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EXTENDED EXPERIMENTAL INVESTIGATION 2

Science Department

Subject DetailsSubject: 12 Physics Year: 2014Semester: 4 Teacher: Mr CarsonUnit: Open Ended EEI Item: EEI2Name:

ConditionsYou must adhere to the school assessment policy.

Formulae booklet will be supplied and calculators allowed.Show all working, neatly and well set out, in the exam booklets provided

CriterionKnowledge and

Conceptual Understanding

InvestigativeProcesses

Evaluating andConcluding

Overall Grade

12 Physics EEI – Open-ended Investigation 1

EXTENDED EXPERIMENTAL INVESTIGATIONOPEN-ENDED TOPIC OF CHOICE

1. THE TASK:The task you are being asked to complete is to undertake experimental research on a physics concept related to or extending on from the physics topics studied. It is possible for you to work alone or with one or two other students. You will need to discuss your proposal with your teacher. A research plan, an equipment requisition form and a risk assessment form MUST be submitted before commencing work. (Forms to be used for this are attached).

2. TIMELINE:1. Issue date: 21 March2. Submission of student-selected topic: 2 April3. Submission of equipment requisition form and research plan 24 April4. Draft of report submitted 30 May5. Final report, and logbook submitted (up to 1500 words for DISCUSSION & CONCLUSION) 13 JUNE

3. JOURNAL AND CHECKLIST: Journal: You will need a logbook to record in one place your thoughts and notes about everything from selection of a topic through to completion of your investigation. It is a no-frills, on-the-spot recording of the essentials of your work. It need only be intelligible to you but it may be used to verify the authenticity of your work.

Monitoring Checklist: A checklist will be used to help you monitor the management of your task. FULFILLING THE STAGES OF THE MONITORING IS COMPULSORY.

Feedback Checklist: You will be offered feedback on your draft report (once only). Feedback will be in the form of a feedback checklist. SUBMITTING A DRAFT IS COMPULSORY.

You will need to submit your journal, the two checklists and your draft report along with your final report. The Journal, the Monitoring and Feedback checklists and draft will not be assessed, UNLESS THE FINAL REPORT IS NOT SUBMITTED ON TIME, but is your way of providing evidence that you engaged in the research process and that the report is your own work.

4. PROCESSThe essential element for success is to be aware that this is a largely independent task; while there will be some ideas or suggestions on how to approach the issue from your teacher or other collaborators, it is up to each student to plan her own unique approach to their investigation.

This is a major piece of assessment for our work this year – make sure you give enough quality evidence to achieve the rating you deserve.

A combination of independent study, research, experimentation and collaboration will be essential for success. You will need to start work in your own time immediately to ensure that you are ready to carry out your experiment(s) and collect the data you will need in the time available.

A useful website is: “How to do a Deadly EEI” at www.seniorphysics.com/physics/eei_hints.html


5.1 PHASE ONE Decide a research topic; either a problem to be solved or a hypothesis to be tested. A list of stimulus topics has been prepared to give you an idea of some of the possible areas for investigation. These can be found at: seniorphysics.com/physics/eei.html

5.2 PHASE TWOWhat you will be provided with. To make this investigation manageable you will be provided with basic science equipment as needed. If you

need specialised equipment then you will have to supply this yourself. Technical assistance regarding other requirements can be obtained from your teacher or laboratory assistants.

STEP 1: Research the topic. You will need to develop an understanding of the principles of your chosen topic. By use of the library,

internet, textbooks or other source of information (parent, expert) you should clarify the the physics principles measurement techniques.

STEP 2: Choose a factor that you would like to investigate. So that you have sufficient time for the experiment you may chose to investigate only one factor (variable) to

alter. However, depending on the complexity of the task, you may find it necessary to investigate more than one variable so as to allow a depth of analysis. Notes should be taken for your journal.

STEP 3: Design your investigation Define your variables. What is your:

dependent variable/s (what you will measure); manipulated variable/s (what you will change); controlled variables (what you will keep constant).

Develop an “Aim” for your investigation. The Aim should be in the form of an explicit statement relating to your variables, eg: “To investigate the effect of (manipulated variable) on (dependent variable) when (controlled variables) are kept constant.

Plan your approach (see below for materials). Decide what equipment will be necessary.

STEP 4: Complete the following forms and hand in to your teacher: Research Proposal Sheet by the due date for your teacher to review and give approval. Risk Assessment Sheet for your teacher to review and give approval. Materials Requisition Sheet

5.3 PHASE THREE – Performing the experiment

STEP 5a: Preliminary Trials - You should record all observations, measurements, problems, changes in approach and modifications to your initial plans and procedure in your journal.

STEP 5b: Final experiment - You should record all observations, measurements, problems in your journal.

5.4 PHASE FOUR – Report Writing

STEP 6: Write a Scientific Report (Individual report but you can work on the design and data collection in collaboration with others in your group). Report writing involves collating all you’ve done into a report of your investigation. The report will be a more detailed version of a standard laboratory report. Other people’s ideas, statements, diagrams, photos and so on should be correctly referenced. Your work must not contain plagiarised material – this also includes copying large sections of the report from other members in your group.

Feedback on your report draft: will be given by your teacher. You are required to submit a draft of your report write-up to your teacher for comment (once). Feedback will be in the form of a feedback checklist. You can also seek help during the planning and performing of the experiment.


YOUR REPORT - should be structured as shown below. This format is similar for all of the Sciences. It is to be written in passive voice, past tense.

Title page – subject, assessment task type, title, your name, date, teacher’s name.

AbstractA paragraph, that if read by itself, summarises the project in the least possible words (usually 50 – 200). It should include the aim, principles/techniques employed and a very brief statement of your results and conclusions.

Introduction: Research Question and Aim you have posed and the Hypothesis to be tested.

The Research Question should obviously be in the form of a question, eg “What are the best conditions for plant growth? What factors influence the flight of an arrow? How is the corrosion of a shipwreck influenced by …?

The Aim should be in the form of an explicit statement relating to your variables, eg: “To investigate the effect of (manipulated variable) on (dependent variable) when (controlled variables) are kept constant.

Theory Review: This will be used to tell a story that generates interest in the reader for the field of your research and link to the practical investigation to follow. It will draw on your library research and will be referenced (see note on bibliography and referencing at the bottom).

Hypothesis & Justification of hypothesis. The Hypothesis is your predicted outcome of the investigation. It should be in the form: “That as (manipulated variable) is increased, the (dependent variable) will …”.You will need to justify your hypothesis by referring to relevant scientific (biological, chemical, physics) principles from your library research. You will need to reference your sources.

Orientation of the reader to the overall design, and the reasons for performing particular steps in the method.

Planning & Preliminary trials: Introduction: What values you chose to try for your manipulated variable/s (eg masses of 0.1 kg to 0.8 kg) Method: What you did. Diagrams, photos as necessary. Results: Presented in appropriate form (tables, graph etc). Discussion: Could measurable results be obtained? Could you collect sufficient data? You are not expected to

make a conclusion about the relationships between variables as outlined in the Research Question, Aim and Hypothesis. This is a discussion about the experimental design.

Conclusion: How the original plan is to be modified in light of the pilot study.

Method. A description of what was done in the final practical tasks; this includes how raw data is to be treated ie. what formulae are applied. You should do this in the traditional form (a replicable, stepwise description in passive voice, past tense. This applies to all other parts of the report such as discussion and conclusion as well). ‘Replicable’ means that someone else could repeat the experiment by following your method.

Results. The collected results should be displayed in forms that are appropriate to your data; eg tables, graphs, photos. Calculations such as averages, substitution into equations, gradients, intercepts - and so on - may be shown as necessary. You should show examples of calculations (eg rate of change, solutions concentrations etc) but not all calculations need be shown. All tables, graphs pictures etc should be numbered and givena comprehensive title.

Analysis, Discussion and Interpretation of Data. You will need to show evidence of critical thinking in interpreting your data in relation to your hypothesis and theory presented in your introduction. This is an opportunity to identify any trends or patterns in your data, examine any mathematical relationships in your data, to critically discuss various aspects of the experiment, such as: what generalisations can be made to support or refute your hypothesis, how the results relate to the theory, the limitations of the result, the method used and possible improvements, which measured quantities limited the accuracy of the result, further related investigations that this experiment could lead to (and why). (NB. Discussions must relate the experimental issues to physics theory.)

Conclusion. You should state very briefly the essential conclusion or conclusions you have drawn from the experiment. It should satisfy the statement set out in the Aim at the beginning and must clearly address the stated hypothesis. Be sure to include any conditions that apply to your result (eg ‘at constant temperature’). It is important not to overstate what you can rightly claim as a result of the experiment. Statements like ‘the results supported…’ are more justifiable than ‘the results proved…’. You should not introduce any new material in this section.

Bibliography. Guidelines for a bibliography and referencing can be found on the various webpages.


RESEARCH PLAN

NAME(s) ____________________________________________________

TEACHER ___________________________________________________

TITLE OF INVESTIGATION ____________________________________________________________________________

SPECIFIC RESEARCH QUESTION or AIM or HYPOTHESIS to be investigated

Brief statement of your EXPERIMENTAL DESIGN

Attach a LABELLED DIAGRAM of the materials set up as you intend to use them.

INVESTIGATION APPROVAL _____________________________________(teacher signature and date)


Physics Experimental InvestigationDraft Report - Feedback Checklist

Name:

Your specific request for feedback:

Note: this feedback checklist should also be submitted with your final report.Aspect Areas that might need improvement (marked by a )

1. Task Awareness of the purpose of task.2. Subject You need to provide more detail in the following sections:matter Abstract

Introduction Aim Hypothesis & Hypothesis Justification Background theory

Planning and Preliminary TrialsMethodResultsAnalysis of ResultsDiscussion: critical analysis of investigation needs improvement - including interpretations/ synthesis and evaluation and beyond merely restating the findings.Discussion: include sources of error and account for how they wouldHave influenced your final results and conclusionsConclusionProvide follow-on investigations that could be undertaken (with reasons) Bibliography - is not included.

- insufficient number of sources- referencing style not consistent or contains errors

Only include the most important and relevant information from your library research.You will need to include illustrations/tables.You need to provide evidence or a reference for your comment or claims.

3. Structure Generic structure needs improvement. Check the report format guidelines.and cohesion The arrangement of material could be difficult for your audience to follow

Introduction needs improvement to include topic using general themes or ideas which focus on the purpose of the investigation.Introduction needs improvement to grab reader's attentionBody needs clearly defined paragraphs based on topics studied, and each clearly introduced to show an understanding of them

4. Language Vocabulary needs improvement - a greater level of sophisticationThe words highlighted need to be replaced with more precise or scientific terms.

5. Sentences Break up some of the longer sentences.Sentences how a lack of variety in form and length.Be consistent using active/passive voice and tense.Some sentences should be separated; use a full stop or semicolon, not always a comma.

6. Tech.features Apostrophes, capitals, commas, grammar.7. Paragraphs Do not consistently contain a topic sentence (usually at beginning).

Do not consistently contain a concluding sentence.Improvement required in linking ideas and paragraphs.

8. Spelling Spelling errors need correction – a few are circled.10. Length Too long/too short11. Presentation Choose formatting that makes your report easy to follow

Layout and neatness need improvement

Teacher’s comments:

Teacher’s signature: Date:


EXTENDED EXPERIMENTAL INVESTIGATIONS.Equipment Request Form

Student/s name/s:______________________________________________________________________

Title of Experiment: _____________________________________________________________________

Aim of Experiment:______________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

List ALL materials and equipment to be used:Item Item Item

EQUIPMENT requested from Science Department:(Be specific. Eg Beaker: 250ml etc.)

Equipment supplied

(completed by teacher or

lab. assistant)

Equipment returned

(completed by teacher

or lab. assistant)

Item Details (eg. Size, number, length etc)

CHEMICALS requested from the Science Department:(Be specific. Eg HCl: 1M, 50 mL etc.)

Chemicals supplied

(completed by teacher or

lab. assistant)

Chemicals returned

(completed by teacher

or lab. assistant)

Item Details (eg. Amount, Molarity etc)

Briefly outline how equipment and chemicals are to be used:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date and Period equipment required:_________________________________________________________You will need to allow at least 24hrs notice for equipment/chemicals to be prepared.

Approved by the teacher ___________________________________ Date ________

NOTE: 1The equipment will be left for you on the bench either at the front or back of the laboratory. 2. At the end of the experiment, equipment/chemicals are to be returned to your teacher, along with this form,

for checking.3. EACH GROUP MEMBER MUST INCLUDE A COPY OF THIS FORM (FRONT & BACK) WITH THEIR

REPORT.


EXTENDED EXPERIMENTAL INVESTIGATIONS.Risk Assessment Form

A. IDENTIFY THE CHEMICAL HAZARDS IN THIS EXPERIMENT. LIST THE CHEMICALS

Conc %

LIST SPECIFIC HAZARD INFORMATION(ie Toxic, irritant, corrosive, carcinogen, flammable oxidising, explosive)

[Ask teacher for information from MSDS]

POSSIBLE EXPOSURE ROUTESInhalation, absorption, ingestion.

SupervisionLevel

(A,B,C)Refer guide

RISK Rating(1-7)

Refer guide

REACTANTS

PRODUCTS

B. IDENTIFY HAZARDS OTHER THAN CHEMICALS THAT MAY EXIST IN THIS EXPERIMENT.Hazard Category Tick.

If existsHazard Details.

Give brief description. Supervision

Level(A,B,C)

Refer guide

RISK Rating(1-7)

Refer guide

Pathogenic microorganisms (known or unknown)Animal tissue or fluids.Cuts. (eg scalpels, knives, glass tube), Eye Damage non- chemical. (eg dusts, fumes, lasers) Slips / trips. (eg possible wet floor, leads etc)Falling objects (eg: tall apparatus, archery)Ignition source (eg LPG bunsens, candles, matches).Moving parts (eg blender, centrifuge)Heat, (eg: ovens, hot plates, water).Cold. (eg: Liquid N).Pressure or vacuum.NoiseElectricity. (any ac electrical equipment).Ionising radiation. (eg: radio isotopes).Non- ionising radiation. (eg Laser, UV and EMR)Chemical No Hazards Identified

C. INDICATE HAZARD CONTROL MEASURES TO BE IMPLEMENTED FOR THIS EXPERIMENT. (Tick as appropriate)NB: It is expected that laboratory rules are adhered to at all times, and as such, covered shoes, tying back of long hair, and washing of hands at the end of the practical are always implemented and are not included here as extra controls. HAZARDS Training / Admin Controls Separation Protective ClothingAs from

Tables A & B above

Require direct safety instruction from teacher.

Be taught technique prior to activity.

Have a qualified person perform activity.

Create suitable distance or barrier to hazard.

Use fume cupboard

Use natural ventilation

Use tongs Wear lab aprons

Wear Latex Gloves

Wear Safety Glasses

Use heat gloves

N.B. If other control procedures are required, prepare and attach plans to this document

D. OVERALL RISK RATING FOR ACTIVITY (Tick as appropriate) – Refer guideRating 1 Rating 2 Rating 3 Rating 4 Rating 5 Rating 6 Rating 7

E. OVERALLSUPERVISION LEVEL REQUIRED FOR ACTIVITY (Tick as appropriate) – Refer guideNB: If the appropriately experienced supervisor is not available the experiment must not proceed.

Level A Level B Level C


Approved by the teacher ___________________________________ Date ________

EXPERIMENTAL INVESTIGATIONS.Risk Assessment Guide

Supervision RatingSupervision Level Supervision Requirements

Level A – High RiskActivities which DO involve ANY of the following:

high temperatures or very low temperatures, (eg liquid nitrogen)

high pressures or low vacuums, hazardous substances, ( toxic chemicals) highly corrosive substances highly volatile and/or highly flammable chemicals high voltage electricity (static and/or current) radiation emitters hazardous biological materials and high speed mechanical and/or moving devices and

objects.

A registered teacher with competence in the activityOR

An adult with competence in the activity

Competence:Knowledge of chemical and equipment safety and has safety training relevant to the activity.ANDDemonstrated ability to use and apply safety standards with respect to the equipment, techniques and chemicals specific to this activity.

Level B – Medium RiskActivities which DO involve ANY of the following:

heat pressure or vacuums acids or other corrosive materials of low concentration volatile and/or flammable chemicals mains voltage power sources biological materials low speed mechanical and/or moving devices or objects

A registered teacher with specific experience in the activity.

OR An adult with specific experience in the activity.

Specific Experience:Previous involvement with the hazard causing items/techniques.ANDKnowledge of the hazards and safety responses to the hazards.

Level C – Low RiskActivities which DO NOT involve ANY item listed in Level A and/or Level B:

A registered teacher with knowledge of the activity and the potential hazards.

OR An adult with knowledge of the activity and the potential

hazards.

Risk RatingConsider the hazard with respect to the estimated likelihood of an occurrence and the consequences to ANY person/s in the area should something go wrong.

CONSEQUENCES OF OCCURANCELIKELIHOOD OF

OCCURANCEExtreme.

Death, permanent disability or illness.

Major. Serious Bodily Injury

Moderate Casualty Treatment

Minor First Aid Treat Only

Insignificant No injury likely

Very High. Almost certain

1 1 1 2 4

High Likely

1 1 2 3 4

Moderate. Possible.

1 2 3 3 5

Low. Unlikely.

1 2 3 5 6

Rare. Very unlikely

2 2 5 6 7

Actions Due To Risk RatingRisk Rating Risk term Action

1 Very high DO NOT PROCEED. Find appropriate substitute practical.

2 or 3 High Significant controls MUST be implemented.Controls may include all or some of: prior learning of technique to ensure competence. Receive instruction on risk and safety procedures and/or phrases from MSDS on chemical hazards. Use appropriate design elements in the activity to reduce risk eg. fumecupboard, barriers, personal protection equipment

4 or 5 Med Controls should be implemented. Controls may include receiving technique instruction and/or using personal protection equipment.

6 or 7 Low Only personal protection equipment may be necessary.


Student Name:_______________________ EEI CRITERIA SHEET

A B C D EEstablishing and developing an investigative process.

IP1

Undertakes systematic preliminary research focussed on the selection and development of a justified and considered research focus for the task.

Undertakes systematic preliminary research focussed on the selection and development of a justified research focus for the task.

Undertakes preliminary research focussed on the selection of an appropriate research focus for the task.

Undertakes preliminary research to select a research focus for the task.

Undertakes preliminary research on a given research focus for the task.

Formulates and justifies significant researchable questions/hypothesis linked to the research focus.

Formulates and justifies researchable questions/hypothesis linked to the research focus.

Formulates researchable questions related to the research focus.

Selects a researchable question related to the research focus.

.

Devises and designs efficient/effective investigations that are related to the key aspects of the researchable questions/hypothesis

Designs investigations that are related to the key aspects of the researchable questions/hypothesis.

Establishes a plan to conduct investigations related to the research focus

Implements given investigative processes linked to the research focus.

Implements scaffolded investigative processes linked to the research focus

Conducting and managing the investigation.

IP 1 Refines investigations, manages research tasks effectively.

Reviews investigations and manages research tasks.

Manages investigations related to the research focus.

Follows a negotiated plan to conduct investigations related to the research focus.

Follows a given plan to conduct investigations related to the research focus.

IP2

Selects, adapts and applies technology appropriately to gather and record valid data and information relevant to the stated researchable questions/hypothesis.

Selects, adapts and applies technology appropriately to gather and record data and information linked to the stated researchable questions/hypothesis.

Selects equipment and uses technology to gather and record data and information related to the research focus.

Uses equipment and technology to gather and record data.

Uses equipment, under direction, to gather data.

Assesses and applies risk management procedures to the investigation and safely selects and adapts equipment. .

Assesses and applies risk management procedures to the investigations and safely selects and adapts equipment. .

Applies general safety procedures related to experimental investigations and safely selects and adapts equipment. .

Follows defined safety procedures and uses equipment safely.

Follows directed safety procedures.

Analysis of data and discussion.

IP3

Systematically analyses primary and secondary data to identify and establish relationships between variables based on trends and/or patterns linked to underlying concepts

Analyses primary and secondary data to identify relationships between variables based on trends and/or patterns linked to underlying concepts.

Analyses primary and secondary data to identify obvious patterns and trends linked to related concepts.

Identifies obvious patterns in primary and secondary data.

Records primary data linked to the research focus.

Provides focussed discussion related to errors and anomalies in data.

Provides focussed discussion related to errors and anomalies in data.

Provides information related to obvious errors and anomalies in data.

Provides information related to obvious errors in data

KCU1

Utilises collected information to construct and present in depth knowledge and understanding of complex and challenging qualitative and quantitative concepts, theories and principles across a range of areas associated with the selected application/research focus.

References collected information to construct and present an in depth knowledge and understanding of complex or challenging physics concepts, theories and principles associated with key aspects of the researchable questions/hypothesis.

References the collected information to present knowledge of physics concepts, theories and principles associated with key aspects of the researchable questions/hypothesis.

References the collected information to present knowledge of simple physics concepts/ideas related to aspects of the researchable questions/hypothesis.

Reproduces knowledge of isolated physics facts related to the researchable questions/hypothesis.

KCU2

Applies understandings to explain complex concepts, processes and phenomena linked to the selected application/research focus.

Applies understandings to explain concepts, processes and phenomena linked to the selected application/research focus.

Applies understandings to explain simple processes and phenomena linked to the selected application/research focus.

Describes simple processes and phenomena linked to the selected application/research focus.

Identifies isolated simple phenomena related to the selected application/research focus.

KCU3

Algorithms/concepts/principles/theories/schema have been linked and applied appropriately to analyse and model complex and challenging situations linked to the research focus.

Algorithms/concepts/principles/theories/schema have been linked and applied appropriately to analyse and model complex or challenging situations linked to the research focus.

Algorithms/ principles/theories/schema have been applied appropriately to analyse and model simple situations linked to the research focus.

Algorithms/ principles/theories/schema have been applied to the research focus.

Simple given algorithms have been applied to the research focus.

Evaluation and conclusion.


EC1 Analyses and critically evaluates complex

scientific interrelationships between primary data, secondary data and suggested models.

Analyses complex scientific interrelationships between primary data, secondary data and suggested models.

Describes scientific interrelationships between primary data, secondary data and suggested models.

Identifies simple scientific interrelationships between primary data and secondary data / suggested models.

Identifies obvious scientific interrelationships between primary data and secondary data / suggested models.

EC2

Explore scenarios linked to the research focus, suggesting possible outcomes, and generate justified conclusions/recommendations that provide a clear link to the collected data and stated hypothesis.

Explain scenarios linked to the research focus, suggesting possible outcomes, and discuss conclusions/recommendations linked to the collected data and stated hypothesis.

Describe scenarios linked to the research focus, suggesting possible outcomes linked to the collected data and stated hypothesis.

Identify scenarios linked to the research focus or suggest possible outcomes linked to the collected data and stated hypothesis

Makes statements that reference the collected data.

Communication.

EC3

Uses clear and concise vocabulary and scientific terminology with discrimination to clarify ideas and communicate information to the intended audience.Presentation consistently adheres to the requirements of the report as outlined in the task sheet.

Uses clear and concise vocabulary and scientific terminology to communicate ideas and information to the intended audience.

Presentation generally adheres to the requirements of the report as outlined in the task sheet.

Uses clear and concise vocabulary and scientific terminology to communicate information.

Presentation demonstrates significant deviations from the requirements of the report as outlined in the task sheet.

Communicates information using scientific terminology.

Presentation demonstrates major deviations from the requirements of the report as outlined in the task sheet.

Communicates information.

Presentation does not address the requirements of the report as outlined in the task sheet.

Tables/graphs/diagrams have been chosen appropriately and clearly display meaningful patterns, trends and/or anomalies in the data.

Tables/graphs/diagrams are appropriate, generally correct and display patterns, trends and/or anomalies in the data.

Tables/graphs/diagrams present the data accurately and display obvious patterns in the data.

Tables/graphs/diagrams present the data and display obvious patterns in the data.

Tables/graphs/diagrams used to present the data.

Adapts, translates and communicates understanding of the investigation in the abstract.

Adapts and communicates understanding of the investigation in the abstract.

Communicates understanding of the investigation in the abstract.

Describes the investigation in the abstract. Comments on the investigation in the abstract.

Where concerns arise about the student ownership and/or authorship of a submitted task the school reserves the option to convene a panel consisting of a minimum of two teachers with a view to determining student understanding of the submitted material through an interview process.

Crit

eria

Sum

mar

y G

rade

s

A+ A A- B+ B B- C+ C C- D+ D D- E+ E E-

KCU1KCU2KCU3

IP1IP2IP3EC1EC2EC3


SENIOR SCIENCE EXTENDED INQUIRY WRITE-UP FORMAT

Why are you given extended enquiries?

Science is a process of developing answers, or improving explanations, for observations or events in the natural world. It begins with a question about a natural phenomenon, continues as the process of scientific inquiry begins, and may conclude with an answer or proposed explanation.

The capacity to conduct valid, objective, and accurate research requires skills and experience in scientific reasoning, experiment design, data analysis, and the development of scientific habits of the mind. For you to develop these abilities you must actively participate in scientific investigations, and use your cognitive and manipulative skills to formulate scientific explanations.

The Seven Steps of the Investigation and the Report

The process of investigating and reporting is generally known as the Scientific Method.

There are seven steps and four protocols. The seven steps are:1. the question that is posed; thinking of the initial question to ask about the observed

phenomenon, and all conceivable explanations (or hypotheses) to explain the phenomenon are among the most creative moments in the process of scientific inquiry.

2. the hypotheses or explanations which might answer the question that has been posed3. the experimental plan to test each hypothesis; these explanations involve a creative process

based on one's own personal experiences as well as historical and current scientific knowledge

4. the prediction of results of each experiment assuming the hypothesis to be true5. experimentation 6. analysis of data7. conclusion ( the reasoning as to why the hypotheses are supported or not supported)

The four protocols are:1. maintaining and submitting for both teacher and peer review a log book that contains any

research and background information and the details of all your experiments. The signed checkpoint sheet must be stuck in the front.

2. “in text” citing of references in your report and a bibliography structured as per the school diary.

3. a 50-75 word abstract which prefaces your final report. This is a very brief summary of what your investigation was about and what you found out?

4. signed ownership statement which is attached. Please read this now so that you are aware of the requirements of this statement.


1. Question

Research originates with a question or a problem. The question or problem should meet the following criteria whenever possible:

it is driven by the scientific concepts, principles, and theories related to your course of study; what you write here sets the scene to support your question

it is open-ended (the answer is not already known) it is meaningful to you it lends itself to a testable hypothesis

Any background information should be included to explain the relevance of your question and if there is any past research that relates to your topic.

2. Hypothesis (hypotheses plural)

The question to be researched will generate competing explanations based on the prior knowledge the concepts of science that each of you has.Hypotheses are possible causes. A hypothesis is not an observation, rather, a tentative explanation for the observation. Multiple hypotheses should be proposed whenever possible. You should think of alternative causes that could explain the observation.Hypotheses should be testable by experimentation and deductive reasoning.Hypotheses can be proven incorrect, but can never be proven or confirmed with absolute certainty. Someone in the future with more knowledge may find a case where the hypothesis is not true.

From a set of different explanations, one is selected and a proposed relationship or model is developed to test the hypothesis using the process of scientific inquiry. Except for the goal of the inquiry, each element in the research process is subject to change.

3. Experimental Plan (Rough copy required in logbook)

The attached framework sheet may be used to develop the experiment plan.

The core of the experimental plan requires:1. the identification of a set of controlled, independent and dependent variables that can be

used to test the proposed explanation;2. a specific plan of procedure, including selecting and developing techniques, acquiring and

using apparatus, and recording observations. 3. using appropriate tools and techniques to gather, interpret and analyse data4. making precise, accurate and reliable measurements5. practicing appropriate safety precautions

As the design plan develops, the research question may need to be modified to meet constraints of time and available resources.

Sources that you can use to develop your experimental plan can include the Internet, science textbooks, library research, and experts located within the school and the Maryborough community.


4. Prediction of Results

Before the research plan is implemented it is important to predict what would happen if the proposed hypothesis was true. The research plan is not meant to prove the hypothesis but to support or not support it. Use any research you have completed to explain why you should get the results you have predicted.

STOP AT THIS POINT TO REVIEW AND ASSESS THE POTENTIAL DEGREE OF SUCCESS THAT YOU SHOULD HAVE WITH THIS INVESTIGATION

5 Experimentation (Executing the Research Plan)

During this stage of the inquiry process, the necessary equipment is assembled and research design plan is performed.The goal is to collect, record, and organise the experimental data needed to test your explanation to see if the predicted results are obtained. The testing is based on performing a controlled experiment that includes replication. Replication is very important in scientific research. Every procedure should be performed several times.Your methods and data collection schedules may have to be tested and modified.

Precision and accuracy in carrying out the experiments and collecting and recording data is essential so that you can meaningfully compare experimental results to predicted results.

You may need to make trial runs with the equipment to determine collection methods, rates of change in variables, and the number of measurements to make. These trials may result in the need to modify the method of data collection and may even cause changes in the experimental plan.

6. Analysing the Results of the Research

Use various means to represent and analyse your data. These include photographs, diagrams, tables, charts, graphs, and mathematical formulas. Excel spreadsheets are an excellent method for analysing data and creating the appropriate graphs. The statistical functions associated with these programs will allow you to perform data analysis at different levels of expertise.

The actual results are compared to predicted results and your research to determine if the proposed explanations are supported. Evidence may suggest that more data needs to be collected or the data collection methods need to be modified and repeated.

Your analysis can be focused using the following questions: What explanation did you expect to develop from the data? Does your data support your hypothesis, predictions and research? Were there any surprises in the data? How confident do you feel about the accuracy of your data? Is there a better way to test the hypothesis? Is there another possible explanation? Do you need more data? Do you need to do more experimentation? What are the sources of experimental error?

7. Conclusions

Your experiment results are compared and contrasted with the predicted results. Based on the analysis of the data and feedback received from peer and/or teacher evaluation, a conclusion is finalized as to whether or not the explanation on which the prediction was based is supported.It is important for you to be aware that your scientific knowledge has been advanced even if your hypothesis is not supported by your results. Scientific inquiry is both content and process.


Student Ownership Statement Science

Name________________________

To be completed and handed in with your report.My partners are ________________________________________________________________________________________________________________________________________________

I feel that I contributed in a major way to the following aspects of the assignment:____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________

I feel that I contributed less to the following aspects of the assignment:____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________

The percentage contributions to this assignment are:

Me ______%

Partner name ___________________ ______%

Partner name ___________________ ______%

Partner name ___________________ ______%

I certify that:

This submission is my own work. Any help received by other people has been acknowledged.

I understand that:

1. Plagiarism is a serious matter and that I will be penalised if this declaration is false. Plagiarism not only includes copying directly from texts, reference materials and the internet, but also includes copying other student’s work.

2. That I will be penalised for gaining unfair assistance such as from other students, parents and guardians.

3. Work submitted after the due date will incur a penalty in line with this school’s assignment policy.

4. Application for extension must be sought three days before due date except in exceptional circumstances.

Signature: ____________________________________________


FRAMEWORK SHEET NAME: ___________________________

Partner: (if applicable) ______________________________________________________

What aspect of the topic do you plan to investigate?

__________________________________________________________________________________________

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What is/are your hypothesis/es?

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What are the variables?

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Which variable are you investigating? ______________________________________________________

How will you control the others?

__________________________________________________________________________________________

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How will you ensure your results are not 'flukes'?

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Outline your method. .

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__________________________________________________________________________________________

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What equipment will you need?

__________________________________________________________________________________________

_____________________________________________________

What do I already know about this aspect?

__________________________________________________________________________________________

__________________________________________________________________________________________

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What do I need to find out about this aspect?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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What results will support your hypothesis?

__________________________________________________________________________________________

__________________________________________________________________________________________

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What results will refute your hypothesis?

__________________________________________________________________________________________

__________________________________________________________________________________________

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