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Grasp
Goal: Design a complete scientific investigation plan and evaluate the results of a physical activity experiment to help a community health clinic understand how exercise affects the cardiovascular system in young people.
Role: Junior Health Researcher at a community wellness centre who specialises in youth cardiovascular health.
Product: A two-part Cardiovascular Investigation Report: Part 1 is a written Investigation Design (research question, hypothesis, variables, method, and materials); Part 2 is a written Data Processing and Evaluation section (processed data with a graph, analysis of results, evaluation of the method, and an improvement suggestion).
Audience: The medical and wellness staff at the Riverside Community Health Clinic, who need clear, evidence-based investigation reports they can use to design youth fitness programmes.
Situation: The Riverside Community Health Clinic has asked your school's science department to help them gather data on how physical activity affects heart rate and breathing rate in Grade 8 students. The clinic staff are not scientists, so they need your investigation to be clearly designed and your results carefully evaluated. They want to know: Does the type or intensity of physical activity significantly change heart rate and breathing rate, and does the body return to normal quickly? Your job is to write a formal investigation proposal AND evaluate the results from the lab you already completed in class.
Criteria
Name: Inquiring and Designing
Level 0: The student does not reach a standard described by any of the descriptors above.
Criterion: B
Level 1 2: The student attempts to state a research question but it is vague, not related to a measurable variable, or does not reflect the cardiovascular or respiratory context of the task. The student states a hypothesis that is a simple guess with no scientific justification. The student identifies one variable (independent or dependent) but may confuse the two or leave the controlled variables blank. The student describes only a few steps of a method that is largely incomplete and could not be followed by another person.
Level 3 4: The student states a research question related to physical activity and the cardiovascular system, but the question may be too broad, not fully testable, or missing a measurable outcome (e.g., 'What happens to the heart when you exercise?'). The student states a hypothesis with a basic prediction but provides little or no scientific justification, or the justification is not clearly linked to the cardiovascular or respiratory system. The student identifies the independent and dependent variables but may mislabel them or identify only one controlled variable. The student describes a method with some relevant steps, but the method is incomplete, lacks specific quantities or time intervals, and would be difficult to replicate without significant additional guidance.
Level 5 6: The student formulates a clear research question that identifies a relationship between physical activity and a cardiovascular or respiratory response, though the question may lack full precision in specifying type, intensity, or unit of measurement. The student states a testable hypothesis with a directional prediction and includes a scientific justification that references the cardiovascular or respiratory system in general terms (e.g., 'the heart beats faster because the body needs more oxygen'). The student correctly identifies the independent variable, dependent variable, and at least two controlled variables, with a brief explanation for most. The student describes a mostly complete method with logical steps, including some reference to quantities, timing, and measurement, though one or two steps may be unclear, missing a safety precaution, or lacking sufficient repetition detail.
Level 7 8: The student formulates a precise, focused research question that clearly identifies the relationship between a specific type or intensity of physical activity and a measurable cardiovascular or respiratory response (e.g., heart rate in bpm or breathing rate in breaths per minute). The student states a detailed, testable hypothesis that predicts a specific directional outcome AND provides a scientific justification explicitly referencing how the cardiovascular and/or respiratory system responds to increased oxygen demand during exercise. The student correctly identifies and labels the independent variable, dependent variable, and a minimum of three controlled variables with a clear explanation of why each must be controlled. The student designs a complete, logically sequenced, step-by-step method that includes specific quantities, time intervals, measurement techniques, safety precautions, and sufficient repetition (e.g., at least three trials) to allow for reliable results. The method is sufficiently detailed that another student could replicate it without additional guidance.
Task Specific Clarification: Students must write a focused research question about physical activity and heart rate or breathing rate, state a testable hypothesis with a scientific justification linked to the cardiovascular or respiratory system, clearly identify the independent variable (type or intensity of exercise), dependent variable (heart rate or breathing rate), and at least two controlled variables, and describe a step-by-step method that is logical, safe, and could realistically be followed by someone else. At foundation level, students are supported with a variable identification table and a method checklist.
Name: Processing and Evaluating
Level 0: The student does not reach a standard described by any of the descriptors above.
Criterion: C
Level 1 2: The student records limited data that is largely incomplete or disorganised, with missing units. The student attempts a graph but it is largely incorrect, missing key labels, or uses an inappropriate graph type. The student makes a simple observation about the data (e.g., 'the heart rate changed') without identifying a pattern or providing any scientific explanation. The student makes a general comment about the method (e.g., 'it was not perfect') without identifying a specific weakness or suggesting a meaningful improvement.
Level 3 4: The student records some data in a table but the table may be incomplete, lack units, or contain errors. The student attempts to construct a graph but it may be missing a title, have unlabelled axes, or contain significant plotting errors. The student identifies a basic trend in the data (e.g., 'heart rate went up during exercise') but does not use specific values or explain the result using scientific knowledge of the cardiovascular system. The student attempts to evaluate the method by identifying one weakness, but the weakness is vague (e.g., 'we could have been more accurate') and the suggested improvement lacks specificity or is not directly linked to the weakness.
Level 5 6: The student processes most of the collected data accurately in an organised table with mostly correct units. The student constructs a graph that is mostly correct with labelled axes and a title, though there may be minor errors in plotting or formatting. The student identifies at least one clear pattern or trend in the data using some specific values, and explains the results with reference to the cardiovascular or respiratory system, though the explanation may lack full scientific depth or miss one key mechanism. The student evaluates the method by identifying one specific strength and one specific weakness with a reasonable explanation of its effect on results, and suggests one realistic improvement that is directly linked to the identified weakness.
Level 7 8: The student accurately processes all collected data, presenting it in a clearly organised and fully labelled data table with correct units (bpm, breaths/min). The student constructs a correctly formatted graph (appropriate type, fully labelled axes with units, accurate plotting, clear title, and key if applicable) that clearly represents the relationship between exercise intensity/type and the cardiovascular or respiratory response. The student analyses the data by identifying specific patterns or trends (e.g., 'heart rate increased from 72 bpm at rest to 145 bpm after 2 minutes of running, a 101% increase') and explains these results using accurate scientific knowledge of how the cardiovascular and respiratory systems respond to increased muscular oxygen demand during exercise. The student evaluates the method by identifying at least two specific strengths and two specific weaknesses with detailed explanation of how each weakness affects the reliability or validity of the results. The student suggests at least two realistic, specific, and actionable improvements that directly address the identified weaknesses.
Task Specific Clarification: Students must accurately record and organise the data collected during the class lab (heart rate and/or breathing rate at rest, during exercise, and during recovery), construct a correctly labelled graph (bar or line graph as appropriate, with title, labelled axes including units, and a key if needed), identify at least one pattern or trend in the data, explain what the results show using scientific knowledge of the cardiovascular and respiratory systems, evaluate the method by identifying at least one specific strength and one specific weakness (not just 'human error'), and suggest one realistic, specific improvement. At foundation level, students are provided with a partially completed data table template.
Myp Year
MYP 3 (Grade 8)
Task Steps
Step: 1
Title: Review and Research
Description: Review your class notes, the lab worksheet, and any provided resources on the cardiovascular and respiratory systems. Make sure you can explain: (a) what the heart and lungs do during exercise, (b) why heart rate and breathing rate increase with physical activity, and (c) what 'recovery rate' means. Use the provided glossary and your textbook to check key terms such as: heart rate, breathing rate, independent variable, dependent variable, controlled variable, hypothesis, and reliability.
Time Estimate: 20 minutes
Step: 2
Title: Write Your Research Question and Hypothesis
Description: Formulate a focused research question. It must include: WHO is being studied (e.g., Grade 8 students), WHAT is being changed (the independent variable — type or intensity of exercise), and WHAT is being measured (the dependent variable — heart rate in bpm or breathing rate in breaths/min). Then write a hypothesis: state what you predict will happen AND explain WHY using scientific knowledge of the cardiovascular or respiratory system. Use the sentence starter if needed: 'If [independent variable] increases, then [dependent variable] will [increase/decrease] because...'
Time Estimate: 15 minutes
Step: 3
Title: Identify Variables and Write Your Method
Description: Complete the variable identification table: list your independent variable, dependent variable, and at least two (aim for three) controlled variables. For each controlled variable, write one sentence explaining why it must be kept the same. Then write your step-by-step method. Number each step. Include: materials needed, how you will measure heart rate and breathing rate (technique and units), how long each activity lasts, how many trials you will do, and any safety precautions. Your method should have at least 8 numbered steps.
Time Estimate: 25 minutes
Step: 4
Title: Process Your Lab Data
Description: Using the data you collected in the class lab, complete the provided data table template. Make sure all columns have correct headings and units (bpm for heart rate, breaths/min for breathing rate). Calculate averages if you have multiple trials. Then construct a graph: choose a bar graph (if comparing categories of exercise type) or a line graph (if showing change over time or increasing intensity). Your graph must have: a descriptive title, fully labelled x-axis and y-axis with units, correctly plotted data points or bars, and a key if you have more than one data set.
Time Estimate: 25 minutes
Step: 5
Title: Analyse Your Results
Description: Write a results analysis paragraph (minimum 5 sentences). You must: (1) describe the main pattern or trend you see in your graph using specific numbers from your data, (2) explain what this pattern means using scientific knowledge of the cardiovascular and/or respiratory system (e.g., why does the heart beat faster during exercise? What is the role of oxygen and the circulatory system?), and (3) state whether your results support or contradict your hypothesis and explain why.
Time Estimate: 20 minutes
Step: 6
Title: Evaluate Your Investigation
Description: Write an evaluation of your investigation. You must address: (1) Strengths — identify at least one specific thing your method did well and explain how it improved the reliability or validity of your results (e.g., 'We repeated each exercise three times and calculated an average, which reduced the effect of one-off errors'); (2) Weaknesses — identify at least one specific weakness and explain exactly how it could have affected your results (avoid vague comments like 'human error' — be specific, e.g., 'We measured heart rate by counting for 15 seconds and multiplying by 4, which may have introduced counting errors'); (3) Improvements — for each weakness, suggest one specific, realistic improvement and explain how it would make the investigation more reliable or valid.
Time Estimate: 20 minutes
Step: 7
Title: Review and Submit
Description: Read through your complete report. Use the self-assessment checklist provided to confirm you have included all required components. Check that your scientific terminology is used correctly, your graph is fully labelled, and your evaluation is specific and linked to your actual results. Make any final corrections and submit both parts of your Cardiovascular Investigation Report.
Time Estimate: 15 minutes
Description
This summative assessment asks students to step into the role of junior health researchers tasked with designing and evaluating a scientific investigation into how physical activity affects heart rate and breathing rate. Students will apply their understanding of the cardiovascular and respiratory systems — including the relationship between heartbeat, breathing, and physical exertion — to plan a rigorous inquiry and then process and evaluate data from a lab they have already conducted. The assessment is designed to consolidate learning from classroom activities, lab experiences, and research into the cardiovascular system.
Through the GRASP framework, students are positioned as junior researchers preparing a formal investigation proposal and evaluation report for a community health clinic. This authentic context encourages students to think critically about experimental design, variables, and the reliability of their findings. The task is scaffolded to support foundation-level learners while still demanding genuine scientific thinking.
This assessment addresses MYP Sciences Criterion B (Inquiring and Designing) and Criterion C (Processing and Evaluating). Students will demonstrate their ability to formulate a focused research question, design a controlled investigation, collect and process data, and evaluate the method and results with reference to scientific knowledge about the cardiovascular system.
Command Terms
formulate
design
identify
describe
explain
process
construct
analyse
evaluate
suggest
Subject Group
Sciences
Teacher Notes
Ib Connections: This assessment connects to the IB Learner Profile attribute of 'Thinkers' as students critically evaluate their own experimental design and results, and 'Knowledgeable' as they apply understanding of biological systems to a real-world health context. The Global Context most relevant here is 'Identities and Relationships' — specifically, health and well-being, as students investigate how the human body responds to physical activity, which connects directly to personal health choices and community wellness. The Key Concept addressed is 'Systems' (the cardiovascular and respiratory systems working together) and the Related Concept is 'Function' (how the heart and lungs function under different conditions) and 'Evidence' (using data to support scientific claims). This assessment also connects to the Statement of Inquiry: 'Understanding how body systems function together enables us to make informed decisions about our health and well-being.'
Differentiation
Advanced: Ask advanced students to include a discussion of how individual differences (e.g., fitness level, age, health conditions) might affect the cardiovascular response to exercise and what this means for the clinic's interpretation of the data. Encourage them to suggest a follow-up investigation question. They can also be challenged to calculate percentage change in heart rate between rest and peak exercise and discuss what this reveals about cardiovascular fitness. Advanced students should aim for three controlled variables with full explanations and two weaknesses with two improvements each.
Struggling: Provide struggling students with a partially completed data table template with column headings and units already filled in. Offer a hypothesis sentence starter: 'If the intensity of exercise increases, then heart rate will [increase/decrease] because the cardiovascular system needs to...' Provide a method checklist (e.g., 'Have you included materials? Have you included how long each activity lasts? Have you included how many trials?') to scaffold the design section. For the evaluation, provide a structured template with sentence starters: 'One strength of our method was... This improved reliability because...' and 'One weakness was... This may have affected our results by...' Consider allowing oral explanation of results as an alternative to written analysis for students with significant writing difficulties.
Facilitation Tips: This assessment is designed to be completed in one double period (approximately 2 hours) or across two single periods. Distribute the task brief, data table template, variable identification table, and self-assessment checklist at the start. Before students begin, spend 5–10 minutes clarifying the GRASP scenario — emphasise that they are writing for a health clinic audience, which means their report needs to be clear and well-explained, not just a list of bullet points. Remind students that Part 1 is a design task (they are writing what they WOULD do, or what they DID do, as a formal plan) and Part 2 uses the actual data from the class lab. If students collected data in groups during the lab, allow them to use the shared group data for Part 2 but require individual written responses for all analysis and evaluation sections. Monitor time carefully: Steps 1–3 (Part 1) should take approximately 60 minutes, and Steps 4–7 (Part 2) approximately 60 minutes.
Assessment Strategy: Use this assessment as a summative measure of Criteria B and C following the cardiovascular and respiratory system unit. Mark Part 1 against Criterion B descriptors and Part 2 against Criterion C descriptors. When marking, use the task-specific clarifications to anchor your judgement — for example, a student who identifies only the independent and dependent variable but no controlled variables should not exceed Level 3–4 for Criterion B, regardless of how well their research question is written. Provide written feedback using the 'Two Stars and a Wish' format aligned to the criterion descriptors, so students understand exactly what they did well and what they need to improve for the next investigation. This assessment can be used as a mid-unit or end-of-unit check and can inform the design of future lab tasks. If this is students' first formal investigation design task, consider co-constructing the success criteria with the class before the assessment to build familiarity with the expectations.
Atl Integration
Skill: Thinking: Critical Thinking Skills
Activities
In Step 5 (Analyse Results), students must determine whether their data supports or contradicts their hypothesis and provide a reasoned scientific explanation — requiring them to think critically rather than simply describe numbers.
In Step 6 (Evaluate), students identify specific weaknesses in their method and explain the direction and magnitude of their potential impact on results, practising the critical thinking skill of evaluating the credibility and limitations of evidence.
When writing the hypothesis in Step 2, students must apply the 'if-then-because' structure, which requires them to reason causally about the relationship between exercise and cardiovascular response rather than making an unsupported guess.
Description: Students practise critical thinking throughout the assessment by analysing the quality of their own experimental design, evaluating evidence from their lab data, and making reasoned judgements about the reliability of their results. Rather than simply reporting what happened, students are required to question their methods, consider alternative explanations for their data, and connect results to broader scientific understanding of the cardiovascular system.
Skill: Research: Information Literacy Skills
Activities
In Step 1 (Review and Research), students actively review multiple sources — class notes, lab worksheets, and the provided glossary — and select the most relevant information to inform their hypothesis and method, practising the skill of identifying and accessing relevant information.
In Step 5 (Analyse Results), students must integrate scientific knowledge from their research (e.g., the role of the heart in delivering oxygen to muscles) into their explanation of results, demonstrating the information literacy skill of using information to support an argument or explanation.
Throughout the report, students are encouraged to use accurate scientific vocabulary (e.g., heart rate, cardiovascular system, oxygen demand, recovery rate) sourced from their research materials, practising the skill of communicating information using discipline-specific language.
Description: Students practise information literacy by selecting, organising, and applying relevant scientific information about the cardiovascular and respiratory systems to support their investigation design and results analysis. They must distinguish between relevant and irrelevant information, use scientific terminology accurately, and cite or reference the sources of their scientific explanations (class notes, textbook, or provided resources).
Task Description
Welcome, Junior Health Researcher! The Riverside Community Health Clinic has reached out to your school for help. They want to understand how physical activity affects the cardiovascular system in young people so they can design better fitness programmes. Your mission is to produce a two-part Cardiovascular Investigation Report that the clinic staff can read and use.
In Part 1 (Investigation Design), you will write a formal plan for a scientific investigation into how physical activity affects heart rate and/or breathing rate. Even though you have already done the lab in class, you need to write this as a proper scientific proposal — with a research question, hypothesis, variables, materials list, and a step-by-step method. Imagine you are explaining your plan to a clinic nurse who has never done a science experiment before. Your method must be clear enough for them to follow it themselves.
In Part 2 (Processing and Evaluation), you will use the data you collected in the class lab. You will organise your data into a clear table, draw a graph to show the results, and then explain what the results mean — using your knowledge of the cardiovascular and respiratory systems. Finally, you will evaluate how well the investigation worked: What went well? What could have been better? What would you change if you did it again? Remember, the clinic staff are counting on you to be honest and scientific in your evaluation so they can trust your findings.
Learning Objectives
Explain the relationship between physical activity, heart rate, and breathing rate using scientific knowledge of the cardiovascular and respiratory systems.
Design a controlled scientific investigation with a clear research question, hypothesis, identified variables, and a step-by-step method.
Process and present collected data accurately, including constructing an appropriate graph and identifying patterns or trends.
Evaluate the reliability and validity of an investigation by identifying strengths, weaknesses, and specific improvements.
Apply critical thinking to connect experimental results to scientific knowledge about how the cardiovascular system responds to exercise.
Submission Requirements
Part 1 – Investigation Design: A written research question that is focused, testable, and identifies both the independent and dependent variables.
Part 1 – Investigation Design: A written hypothesis with a directional prediction and a scientific justification referencing the cardiovascular or respiratory system.
Part 1 – Investigation Design: A completed variable identification table listing the independent variable, dependent variable, and at least two controlled variables with explanations.
Part 1 – Investigation Design: A numbered, step-by-step method (minimum 8 steps) that includes materials, measurement techniques with units, timing, number of trials, and at least one safety precaution.
Part 2 – Processing and Evaluation: A completed, fully labelled data table with correct units (bpm or breaths/min) containing all data collected during the class lab.
Part 2 – Processing and Evaluation: One correctly formatted graph (bar or line) with a descriptive title, fully labelled axes with units, accurately plotted data, and a key if applicable.
Part 2 – Processing and Evaluation: A results analysis paragraph (minimum 5 sentences) that identifies a specific trend using data values and explains the results using scientific knowledge of the cardiovascular and/or respiratory system.
Part 2 – Processing and Evaluation: An evaluation section identifying at least one specific strength and one specific weakness of the method, with an explanation of how each affects results, and at least one specific, realistic improvement.
The report must be written in clear, scientific language appropriate for a health clinic audience (not too technical, but accurate).
The report must be submitted as a single document (handwritten or typed) with both parts clearly labelled.