stage 5 first-hand individual investigation project 2019 · students will develop a question or...

Yr. 10 First-Hand Investigation 2019

SCIENCE FACULTY

STAGE 5 FIRST-HAND INDIVIDUAL INVESTIGATION PROJECT

2019

NAME: _______________________________________________________________________________

CLASS: _______________________________________________________________________________

TEACHER: ____________________________________________________________________________


Contents:

Section Page Assessment Notice Introduction

3 10

What is an investigation project? 11 What needs to be completed? 11 What will be assessed? 12 The important dates. 13 Getting started Selecting a problem 15 Areas of interest 16 Investigation question 16 Investigation hypothesis 17 Background information 17 How will you test your hypothesis? 17 Measuring results 17 Report proposal 18 Report proposal checklist 19 Designing the experiment Aim 21 Variables 22 Writing a hypothesis 24 Controls and standards 25 Designing the investigation 26 Conducting the experiment

Identify equipment 29 Identifying the risks

Sequencing the method 30 31

Presenting your results Designing a results table 34 Designing an appropriate graph 35 Analysis and evaluation Writing a discussion 38 Writing a conclusion 40 Parent/Guardian declaration 41


TOPIC: Stage 5 Student Research Project MARKS: /30

SUBMISSION REQUIREMENTS: All students completing Year 10 Science in NSW are required to plan and conduct an Independent Research Task and present their research. This means that students are required to work scientifically to produce a final report that consists of an open-ended investigation (experiment) to test a scientific concept. The task will be completed at school and/or at home and the final report will be handed in at E.11 by 8:40am on FRIDAY 29/03/2019 (Week 9)

WEIGHTING: 30%

OUTCOMES TO BE ASSESSED: Stage 5 SC5-4WS Develops questions or hypotheses to be investigated Scientifically.. SC5-5WS Produces a plan to investigate identified questions, hypotheses or problems Individually. SC5-6WS Undertakes a first-hand investigation to collect valid and reliable data and information

individually. SC5-7WS Processes, analyses and evaluates data from first-hand investigations and secondary sources to

develop evidence-based arguments and conclusions SW5-8WS Applies scientific understanding and critical thinking skills to suggest possible solutions to

identified problems. SW5- 9WS Presents science ideas and evidence for a particular purpose and to a specific audience, using

appropriate scientific language, conventions and representations. DIRECTIONAL VERBS: Analyse – identify components and the relationship between them, draw out and relate implications Apply – use, utilise, employ in a particular situation Develop - to elaborate or expand in detail Evaluate – make a judgement based on criteria; determine the value of Produce - to bring into existence by intellectual or creative ability Process – systematically organising Present – to manifest or create Undertake - to take upon oneself, as a task, performance, etc.; attempt

TASK DESCRIPTION: Students will design, conduct an experiment, analyse results from the experiment and draw conclusions from the results. A scientific report will be produced based on the first-hand experiment undertaken and will include the following sections:

- Aim - Hypothesis - Variables - Hazards and risk management - Equipment - Method

CAMDEN HIGH SCHOOL Tradition Opportunity Innovation Success Stage 5 Student Research Task


- Results (table and graph) - Discussion - Conclusion

Students will be provided with work booklet in order to assist in designing and conducting the experiment, analysing their experimental data and developing a scientific report. Conducting the experiment. Students will develop a question or hypothesis and develop a scientific investigation to test their hypothesis. The first-hand investigation will be performed over Term 1, both in class and/or at home. Analysis and discussion of results. Students will process data gathered from their first-hand investigation. The data will be presented in an appropriate format such as a table and/or graph. Students will also analyse and evaluate the information gathered to draw conclusions, apply their results to future studies and other scientific problems. Presenting a scientific report. Students will be provided with a draft booklet that they will complete in class and/or at home. This will form the basis of the scientific report the students will hand in on FRIDAY 29th MARCH 2019. The report produced will included the section listed above and must be written in scientific language. It must not contain personal language and must not be written in the first person. The report should be approximately five (5) double-sided A4 pages. The draft booklet is NOT the final report.

STUDENT EVIDENCE OF OUTCOME COMPLETTION

1. Proposal

Students are to complete the proposal template provided in the work booklet. They will develop a hypothesis, write a general description of how they will conduct an experiment to test their hypothesis and describe the method in which results will be collected and displayed. Parent/Guardians must sign the proposal to acknowledge that the work is that of the individual student

2. Work booklet

Students are to complete the work booklet provided in class and/or at home. In the work booklet the students will develop a hypothesis, design an experiment, collect data, present the data, analyse and draw conclusions from the data and discuss improvements and future directions for their experiment. Teachers will regularly check student progress.

3. Investigative Scaffold

Students will complete the draft booklet in class and/or at home. It contains the sections listed in the task description. The Investigative scaffold has been provided to assist students in preparing their FINAL Scientific Report. Submission of the Investigative Scaffold WILL NOT be considered for Assessment Purposes.


Scientific Report Marking Criteria Outcome SC5-4WS: Develops questions or hypotheses to be investigated scientifically

Criteria Mark Grade Develops an outstanding question and hypothesis for scientific investigation. Both the aim and hypothesis are written in a scientifically correct format, ensuring that the aim addresses the independent variable and the prediction of the hypothesis matches the aim.

5

A

Develops a thorough question and hypothesis for scientific investigation. Both the aim and hypothesis are linked, ensuring that the aim addresses the independent variable and the prediction of the hypothesis matches the aim. Scientific format may not be present.

4

B

Develops a sound question and hypothesis for scientific investigation. EITHER the aim does not address the independent variable OR the prediction of the hypothesis does not match the aim. Scientific format may not be present, and an element may be inconsistent or missing.

3

C

Develops a sound question and hypothesis for scientific investigation. EITHER The aim does not address the independent variable and the prediction of the hypothesis does not match the aim. OR only 1 element is attempted. Scientific format is not present.

2

D

Attempts to develop a question and hypothesis for scientific investigation Scientific format not present OR most elements incomplete/incorrect.

1 E

ASSESSMENT CRITERIA: Scientific report Students will use the draft to write a final scientific report presenting their first-hand investigation. They will complete the sections listed in the task description. The work must be their own. It should be approximately five (5) A4 pages. NOTE: Students are NOT allowed to resubmit the draft. The Following Marking Criteria should be closely observed by students when preparing the FINAL SCIENTIFIC REPORT for their chosen investigation


Outcome SC5 – 5WS: Produces a plan to investigate identified questions, hypothesis or problems individually Outcome SC5 – 6WS: Undertakes a first-hand investigation to collect valid and reliable data and information individually.

Criteria Mark Grade Produces an outstanding plan to investigate the identified aim. Components of the scientific report are detailed and accurate, with all of the following present: Extensive equipment list, independent variable, dependent variable, controlled variables (4 minimum), a highly detailed method in step-by-step format, a minimum of 3 repetitions, scientific (non-personal) language, and a minimum of 3 safety hazards and the risk management used.

5

A

Produces a thorough plan to investigate the identified aim. Components of the scientific report are detailed and accurate, with 6-7 of the following present: Extensive equipment list, independent variable, dependent variable, controlled variables (4 minimum), a highly detailed method in step-by-step format, a minimum of 3 repetitions, scientific (non-personal) language, and a minimum of 3 safety hazards and the risk management used.

4

B

Produces a sound plan to investigate the identified aim. Components of the scientific report are detailed and accurate, with 4-5 of the following present: Extensive equipment list, independent variable, dependent variable, controlled variables (4 minimum), a highly detailed method in step-by-step format, a minimum of 3 repetitions, scientific (non-personal) language, and a minimum of 3 safety hazards and the risk management used.

3

C

Produces a basic plan to investigate the identified aim. Components of the scientific report are detailed and accurate, with 2-3 of the following present: Extensive equipment list, independent variable, dependent variable, controlled variables (4 minimum), a highly detailed method in step-by-step format, a minimum of 3 repetitions, scientific (non-personal) language, and a minimum of 3 safety hazards and the risk management used.

2

D

Produces a limited plan to investigate the identified aim. Components of the scientific report are present, with 0-1 of the following present: Extensive equipment list, independent variable, dependent variable, controlled variables (4 minimum), a highly detailed method in step-by-step format, a minimum of 3 repetitions, scientific (non-personal) language, and a minimum of 3 safety hazards and the risk management used.

1

E


Outcome SW5 – 9WS: Presents scientific ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations.

Criteria Mark Grade Extensive presentation of all findings/data from the experiment in appropriate formats. All 11 components of the graph and table are accurate and present: Quantitative data for all trials and averages presented in scientifically constructed table with heading, labelled columns containing units. Averages presented in scientifically drawn and accurately plotted graph with title, labelled axes with units and correct scaling.

10 - 9

A

Thorough presentation of all findings/data from the experiment in appropriate formats. 8 – 10 components of the graph and table are accurate and present: Quantitative data for all trials and averages presented in scientifically constructed table with heading, labelled columns containing units. Averages presented in scientifically drawn and accurately plotted graph with title, labelled axes with units and correct scaling.

8 - 7

B

Soundly presents all findings/data from the experiment in appropriate formats. 6-9 components of the graph and table are accurate and present: Quantitative data for all trials and averages presented in scientifically constructed table with heading, labelled columns containing units. Averages presented in scientifically drawn and accurately plotted graph with title, labelled axes with units and correct scaling.

6 - 5

C

Basic presentation of all findings/data from the experiment in appropriate formats. 3-5 components of the graph and table are accurate and present: Data for all trials and averages presented in scientifically constructed table with heading, labelled columns. Averages presented in scientifically drawn and plotted graph with title, labelled axes and correct scaling.

4 - 3

D

Limited presentation of all findings/data from the experiment in appropriate formats. 1-2 components of the graph and table are present: Data for all trials presented in scientifically constructed table with heading, labelled columns. Averages presented in graph with title, labelled axes or correct scaling. *Submission of Investigative Scaffold (DRAFT) will result in the maximum allowable mark of 2 for this outcome.

2 - 0

E


Outcome SW5 – 8WS: Applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems

Criteria Mark Grade Extensively discusses the data and the method to identify problems and weaknesses within the method and outlines solutions. Makes clear judgements about weaknesses within the method and outlines relevant improvements. Critical thinking skills will also apply to a discussion regarding issues encountered when conducting the experiment and how these could be overcome.

5

A

Thoroughly discusses the data and method to identify problems and weaknesses within the method and outlines solutions. Makes judgements about weaknesses within the method and outlines a relevant improvement. Critical thinking skills will also apply to a discussion regarding issues encountered when conducting the experiment and how these could be overcome.

4

B

Sound discussion of the data and method to identify problems and weaknesses within the method and outlines solutions.

Identifies weaknesses within the method and outlines a relevant improvement. Constructs a discussion regarding issues encountered when conducting the experiment and how these could be overcome.

3

C

Basic discussion of the data and method to identify problems and weaknesses within the method and outlines solutions. Identifies a weakness within the method and outlines a relevant improvement. Constructs a discussion regarding and issue encountered when conducting the experiment and how this could be overcome.

2

D

Limited discussion of the data and method to identify problems and weaknesses within the method and outlines solutions. Identifies a weakness within the method OR outlines an improvement OR Identifies one issue encountered.

1

E


Outcome SC5 – 7WS: Processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions.

Criteria Mark Grade Extensively analyses the data to draw accurate and relevant conclusions. Perceptive observations are made about patterns/trends within the data relating cause and effect. A relevant conclusion based on the results is written in scientific format. Identification of whether results support or reject the hypothesis.

5

A

Thoroughly analyses the data to draw accurate and relevant conclusions. Observations are made about patterns/trends within the data. A relevant conclusion based on the results is written in scientific format. Identification of whether results support or reject the hypothesis.

4

B

Soundly interprets the data to draw accurate and relevant conclusions. An observation is made about a pattern or trends within the data. A relevant conclusion based on the results may not be written in scientific format, or may be incomplete. Basic identification of whether results support or reject the hypothesis.

3

C

Interprets data to draw relevant conclusions A conclusion is written relevant to the data without scientific format AND observations are made about patterns/trends within the data OR identification of whether results support or reject the hypothesis.

2

D

Interprets data to draw conclusions A conclusion is attempted without scientific format OR observations made about patterns/trends OR identification of whether results support or reject the hypothesis.

1

E


INTRODUCTION


What is an investigation project? All students completing Year 10 Science in NSW are required to carry out an Independent Research Task and present their research. This means that you are required to carry out a research task that consists of an open-ended investigation (experiment) to test a scientific concept. The task will be completed at school and/or at home. Students at Camden High School will carry out the investigation during Term 1. By completing this booklet you will plan, select appropriate resources or equipment and perform a first-hand investigation based on their selected scientific concept. You will also write and submit a scientific report in the required format provided to you. You are required to provide evidence of work to a satisfactory level. This investigation will contribute to your final grade in Year 10 and to your record of school achievement (ROSA).

What needs to be completed? The purpose of this task is to assess your experimental skills, that is, the ability to

• Design an experiment that tests your hypothesis or prediction. • Carry out the experiment to gather data, then • Analyse this data to see if it supports the hypothesis (prediction) and • Write a conclusion

While this may sound daunting, it should not be. The experiment that you carry out can be simple (The simpler the better) as long as it involves gathering data to test a hypothesis and coming to a conclusion. To help you through this process EACH student will complete this booklet and prepare a DRAFT using a provided SCAFFOLD. The FINAL step is to produce your final SCIENTIFIC REPORT.

The project is a mandatory part of the Syllabus and failing to complete the project puts you at risk of gaining an N-determination and therefore not being able to qualify for Stage 5 ROSA in SCIENCE.


What will be assessed? The SCIENTIFIC REPORT ONLY will be assessed. Students should thoroughly read

through the MARKING CRITERIA in order to meet assessment of OUTCOMES. Throughout the booklet there are also parts for the teacher to sign. This allows you to keep up to date and make sure you are meeting the requirements to gain a satisfactory mark and not be N-determined.

TEACHER: _____________________________ Note: The project proposal and the final report will require a parent/guardian signature.


The important Dates?

SHEDULE, PROGRESS MARKING and LOG BOOK

Student Name: ___________________________________ Class: _________________

Week and Due Date. What activities Due Teacher signature and date submitted

T1- Week ____: /02/19

SRP Project Manual distributed

Submitted: / / 2019

T1- Week ____: /02/19

Submission of Project Proposal. (DO NOT proceed until this has been returned)

Submitted: / / 2019

T1- Week ____: /03/19

Successful completion of SRP project Manual

Submitted: / / 2019

T1- Week ____: /03/19

Investigation Scaffold distributed. (This is NOT to be submitted as your final report- Submission will result in a mark of ZERO)

Submitted: / / 2019

T1- Week 9: 29/03/19

Final SRP Report.* (MUST be handed in 29/3/19 before 8:40am in room E.11)

Submitted: / / 2019

* Failure to submit this component of the assessment must be accompanied by a Medical Certificate or Misadventure Appeal otherwise a mark of ZERO will be awarded for said component.


Getting Started


Selecting a problem. Selecting a problem to investigate is a very important part of your project. When choosing an investigation make sure: you are interested in learning about the topic you have chosen it is challenging enough for your ability level it is safe

Your topic will not be EXPLOSIVE, involve CRUELTY to animals or DAMAGE the environment.

it can be finished in the available time you can obtain all the equipment and materials you need.

If you are using chemicals, check with your teacher that you understand how to use them safely. When using store-bought chemicals always read any safety label. HERE ARE ONLY SOME EXAMPLES OF PROJECTS THAT HAVE WORKED FOR OTHER STUDENTS.

1. Does blonde hair break more easily that dark hair? 2. How can you make a metal corrode faster or slower? 3. What factors have an effect on how much sugar or salt can dissolve in water? 4. What factors have an effect on how quickly milk goes sour? 5. How can I increase the strength of an electromagnet? 6. Does the shape of the outlet hole have an effect on how quickly water flows out of a

bottle? 7. Does damp soil let electricity through better than dry soil? 8. Does the elasticity of a rubber band depend on its thickness? 9 Which toilet (or tissue) paper is the strongest? 10. How long do dyes made from plant materials last? 11. Which hair spray works best? 12. What factors affect bananas going brown? 13. Are some materials (colours) more colourfast than others? 14. Does a person’s reaction time vary with the time of day? 15. Does the nature of a surface have an effect on the way a ball bounces? 16. Does the amount of salt in the soil have an effect on the time it takes a seed to

germinate?


Areas of interest. In the box below write down a few things that you are interested in. This may help you to find a problem to investigate later.

Investigation question. From your areas of interest, listed above, have you ever wondered why something has happened? Develop a question that you want to investigate the answer too. _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Investigation hypothesis. Now you have a question construct a hypothesis. This is a statement about what you think will happen. _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Background information. The aim of this section is to provide some information relating to your topic, which might help you complete the experiment later down the track. Background information can also give you some ideas to investigate, along with possible explanations as to why something may have occurred during your investigation. Note: Don’t forget to record where you got the information from so you can complete the bibliography.

How will you test your hypothesis?


Have a think about how you would go about setting up an experiment to test your question and hypothesis. -Write down some ideas of how you could conduct the experiment and what equipment you might need. _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Measuring results. What kind of things will you be measuring during the investigation and how will you measure these results? _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

TEACHER: ____________________________

Equipment List.


Stage 5 First Hand Individual Investigation Report proposal form

Student Name: __________________________________ Teacher’s Name: ________________ Title of your investigation: ___________________________________________________________ Parent/Guardian’s signature: ________________________________________________________

Aim: Proposed Hypothesis:- What is your proposed Method (What you plan to do):

1.

2.

3.

4.

5.

6.

7.

8.

9.

10. How will you collect and present you results:-


Stage 5 First hand individual investigation. Report Check list

Criteria

Checked by

Teacher Chosen a suitable and testable problem

Written the ‘Aim’ in an appropriate form, starting with ‘To …..’

Written a hypothesis that can be tested by an experiment

Outlined a method

Outlined a method that will lead to valid results (the method will test the hypothesis or matches up with the Aim)

Outlined a method that should lead to reliable results (use a control, where appropriate, large sample)

Explained the expected results of their chosen experiment

Teacher’s comments:


Designing the

experiment


Aim. Once you have decided on the problem you intend to solve, you are ready to write an aim for your investigation. The aim outlines what you want to investigate. An aim always is: directly related to the problem you are investigating

to begins with “To investigate . . . “ or “To find . . . “

EXAMPLE Problem: ‘Does the amount of fertilizer used affect the mass of zucchini taken from a zucchini plant? Aim: ‘To investigate the effect of fertilizer on the mass of zucchini produced.’

Once more, write down the question / problem you are going to investigate here. _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

What is the aim for your specific investigation? _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

TEACHER: ____________________________


Variables. Factors that can change in an experiment are called variables. Changing variables can affect the results of an experiment. Usually there are a number of variables that will change the results of any experiment. The variables in an investigation can be classified into three groups: INDEPENDENT VARIABLE: the variable that is changed

DEPENDENT VARIABLE: the variable that is being measured

CONTROLLED VARIABLE: the variables that are kept the same throughout the experiment to

make it a fair test.

EXAMPLE: Using the zucchini example from the previous page identify the possible variables. Place them in the table below.

1. What was changed 2. What was measured 3. What was kept the same

From the table above, identify the column (1, 2, 3) that represents the: Independent variable _________________________ Dependent variable _________________________ Controlled variable _________________________ It is important to identify the variables in an investigation, as it will help you design a valid / fair test.


Complete the table of variables for YOUR own investigation.

1. What I will change 2. What I will measure 3. What I will keep the same

________________ variable

________________ variable

________________ variable

Indicate which is the Dependent, Independent and Controlled variable from the above table.

TEACHER: ____________________________


Writing a hypothesis. Scientists always have an idea of what they think will happen or what they may find out from an experiment. This ‘educated guess’ or prediction is called a hypothesis.

An easy way of writing a hypothesis is shown below. This is useful when the investigation being done is studying the effect of manipulating a specific variable. The will when

In this box,

describe what you are interested

in (dependent variable)

In this box,

describe the change you

expect

In this box,

describe what you will manipulate or

change (independent

variable)

A good hypothesis should . . .

be written as definite statement not a

question

be based on observation and

knowledge

predict the expected results in a clear way

be able to be tested with a simple experiment


Once again using the zucchini example from before, an appropriate hypothesis could be: The mass of the zucchini will be greatest when the amount of fertilizer used is greatest. Write out a hypothesis for YOUR investigation: The ________________ will _______________ when ____________________

Controls and standards. When designing and carrying out an investigation, it is important to include a CONTROL. This is because it provides a set of results to which the experimental treatments can be compared. It is important for us to know whether it is changes in the independent variable that have caused the change in the dependent variable or if it was some other factor we did not consider. A CONTROL is an extra experiment or treatment. It is a separate experiment set up in the same way (exactly the same conditions) as the others EXCEPT that the independent variable is taken out. Sometimes it is not possible to perform a separate experiment with the independent variable removed. If this is the case, a STANDARD should be chosen so that the results can be compared to it. EXAMPLE: Again using the zucchini investigation, an appropriate control would be: A set of experimental plants which were not given any fertilizer. This would allow us the measure the mass of zucchini (dependent variable) produced without the influence of fertilizer (independent variable). In an experiment to find out which brand of tennis ball bounces the highest, the results for a standard, (for example Dunlop), can be used for comparison with other brands. Does YOUR investigation require a control or standard? _________________________________________ Describe an appropriate control or standard for your investigation. _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

TEACHER: ____________________________


Designing the investigation. It is time now to design your investigation. There are a number of things that must be considered . . . . When you write your method (a step by step outline of what to do) you must make sure you

• specify the one variable that you are going to change

• specify how you are going to change it and by how much

• specify how you are going to measure changes

• specify how the data will be collected

• specify how you are going to control all other variables

• include a diagram or drawing to show how the equipment was set up

• addressed safety considerations.

1. What is your independent variable? ___________________________________________________ How will you change the independent variable for your investigation?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

By how much will it be changed in each experiment? _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. What is your dependent variable? _____________________________________________________ What units should your measurements have? ____________________________________________

How will you measure the dependent variable? _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

3. Explain how you will collect the results data for your experiment?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________


4. For each of the controlled variables what will you do to keep them constant (same), so that the investigation is a fair one?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

5. Describe your investigation set-up using a labelled diagram. This should clearly show the way the

equipment is set up for a SINGLE experiment.

6. To make sure that you are able to draw more accurate conclusions from your results, it is important that each experiment in your investigation is REPLICATED a number of times. The experiment should be done in exactly the same way each time. The number chosen should be as large as possible but will be influenced by the TYPE of the experiment and by the TIME TAKEN for each replication. How many times are you going to repeat EACH experiment? __________________

7. Identify any special safety precautions associated with your investigation and suggest techniques to overcome them.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

TEACHER: ____________________________


Conducting

the experiment


Identifying equipment. Now that you have designed your investigation, you will need to collect all the necessary materials and equipment. Complete the following table.

Material/Equipment needed Where will you get it?

TEACHER: ____________________________


Identifying the risks.

• Each experiment is undertaken with a method which takes into consideration different risk factors. • For your specific experiment have a think about what are the possible risks or dangers that are posed

to you whilst conducting your experiment and importantly how will you go about reducing or removing the possibility of harm.

Hazards to consider: Chemical, Biological, Sharps, Electrical, Physical, Radiation,

What are the possible risks to your investigation? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ List the hazards that are present in your investigation (See the information above) that could pose a risk. Give each of the hazards a risk rating (Low, Medium, High)

Hazard in your investigation Risk Rating

Control Measures. Give details of how these Risks could be managed. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Sequencing your method.

• The method is a step-by-step set of instructions (procedure) that explain how you will carry out your investigation. They should be detailed enough for someone else to accurately repeat your investigation.

• The sequence of steps should go through setting up the experiments, performing the experiment and collecting the results.

• The steps need to be written in the THIRD PERSON. • The ‘Designing the Investigation’ section should contain all the information you need.

Complete a draft (practice) method below. _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Once the teacher has checked your method you can follow it and carry out the investigation. Before you start you might want to check out the section ‘Presenting your results’ so you collect the best results. Also REMEMBER any observations or results from your experiment need to be recorded.

TEACHER: ____________________________


Presenting

your results


Designing a results table. Results collected from an investigation can be of two types: If you are using your senses to observe, you are making observations. Qualitative observations are

written down as description, or recorded as a diagram or picture.

Results that are numerical are called quantitative as they measure quantities or amounts. To record the quantitative data collected, a table is required.

Table checklist: Tables must:

• be clear and easy to read • be ruled or generated by a computer to be of an appropriate size for the information • have column and rows clearly labelled • have the independent variable in the first column • have the dependent variable across the top of the next column(s) • have units displayed in column and row headings • include the results of all trials • include averages calculated from the results trial • have numbers with appropriate number of decimal places

Design a table for your results below.

TEACHER: ____________________________

To calculate averages: -Add together all the results recorded for that experiment -Obtain a total -Divide the total by the number of results recorded.

You want this one!!


Designing an appropriate graph. Graphs are used to:

• communicate information

• identify how one factor affects another

• help understand what the data represents (analysis)

It is important to choose the most appropriate type of graph. Types of graphs Column/bar graphs

A column graph should be used when the independent variable is different categories (e.g. surfaces, food types, colours) and the dependent variable is numerical

Line graph

A line graph should be chosen when there is numerical data for both the independent variable and the dependent variable.

Histograms

A histogram would be used for data that is grouped into categories. E.g. The number of students in a class that are in particular height categories (1.2m – 1.29m; 1.30 m – 1.39m)

Scatter graphs

A scatter graph is used to record data when two variables are changing to look for a possible relationship between them. E.g. The height of students and their lung capacity.

Sector (pie) graphs

A sector graph is used to show the percentage or proportion of different things as part of a whole item. E.g. The number of grams of protein, carbohydrate, and fat in a food item.

Graph check list. Graphs must:

• be clear and easy to read • have ruled horizontal and vertical axes • have the independent variable on the horizontal ( ) x-axis • have the dependent variable on the vertical ( ) y-axis • have each axis labelled and the units used included • have regular markings to indicate the position of numbers on the scale • have even numerical markings (linear scale) • have all data accurately recorded (sometimes a ‘line of best fit’ is used) • have an appropriate title

Dependent

Independent


Design you graph below. Using the table of information on the previous page, what type of graph is appropriate for you data? ______________________________

TEACHER: ____________________________


Analysis and evaluation


Writing a discussion. This is the section where you will analyse your results and evaluate your investigation. A discussion should include:

• a description of what the results show

o analyse your results and describe what they show. describe the amount of variation between the trials. describe the variation between the average results of different experiments. identify any results which are so far away from other results that a mistake may have

been made – should this result be ignored? discuss the addition (or not) of a line of best fit.

• the trends shown in the data

o identify any trends of patterns in your data and results. o the graph is usually the best place to look for this. o discuss any trends identified.

• success (or not) of investigation with reference to hypothesis

o discuss the success of your investigation – did it prove that your hypothesis was correct?

• evaluation of the investigations (problems and suggested solutions)

o discuss any difficulties or problems that occurred when carrying out your investigation. o how could these problems be fixed?

• suggestions for improvements to the investigations

o explain how your investigation could be improved to allow you to collect more dependable

or more useful data. o identify any changes you would make it you had to do the investigation again.


Have a go at writing your discussion here:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Writing a conclusion. A conclusion is a simple summary statement of the results of your investigation. This is NOT the place to discuss results. A good conclusion will:

• be short • relate to your aim

It may include • a short statement identifying any trends found • a statement about whether your results support your hypothesis.

What was your conclusion?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________


SCIENCE FACULTY Please complete this section and ensure it is included in YOUR final report submission.

Student and Parent / Guardian Declaration

This First-Hand Investigation is the sole work of: ___________ (Student’s name) Signed: ___________ (Student’s signature) Signed: __________ (Parent/guardian signature) Date: Please complete this section with your name and your teacher’s name. Your teacher will sign and date this when you submit your report. Tear this section off and keep it as a record that you have submitted your report. Proof of Submission - Stage 5 Investigation Report. Student name: Teacher’s Name: ___________ I have received this student’s Stage 5 First Hand Individual Investigation Report. Teacher’s signature: Date:


MORE POSSIBLE INVESTIGATION QUESTIONS

1. Which material is the best insulator?

2. Which is the best surfboard wax?

3. Do expensive washing-up detergents produce the most suds?

4. How does the chlorine content of a pool change during the day?

5. Which take-away coffee cup keeps coffee hottest?

6. Which supermarket bag is the strongest?

7. Which type of tennis (squash, golf) ball bounces the best?

8. Which colour cotton is the strongest?

9. Which type of thread (cotton, wool, silk, polyester etc) is the strongest?

10. Which type of thread stretches most?

11. Which toilet tissue is the strongest?

12. Which dish-cloth absorbs the most water?

13. Which brand of sausage has the most fat?

14. Which is the best type of surface cleaner?

15. How does the surface area of water affect the rate of evaporation?

16. Which coloured sock is the best insulator?

17. Which batteries are the most economical?

18. Which coloured T-shirt is the coolest in summer?

19. Does damp soil let electricity through better than dry soil?

20. Do plants grow better in natural sunlight or in artificial light?

21. How does the thickness of fishing line affect it strength?

22. What is the breaking strain of fishing line?

23. Does iron rust faster in fresh water or in salt water?

24. Which paint is the best rust inhibiter?

25. How does the amount of dissolve salt affect the temperature at which water boils?

26. Do all milks curdle at the same rate?

27. Which brand of nail polish is the longest wearing?

28. Do the roots of plants grow down?

29. Does the stem of plants grow up?

30. Do plants grow towards light?

31. Do girls have faster reaction times than boys?

stage 5 first-hand individual investigation project 2019 · students will develop a question or...

Documents