Assessment Task Sheet

Australian International Academy, Kellyville

NAME: _____________________________ NOTIFICATION DATE: / 02/ 2019
YEAR LEVEL: 9 SUBJECT: Science UNIT: Chemical dilemma!
TASK NAME: Growing crystals
DUE DATE: 22/03/2019
UNIT INFORMATION
KEY CONCEPT: Change
RELATED CONCEPTS: Consequence and Evidence
GLOBAL CONTEXTS Orientation in space and time
STATEMENT OF INQUIRY:
Scientific innovation has changed the way we use chemicals and has had an impact on our health.
OUTLINE OF TASK
Goal:
To grow your own crystals and investigate the effect of a chosen variable on their growth.
Role:
You will research how crystals grow and then design an experiment to investigate how changing a variable can
affect their growth.
Audience:
You will present your results in a scientific report which must include photographic evidence of your crystals as
they grow. You may bring your crystals to school to display in the classroom.
Situation:
1. Research how crystals form and find out which factors can affect the way they grow.
2. Choose one factor to investigate and form a hypothesis
3. Design a fair test to investigate how this factor effects the way your crystals grow.
4. Measure and record the growth of your crystals regularly
5. Use the template to report your findings
Product, Performance, and Purpose
Your final submission should include:
1. Actual crystals that you have grown
2. Experiment report with photographic evidence and bibliography.
Report subheadings are as follows:
 Title
 Background information
 Aim
 Hypothesis
 Materials and Method
 Risk assessment
 Results (Photos, Sizes, Tables, Graphs)
 Discussion and reflection
 Conclusion
Standards and Criteria for Success
 Submit your report (using the coversheet and template) in the Managebac drop box on or before the due
date.
 Bring your crystals to school on the due date
 Your work will be assessed using the criteria in the rubric on the following page.
 All work must be your own and not plagiarised

NSW BOSTES Outcomes:

SC5-1VAappreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world
around them.
SC5-4WSdevelops questions or hypotheses to be investigated scientifically.
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
SC5-7WSprocesses, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based
arguments and conclusions
SC5-17CWdiscusses the importance of chemical reactions in the production of a range of substances, and the influence of society on the
development of new materials
MYP Criteria:
Criterion A: Knowing and understanding
Achievement Level descriptor
level
0 The student does not reach a standard
indicated by any of the descriptors
below.
1–2 The student is able to:
i. recall scientific knowledge
ii. apply scientific knowledge and
understanding to suggest solutions to
problems set in familiar situations
iii. apply information to make
judgments.
3–4 The student is able to:
i. state scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set in
familiar situations
iii. apply information to make
scientifically supported judgments.
5–6 The student is able to:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set in
familiar situations and suggest
solutions to problems set in unfamiliar
situations
iii. interpret information to make
scientifically supported judgments.
7–8 The student is able to:
i. describe scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set in
familiar and unfamiliar situations
iii. analyse information to make
scientifically supported judgments.
Australian International Academy, Kellyville
Understanding by Design, written by Grant Wiggins and Jay McTighe
Task Specific Descriptor.
The student does not reach a standard indicated by any
of the descriptors below.
The student is able to:
i. Recall how to grow crystals
ii. Apply limited scientific knowledge to
identify how a factor can influence the
way crystals grow
iii. Apply some information and make
limited judgements about growing
crystals under different conditions.
The student is able to:
i. State how to grow crystals
ii. Apply scientific knowledge to describe
how a selected factor influences the way
crystals grow
iii. Apply information and make
scientifically supported judgements
about growing crystals under different
conditions.
The student is able to:
i. Outline how crystals form
ii. Apply scientific knowledge to partially
explain how a selected factor influences
the way that crystals grow
iii. Interpret information and make
scientifically supported judgements
about growing crystals under different
conditions.
The student is able to:
i. Apply course terminology to clearly
explain how crystals form
ii. Apply scientific knowledge to fully
explain how a selected factor influences
the way that crystals grow and make
accurate predictions for future studies.
iii. Analyse information and make
scientifically supported judgements
about growing crystals under different
conditions.
Assessment Task Sheet Adapted from: