your job to responsibly and
sustainably develop a human colony on the island.

Among the many logistical concerns of such an island-owner is energy consumption. Your citizens will no
doubt have need for electricity to heat and cool their homes, cook their food, and charge their personal
electronic devices. You and the Board of Trustees have come to a unanimous decision that the island will be
energy independent, meaning all energy will be collected and/or created on the island, using only fuel available
on the island. In the following activity, you will be researching possible energy sources, writing an Energy Plan
Proposal, and presenting your findings.

As you draft your Energy Plan Proposal, the following questions will help you make sure that you meet all of
the Task Specific Clarifications on this task’s rubric…

WHAT?
What is your source of electricity?
What physics principles underlie the workings of your source of electricity?
What will you do to make sure that the residents of your island have enough electricity?

HOW?
How might different geographic regions be more or less relevant to your source of electricity?
How much electric energy will your island need?
How much electric energy will you be able to provide?
How effectively will your source of electricity be able to provide for the residents of your island?
How efficient is your source of electricity?
(Try to provide numbers, maybe even percentages comparing input and output.)
Robert Liebhart, Taejon Christian International School, 2012
Based on the work of Brian O’Neill at
http://edtech2.boisestate.edu/brianoneill1/502/webquest/start.html
 Taejon Christian International School
Grade 9 (Year 4) IB MYP Physics I
[catchy title here]
An Essay on Sources of Energy

WHY?
Why might the world look different—for better or for worse—because of your source of electricity?
Why might your source of electricity source seem attractive? Why might it seem unattractive?
Why might certain groups (of people, animals, other organisms, etc.) be in favor of your source of electricity?
Why might certain groups (of people, animals, other organisms, etc.) be opposed to your source of electricity?
Why is your source of electricity the best option for the residents of your island?
(Compare and contrast with other sources, maybe even with numbers.)

WHERE?
Where did you find your information?
Where is each piece of information used within your essay?
(You need to use MLA format, including Works Cited and internal citations.)

As you apply the MYP Sciences rubrics for Criteria A and B to your work, please keep the definitions of the
following command terms in mind…
Describe: to give a detailed account.
Discuss: to give an account including, where possible, a range of arguments for and against the relative
importance of various factors and comparisons of alternative hypotheses.
Evaluate: to assess the implications and limitations.
Explain: to give a clear account, including causes and reasons or mechanisms.
State: to give a specific name, value or other brief answer without explanation or calculation.

You will have in-class work periods for this project. Your project must be completed and electronically
submitted to ManageBac by 11:59 PM on {DUE DATE}.

This project will count as a summative assessment for our unit on Electricity. It will be assessed using the
following rubrics for MYP Sciences Criterion A One World and MYP Sciences Criterion B Communication in
Science. It will also be used to give values for your Approaches To Learning (ATL) in the following areas:
Communication, Knowledge Seeking and Information Literacy, Organization, and Reflection.

Robert Liebhart, Taejon Christian International School, 2012

Based on the work of Brian O’Neill at
http://edtech2.boisestate.edu/brianoneill1/502/webquest/start.html
 Taejon Christian International School
Grade 9 (Year 4) IB MYP Physics I
[catchy title here]
An Essay on Sources of Energy
Levels and Task-Specific Clarifications
Criterion
Level Descriptors (The student…)
0: The student does not reach a standard  Does not reach a standard described by any of the
described by any of the descriptors given descriptors given below.
below.
1-2: The student states how science is  States how science is applied and how it may be used to
applied and how it may be used to provide energy for the residents of his/her island.
address a specific problem or issue in a o ‘What?’ questions
local or global context. The student  States the effectiveness of science and its application in
states the effectiveness of science and its providing energy for the residents of his/her island.
application in solving the problem or o ‘How?’ questions
issue.

3-4: 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
A: One World
 Describes how science is applied and how it may be used to
provide energy for the residents of his/her island.
o ‘What?’ questions
 Describes the effectiveness of science and its application in

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.
providing energy for the residents of his/her island.
o ‘How?’ questions
 Describes the implications of providing energy for the
residents of his/her island in at least one of the following
areas: moral, ethical, social, economic, political, cultural,
and environmental.
o ‘Why?’ questions

5-6: 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.
 Explains how science is applied and how it may be used to
provide energy for the residents of his/her island.
o ‘What?’ questions
 Discusses the effectiveness of science and its application in
providing energy for the residents of his/her island.
o ‘How?’ questions
 Discusses and evaluates the implications of providing
energy for the residents of his/her island in at least two of
the following areas: moral, ethical, social, economic,
political, cultural, and environmental.
o ‘Why?’ questions

Robert Liebhart, Taejon Christian International School, 2012

Based on the work of Brian O’Neill at
http://edtech2.boisestate.edu/brianoneill1/502/webquest/start.html
 Taejon Christian International School
Grade 9 (Year 4) IB MYP Physics I
[catchy title here]
An Essay on Sources of Energy
Levels and Task-Specific Clarifications
Criterion
Level Descriptors (The student…)
0: The student does not reach a  Does not reach a standard described by any of the descriptors given
standard described by any of the below.
descriptors given below.  Does not include a word count.
 Does not document sources of information.
1-2: The student uses a limited  Uses mostly non-scientific language with some incidences of
range of scientific language scientific language.
correctly. The student  Conveys a minimal amount of information with his/her use of
communicates scientific scientific language.
information with limited 
B: Communication in Science

Uses MLA format to document sources of information with many

effectiveness.
When appropriate to the task, the
student makes little attempt to
document sources of
information.
3-4: 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.
5-6: 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.
errors.
o ‘Where?’ questions
 Uses mostly scientific language with some incidences of non-
scientific language.
 Conveys a moderate amount of information with his/her use of
scientific language.
 Uses pictures, diagrams, numbers, and/or calculations to
communicate scientific concepts.
 Uses MLA format to document sources of information with some
errors.
o ‘Where?’ questions
 Uses exclusively scientific language with no incidences of non-
scientific language.
 Conveys an extensive amount of information with his/her use of
scientific language.
 Uses and explains pictures, diagrams, numbers, and/or calculations to
communicate scientific.
 Uses MLA format to document sources of information with few
errors.
o ‘Where?’ questions

Robert Liebhart, Taejon Christian International School, 2012

Based on the work of Brian O’Neill at
http://edtech2.boisestate.edu/brianoneill1/502/webquest/start.html
 Taejon Christian International School
Grade 9 (Year 4) IB MYP Physics I
[catchy title here]
An Essay on Sources of Energy

Communication
Principled
● Use appropriate text conventions in writing tasks.

Communicator
● Choose and apply different, appropriate forms of expression to suit the
context.
● Present ideas clearly, coherently and concisely in a variety of formats

Progressing
(written, oral, visual, multimedia, etc).

Beginning

Advanced
Proficient
● Infer the meaning of a range of technical and content-specific language.
● Use note-taking, mindmapping, drafting, writing, revising, editing, as a
means for generating and refining ideas.
● Compose clear, ordered, and coherent writing
● Use appropriate techniques to present, analyze and interpret data to
reach a valid conclusion or judgment.
● Support arguments fully with appropriate real world examples
● Keep supervisors and teachers informed of progress.

Reflective
● Accept and give constructive feedback.

Robert Liebhart, Taejon Christian International School, 2012

Based on the work of Brian O’Neill at
http://edtech2.boisestate.edu/brianoneill1/502/webquest/start.html
 Taejon Christian International School
Grade 9 (Year 4) IB MYP Physics I
[catchy title here]
An Essay on Sources of Energy

Knowledge Seeking and Information Literacy

Inquirer
● Use a variety of electronic search strategies to enhance searches for
resources from a variety of search engines
● Independently choose, use, and apply a wide variety of IT tools for
researching and organizing information.
● Independently carry out the research process according to subject-
specific requirements.
● Use a range of media to find and select a variety of appropriate
resources to suit a task

Progressing
Beginning

Advanced
Proficient
Thinker
● Interpret complex sources of information accurately.

Principled
● Understand the meaning of plagiarism and how to avoid it.
● Avoid the misuse of others’ ideas or work through various strategies
(i.e., request permission of).
● Use MLA format to cite information borrowed from sources within the
body of a work (in-text citations) and in a bibliography
● Use MLA format to cite tables, images, and other non-text sources
within the body of a work (in-text citations) and in a bibliography
● Create a properly formatted bibliography for a variety of media types
using MLA format
● Understand and abide by the TCIS academic integrity policy

Robert Liebhart, Taejon Christian International School, 2012

Based on the work of Brian O’Neill at
http://edtech2.boisestate.edu/brianoneill1/502/webquest/start.html
 Taejon Christian International School
Grade 9 (Year 4) IB MYP Physics I
[catchy title here]
An Essay on Sources of Energy

Organization
Balanced
● Schedule priorities.
● Break down large projects into a series of smaller, achievable tasks.
● Bring appropriate materials to class.
● Organize and manage materials using locker, binders, workbooks,
journals, laptop, etc.
● Design a personal system for effectively carrying, storing, and filing
work.

Principled

Progressing
Beginning

Advanced
Proficient
● Complete work on time.
● Meet deadlines by getting started early and asking for help before the
due date.
● Use criteria and rubrics to guide and revise work.
● Be responsible and independent in thought and action

Knowledgeable
● Effectively use note-taking skills and graphic organizers
● Identify various ways to complete tasks
● Anticipate resources and materials needed for tasks, collect them and
use them.

Open-Minded
● Identify expectations for class, individual and group work.

Robert Liebhart, Taejon Christian International School, 2012

Based on the work of Brian O’Neill at
http://edtech2.boisestate.edu/brianoneill1/502/webquest/start.html