assessment 1: data...

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Date Distributed: Thursday 1st March 2018 Task Weighting: 30%

Outcomes assessed:

Conducting investigations

INS11/12-3 Conducts investigations to collect valid and reliable primary and secondary data and information.

Processing data and information

INS11/12-4 Selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media.

Analysing data and information

INS11/12-5 Analyses and evaluates primary and secondary data and information.

INS11-8 Identifies that the collection of primary and secondary data initiates scientific investigations.

Communicating

INS11/12-7 Communicates scientific understanding using suitable language and terminology for a specific audience or purpose.

ASSESSMENT OUTLINE

1. WHAT AREAS OF LEARNING DOES THIS ASSESSMENT

ADDRESS?

The student is provided with an opportunity to use the skills, knowledge and

understanding developed in studying the unit of “Observation -Cause and Effect” to

plan and conduct investigations and draw conclusion from data obtained from a

primary investigation.

2. WHY IS THE COMPLETION OF THIS ASSESSMENT IMPORTANT?

The work of scientists involves observing, then planning and carrying out

investigations, including collecting data and analysing this. Scientists then

communicate their findings and ideas. This task will allow students the opportunity to

work scientifically by completing a primary investigation that involves them planning,

preparing, investigating, collecting and analysing results, as well as communicating

ideas and information.

Furthermore, this assessment is also important as it provides the student with a

scaffold in writing procedures used in scientific reporting text type (First Hand

Investigation scaffold). In addition, it assesses the student’s numeracy skills in

collecting data, measuring & graphing

YEAR 11 INVESTIGATING SCIENCE

Assessment 1: DATA ANALYSIS

Due Date: WEEK 8A TUESDAY 20TH MARCH 2018

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3. WHAT STEPS DO I TAKE TO COMPLETE THIS TASK?

Task Outline

In this task you will:

a. Design, undertake and assess a first-hand investigation which tests a proposed scientific theory, including collecting and analysing all relevant data.

b. Demonstrate knowledge and understanding of scientific concepts c. Apply knowledge and information relevant to scientific issues d. Communicate scientific understanding in a clear and logical way e. Select, process, and interpret accurate, reliable, valid and relevant qualitative

and quantitative data, and represent using a range of scientific formats

In order to undertake this task, you need to complete all sections of the first hand

investigation scaffold (see page 4 onwards) & complete the scientific paper. You will

be provided with the beginning of a scientific report which is based on an experiment

conducted by Sir Isaac Newton.

The following background Information will need to be checked by your teacher

BEFORE the start your investigation, to make sure you are on track:

1. Gather secondary source information (planet mass and radius values) to predict the value of acceleration due to g ravity on Earth and other planets using Newton’s Law of Universal Gravitation (equate with F=mg)

2. Identify reasons for possible variations from the value, 9.8ms-2 for acceleration due to gravity on Earth.

3. Define weight force and use F=mg to determine the weight force for a 60kg body on Earth and the same body on other planets. Present the information in a table.

4. Provide an outline of the experiment including a scientific diagram. 5. Identify all variables including all those that need to be kept constant. 6. Manipulate the pendulum equation into the form of an equation of a straight

line y=mx. How can this graph be used to estimate the value of ‘g’? 7. Discuss the validity and reliability of data gathered.

Points to include in your “Discussion”

Explain any differences between the measured value for g and the text book value- in other words, discuss the accuracy of your measured value for g.

How did you ensure the experiment was valid as possible.

How did you ensure the experiment is reliable.

You will be given:

Two periods of class time to carry out the practical component –

Periods 5 Monday 19th March & Period 4 Tuesday the 20th March.

One period of class time for research and performing the experiment –

Period 5, Monday 19th March

One period of class time to complete your report & HAND IN –

Period 4, Tuesday 20th March

It is expected that the rest of the work will be completed in your own time.

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Suggested Resources to get you started

http://www.physicsclassroom.com/class/1DKin/Lesson-5/Introduction

https://www.teachengineering.org/activities/view/cub_energy_lesson03_activity2

http://www.physicsclassroom.com/class/1DKin/Lesson-1/Acceleration

http://www.sparknotes.com/testprep/books/sat2/physics/chapter8section5.rhtml

https://ed.ted.com/featured/Xd0eu692

http://www.bbc.co.uk/timelines/zwwgcdm

4. HOW WILL MARKS BE AWARDED TO MEASURE MY LEARNING?

Marks will be indicated on a marking rubric (see page 12-15). Feedback will be

provided with your returned paper.

http://www.physicsclassroom.com/class/1DKin/Lesson-5/Introduction

https://www.teachengineering.org/activities/view/cub_energy_lesson03_activity2

http://www.physicsclassroom.com/class/1DKin/Lesson-1/Acceleration

http://www.sparknotes.com/testprep/books/sat2/physics/chapter8section5.rhtml

https://ed.ted.com/featured/Xd0eu692

http://www.bbc.co.uk/timelines/zwwgcdm

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CONTEXT

Note to students: I have started the scientific report to ensure you understand the layout and requirements- The missing sections should be completed. The report should also be adjusted in future depending on your inquiry question.

Title: The Simple Pendulum

Table of Contents: Aim: To determine the value of g using a simple pendulum. Background Information: Hypothesis: The value of g at Earth’s surface can be accurately measured by measuring properties of pendulum swings. Variables: Risk Assessment: Materials List: 1 x Pendulum bob, String, 1 x Metre ruler, 1 x Boss head clamp, 1 x Clamp 1 x Retort stand, 1 x Stopwatch, 1 x Protractor, 1 x Split cork Procedure: 1. The string was cut cm long. 2. The setup shown above was organised. 3. The pendulum bob was attached to the string, which was tied around the clamp making a simple pendulum. The length of the bob, from the knot at clamp to the middle of the bob, was cut to . 4. The bob was lifted with the string no more than 10˚ from the vertical and released. 5. The time taken for ten back-and-forth swings was taken. The period was calculated. 6. Four more times were taken and the average calculated and recorded in a table.

Sir Isaac Newton was not the first person to observe an object falling towards earth, but

he was the first to thoroughly investigate and draw concrete conclusions from his

observation. The legend tells us that gravity was discovered when an apple fell on

Newton’s head; however, his law of universal gravitation was actually a culmination of

years of research based on centuries of observations and the knowledge of many

scientists. During his eventual formulation of the law of universal gravitation, Sir Isaac

Newton relied on quantitative and qualitative observations of mass and distance in order

to calculate force.

Although the concept of gravity is still not fully understood, the formulation on Newton’s

law highlighted that gravitational force differs between objects of varying mass and

varying distance.

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7. The string was shortened by cm and the time taken for ten swings was measured five times before averaging. The period for one swing was measured for string lengths down to at intervals. 8. A graph of T2 (time taken for one swing squared) was plotted against length of pendulum. 9. The gradient calculated was used to determine the value of g using the formula:

𝑇 = 2𝜋√𝑙

𝑔 , 𝑤ℎ𝑒𝑟𝑒 𝑇 = 𝑝𝑒𝑛𝑑𝑢𝑙𝑢𝑚 𝑝𝑒𝑟𝑖𝑜𝑑 (𝑠)

𝑙 = 𝑠𝑡𝑟𝑖𝑛𝑔 𝑙𝑒𝑛𝑔𝑡ℎ (𝑚) 𝑔 = 𝑟𝑎𝑡𝑒 𝑜𝑓 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛 𝑑𝑢𝑒 𝑡𝑜 𝑔𝑟𝑎𝑣𝑖𝑡𝑦 (𝑚/𝑠2) Therefore,

𝑙

𝑔=

𝑇2

4𝜋2

𝑇2

𝑙=

4𝜋2

𝑔

The gradient is equal to 4𝜋2

𝑔⁄ .

Results: String length:

Trial Time taken for 10 oscillations (s) Period T (s)/Time taken for one oscillation.

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2

3

4

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Discussion: Conclusion: Reference List/ Bibliography:

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Marking Guidelines Grid

Outcome Indicator Not Achieved

(0 marks)

Experiencing difficulty

(1 mark)

Competent

(2 marks)

Outstanding

(3 marks)

Marks

INS11/12-1 Inquiry question

identified

Inquiry Question not

identified

Inquiry Question Clearly Identified

INS11-8 Background

Information

No evidence presented Includes a limited summary of what is already

known about the topic. Information may be

irrelevant in parts.

Includes a summary of any research that has been carried

out by the student into what is already known about the

topic.

includes a comprehensive and concise summary of any

prior research

INS11/12-2 Variables

identified

No variables identified One variable identified correctly Two variables identified correctly All variables identified correctly

INS11/12-3 Equipment/

Materials

No evidence presented Limited materials list provided however,

important detail missing

Appropriate materials list provided with one or two minor

errors.

Appropriate materials list provided that includes all

equipment used. Listed correctly with required quantities.

INS11/12-2 Procedure No procedure is included Procedure is included but is difficult to

understand

Procedure is mainly correct with minor errors. Procedure is written in a logical chronological order.

INS11/12-7 Presentation

Spelling

Student displays limited spelling, punctuation

and grammar skills, displaying several errors in

spelling and punctuation and grammar.

Student displays sound spelling, punctuation and

grammar skills, displaying very few errors in spelling

and/or punctuation and/or grammar.

Student displays mastery of spelling, punctuation and

grammar, displaying an error free document. Language of

Science used extensively throughout the report.

INS11/12-7 Organisation Limited presentation following the format of the

‘FHI Scaffold’. Some sections included in the

correct order.

Basic presentation following the format of the ‘FHI

Scaffold’. Most sections included in the correct order.

Submitted as per the submission instructions on pg. 1 of

this document.

Sound presentation following the format of the ‘First-

hand Investigation (FHI) Scaffold’. All sections included in

the correct order, including the discussion divided into

appropriate sub-headings. Submitted as per the

submission instructions on pg. 1 of this document.

Including a title page and table of contents.

INS11/12-3 Bibliography No evidence presented Student displays limited secondary source

research. Utilises 1 source only OR displays

significant errors in the referencing system.

Student displays basic secondary source research

including at least 2 reliable and reputable sources,

correctly referenced using an appropriate referencing

system (e.g.: Harvard), or 4+ sources but incorrectly

referenced.

Student displays thorough secondary source research

including 4 or more reliable and reputable sources,

correctly referenced using an appropriate referencing

system (e.g.: Harvard).

INS11/12-3 Diagrams No evidence presented Diagrams, photos, graphs and tables used

occasionally throughout the report, however, not

discussed appropriately and not labelled or

sourced correctly.

Diagrams, photos, graphs and tables used throughout the

report to enhance the readers understanding of the

content. Most items are discussed throughout the

document. Most items are appropriate labelled and

sourced if not original items produced by the author.

Diagrams, photos, graphs and tables used extensively

throughout the report to enhance the readers

understanding of the content. All items are discussed

throughout the document. All are appropriate labelled

and sourced if not original items produced by the author.

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Outcome Indicator Experiencing

difficulty

(0 marks)

Developing

(1 mark)

Basic Achievement

(2 marks)

Competent

(3 marks)

Proficient

(4 marks)

Outstanding

(5 marks)

Marks

INS11/12-7 Results

No evidence presented Missing data, given what

was tested in the

investigation.

Data included is either

incomplete or missing labels,

or incorrectly labelled.

Some tables, graphs and

photos labelled, however

missing units or incomplete

information. Some data

provided to allow for

analysis. However not a

satisfactory amount, or

appropriate units not used

to record data.

Tables, graphs and photos

labelled. Satisfactory data

provided to allow for

analysis. Appropriate units

used to record data.

Tables, graphs and photos

labelled, including figure or

table number, title and

description.

Thorough data provided to

allow for a detailed analysis.

Appropriate units used to

record data including

symbols (e.g.; g, kg, min, sec,

mm, cm, m, etc.).

All tables, graphs and photos clearly

labelled, including figure or table

number, title and clear description.

Extensive data or recorded observations

provided to allow for a comprehensive

analysis. Results display a summary of

any large raw data. Appropriate units

used to record all data including

symbols (e.g.; g, kg, min, sec, mm, cm,

m, etc.).

INS11/12-5 Discussion

Cause and effect

relationship

No evidence presented Limited explanation of the

phenomena given through a

description of the cause and

effect relationship. No

knowledge of determining

the value of g using a simple

pendulum through cause

and effect relationship.

Basic explanation of the



effect relationship. Little

demonstration of knowledge

of determining the value of

g using a simple pendulum

through cause and effect

relationship.

Sound explanation of the



effect relationship. Student

demonstrates knowledge of

determining the value of g

using a simple pendulum

through cause and effect

relationship.

Thorough explanation of the



effect relationship. Student

demonstrates a sound

knowledge of determining

the value of g using a simple

pendulum through cause

and effect relationship.

Comprehensive explanation of the

phenomena given through a detailed

description of the cause and effect

relationship. Student demonstrates a

thorough knowledge of determining the

value of g using a simple pendulum

through cause and effect relationship.


Analysis of results

No evidence presented Results are analysed,

however incomplete and

erroneous. Little or no

attempt to use actual data

from the results section.

Results are analysed

including a brief discussion

of the relationship between

the dependant and

independent variables. Data

from results section used,

however not in an effective

manner.

Results are analysed

including the relationship

between the dependant and

independent variables.

Some data from result

section used to support

statements.

Results are thoroughly

analysed including the

relationship between the

dependant and independent

variables. Use of actual data

or observations from graphs,

tables or photos in result

section to support

statements.

Results are comprehensively analysed

including the relationship between the

dependant and independent variables.

Extensive use of actual data or

observations from graphs, tables or

photos in result section to support

statements.


Explanation of results

No evidence presented Limited explanation of

results attempted.

Basic explanation of results

demonstrating some

knowledge and

understanding of scientific

concepts demonstrated in

this investigation.

Sound, evidence based

explanation of results,

demonstrating a sound level

of knowledge of


concepts demonstrated in

this investigation.

Thorough, evidence based

explanation of results,

demonstrating a high level

of knowledge and


concepts and how these are

demonstrated in this

investigation.

Comprehensive, evidence based

explanation of results, demonstrating an

outstanding level of knowledge and

understanding of scientific concepts and

how these are demonstrated in this

investigation.


Evaluation of accuracy

No evidence

presented

Accuracy addressed with

major errors in

understanding evident in

discussion.

Accuracy addressed,

however, simplistically OR

some minor errors in


discussion.

Accuracy of results is

discussed. Student displays

some knowledge of how

this is achieved in a

scientific investigation.

Detailed analysis of

results. Student displays a

thorough knowledge of

this and how it is achieved

in a scientific investigation.

Complete analysis of accuracy of


comprehensive knowledge of this and

how it is achieved in a scientific

investigation.

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Outcome Indicator Experiencing

difficulty

(0 marks)

Developing

(1 mark)

Basic Achievement

(2 marks)

Competent

(3 marks)

Proficient

(4 marks)

Outstanding

(5 marks)

Marks


Evaluation of reliability

No evidence presented Reliability addressed with

major errors in


discussion.

Reliability addressed,




discussion/

Reliability of results is





Detailed analysis of

reliability of results.

Student displays a thorough

knowledge of this and how

it is achieved in a scientific

investigation.

Complete analysis of reliability of


comprehensive knowledge of this and

how it is achieved in a scientific

investigation.


Evaluation of validity

No evidence presented Validity addressed with

major errors in


discussion.

Validity addressed,




discussion.

Validity of results is





Detailed analysis of validity

of results. Student displays

a thorough knowledge of

this and how it is achieved

in a scientific investigation.

Complete analysis of validity of results.

Student displays a comprehensive

knowledge of this and how it is

achieved in a scientific investigation.


Error Analysis &

Improvements

No evidence presented Some improvements are

identified, however they do

not attempt to address

reliability, accuracy or

validity.

Basic discussion of

improvements to

investigation that addresses

some of the identified

errors. May or may not

address improving


validity.

Satisfactory discussion of

improvements to

investigation. Student

provides an analysis of how

to reduce some of the

identified errors.

Suggestions for

improvements address


validity of the results.

Thorough discussion of

improvements to

investigation. Student

provides an analysis of how

to reduce each of the

identified errors.

Suggestions for

improvements address the

reliability, accuracy and

validity of the results.

Exhaustive discussion of improvements

to investigation. Student provides a

detailed analysis of how to reduce each

of the identified errors. Suggestions for

improvements focused on improving

the reliability, accuracy and validity of

the results.

INS11/12-7 Conclusion No evidence presented Limited conclusion which

addresses the hypothesis

somehow, however with

errors. OR provides a limited

summary of some of the

main findings of the

investigation.

Basic conclusion which

addresses the hypothesis

however, does so with

errors or does not

appropriately use data to

support concluding

statements.

Student includes a brief

summary of what the

investigation involved,

however does not discuss in

any significant detail, or

simply provides a repetition

of what was included in the

discussion

Sound conclusion which

addresses the hypothesis by

detailing whether it was

supported or not supported

citing reasons why.

Student includes a brief

summary of what the

investigation involved citing

the overall aim and findings.

Detailed conclusion which

appropriately addresses the

hypothesis by detailing

whether it was supported or

not supported. Student uses

some data to support their

statement about the

hypothesis.

Student displays an

understanding about

conclusions by structuring a

summary of the main

findings from the

investigation. Summary

includes concise information

about reliability, accuracy

and validity, or what was

learned from the

investigation.

Outstanding conclusion which

appropriately addresses the hypothesis

by detailing whether it was supported or

not supported. Student utilises a concise

summary of selected data to support

their statement about the hypothesis.

Student displays a comprehensive

understanding about conclusions by

structuring a summary of the main

findings from the investigation.

Summary includes concise information

about reliability, accuracy and validity,

and what was learned from the

investigation

ASSESSMENT TASK- MARK & FEEDBACK

Please attach this sheet to the front of your task

Student Name: ………………………………………………………………….

Outcome Available Marks Marks Achieved

INS11/12-1 7

INS11/12-3 9

INS11/12-4 5

INS11/12-5 31

INS11/12-7 16

INS11-8 3

Total 71

Markers Comment: Marker: _Mr MEAWAD__

assessment 1: data...

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