• Abstract and Figures
• Public Full-text

Creating a Future Together Year 12 Biology EXTENDED EXPERIMENTAL INVESTIGATION – EEI TERM 3 - 2010

Student General Objectives assessed in this task: Teacher Mrs Zahnow / Ms Percival  UB 2, 3 Date  IB 1, 2, 3, 4, 5  EBI 3, 4

TASK ASSESSMENT ITEM Task The task you are being asked to complete is to undertake experimental research on a Descriptio concept related to or extending from topics studied this year or any other scientific concept that interests you. It is possible for you to work alone or with one or two other students. n 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. (Appropriate forms are attached).

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 must include; date of entry, what you did on your project that day, any thoughts/notes on your work. The journal commences the day you receive this task sheet.

A checklist will be used to help you monitor the management of your task. You will be offered continuous teacher feedback on your EEI. Formal feedback on your draft will be in the form of a checklist (attached). You will need to submit your journal, the checklist and your draft report along with your final report. The Journal, Monitoring and Feedback checklists and draft will not be assessed but is your way of providing evidence that you engaged in the research process and that the report is your own work.

Further information pertaining to this task is attached. Read through it and ask your teacher for clarification if necessary.

Mode/Medium Word processed, typed or neatly handwritten using the correct scientific report format

The following General Objectives are assessed in this task:  UB 2, 3  IB 1, 2, 3, 4, 5  EBI 3, 4

The Key Concepts that are covered in this task are specific to the topic chosen by the student.

Conditions This task is an Extended Experimental Investigation and is to be completed using both in- class and own time.

Word length: approximately 1500 words

All sources are to be acknowledged using the Harvard style of referencing. This includes in- text referencing. Due Date

Understanding Investigating Evaluating Biology Biology Biological Issues

- 1 - PLANNING YOUR EXTENDED EXPERIMENTAL INVESTIGATION

1. PROCESS: The 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 his/her own unique approach to their investigation. This is a major piece of assessment for your 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.

PHASE ONE – CONCEPTUAL PLANNING

1. What is the problem you are investigating OR what hypothesis are you testing? (State your hypothesis as a relationship between the independent and dependent variables.) 2. What do you know about this topic from personal experience and from the science you have learned? 3. Predict what you think will happen, explain why. 4. How will you make it a fair test? Change something Measure something Keep everything else the same 2. Describe your experimental set-up using a labeled diagram and explain how you will collect your data. 3. Are there any special safety precautions?

PHASE TWO: EXPERIMENTING (obtaining evidence)

1. Carry out some preliminary trials. Describe any problems that arose. 2. How did you modify your experiment to fix the problems? 3. Collect and record the data you need to test your hypothesis. 4. How did you make sure your data was accurate & relevant?

PHASE THREE: PROCESSING/ DATA ANALYSIS

1. What is the best way to present your data? Is it appropriate to draw a graph? If so, what type of graph is most suitable? a. Remember to plot the independent variable on the horizontal axis. b. Remember that the title of the graph should mention both the independent and dependent variables. 2. Analyse your data. Are there any patterns or trends in your data? What is the relationship between the variables you have investigated? Is the hypothesis supported by the data? 3. Using science concepts, explain the patterns, trends or relationships you have identified in your data. What is your conclusion?

PHASE FOUR: EVALUATION

1. What were the main sources of experimental error? (For example: sample size and selection, number of trials, measurement error, and poor control of variables.) 2. How confident are you of your conclusions? How much uncertainty or error is associated with your data? 3. How could the design of the experiment be improved to reduce error? 4. What have you learned about the topic of your investigation? Was the outcome different from your prediction? Explain. 5. What have you learned about the methods of investigating in science?

- 2 - THE REPORT (Must include all of the following sections)

1. ABSTRACT: A brief summary (< 150 words) of the problem and the findings, suitable for giving a researcher enough information to establish the relevance of your work to other research.

2. PROBLEM: A clear statement of the problem to be investigated. Your problem must be sufficiently challenging, even though it may be about an everyday situation. Your teacher will give advice on this.

3. BACKGROUND RESEARCH/INTRODUCTION: A summary of the knowledge you have gained from reading about the topic reasonably widely and thus finding out about previously known information on the problem. This section should also contain definitions of important terms used in your report. You must use in-text referencing here!

4. HYPOTHESIS AND AIM: A written statement of your suggestion as to what the solution to the problem might be. This will lead you to clearly state an aim for your experiment.

5. VARIABLES:In this section, you must discuss the factors which can affect your experiment. You must establish:

 A variable to be systematically changed (Independent Variable )  A variable to be monitored for change in response to the manipulated variable (Dependent Variable).  A list of variables which are carefully controlled during the experiment so that they will not affect the outcomes.

6. EXPERIMENTAL DESIGN - PROCEDURE: Comprehensive detail (sufficient to allow someone else to duplicate your experiment) of:

 The experiment to be performed.  The apparatus in use. (This should include drawings or photographs ).  Ways of overcoming anticipated problems or what problems you encountered and how you amended your plans to make your experiment more successful.  Details of how apparatus was constructed.  Flow charts, diagrams and other visual aids are usually quicker and more informative to use

7. QUALITY OF DATA: Your data should be reliable, accurate, comprehensive and comprehendible. It should be presented showing;

 tabulation  calculations  Qualitative observations ( descriptions using words )  Quantitative observations ( numbers or measurements )

All figures and table should have descriptive titles and should include a legend explaining any symbols, abbreviations or special methods used. Figures and tables should be numbered separately and should be referred to in the report by number, for example: 1. Figure 1 shows that the activity decreased after five minutes. 2. The activity decreased after five minutes (fig. 1).

Figures and tables should be self-explanatory; that is, the reader should be able to understand them without referring to the text.

- 3 - 8. ANALYSIS: A written discussion of:

 factors affecting your experiment  graphical presentations  problems with the apparatus used  errors known to have occurred  emphasise interpretation of data  conclusions made from the data

This section should be related directly to whether or not the hypothesis being tested is supported or contradicted by the data.

9. CONCLUSIONS:

The conclusion contains a concise statement of your major findings. You should explain the logic that allows you to accept or reject your original hypothesis. You should also be able to suggest future experiments that might clarify areas of doubt in your results.

10. FURTHER INVESTIGATIONS (optional): As a result of your analysis:

 explain whether or not your hypothesis needs modification  give details of further experiments which could lead to the problem being solved

11. ACKNOWLEDGEMENTS AND BIBLIOGRAPHY:

You should acknowledge help you have received as well as listing all sources from which information has been taken. How this is reported is shown in the Journal

12. TITLE AND NAMES OF PARTNERS: (on the cover page).

13. REFERENCE LIST:

This section lists all sources cited in your report. It is to be completed using the Harvard Style of referencing. For example:

Dolphin, W,D (2002), Writing Lab Reports and Scientific Papers [online], Mariemont City Schools. Available from: http://www.mariemontschools.org/halsall/writinglabreports.htm

Note that for your report you should write in third person and past tense – avoid using words like me, my, I, we!

______| ______

- 4 - RESEARCH PLAN THIS SHEET MUST BE COMPLETED AND RETURNED TO YOUR TEACHER BEFORE YOU CAN START YOUR EXPERIMENT

NAME(s) ______TEACHER ______TITLE OF INVESTIGATION ______

SPECIFIC RESEARCH PROBLEM 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. Time Line: (weekly goals): Week One: ______Week Two: ______Week Three: ______Week Four: ______Week Five: ______Week Six: ______Week Seven: ______

INVESTIGATION APPROVAL ______(Teacher signature and date)

- 5 - WORKPLACE HEALTH AND SAFETY

As part of your experimental design you are required to identify any hazards and undertake a risk assessment of the activity. A risk assessment form MUST be completed and submitted to your teacher for storage. The risk level may vary according to the nature of the activity.

To assist you below is a descriptor of potential risks involved in science experiments and activities.

LOW RISK – Activities which do not involve heat, pressure or vacuums, acids or other corrosive materials, highly volatile and/or flammable chemicals, mains-voltage power sources and dangerous biological materials or animals.

MEDIUM RISK - Activities which involve heat, pressure or vacuums, acids or other corrosive materials, highly volatile and/or flammable chemicals, mains-voltage power sources and dangerous biological materials and animals.

HIGH RISK – Activities which involve high levels of heat or very low temperature materials (e.g. liquid oxygen or nitrogen), high pressures or low vacuums, toxic fumes, highly corrosive substances, highly volatile and/or flammable chemicals, high-voltage electricity (static and/or current), radiation emitters, dangerous biological materials and high-speed mechanical and/or moving devices and objects.

Hazards that may be encountered in a science laboratory include :- spillage, combustion, toxicity, absorption, inhalation, ingestion, explosion, corrosion, sharp objects, moving parts, electrocution, radiation, heat and cold, and infection (biological).

The attached Risk Assessment Form must be completed by you and submitted together with your experimental design.

EEI RISK ASSESSMENT EQUIPMENT HAZARD CONTROL

SAFETY PRECAUTIONS: Personal Protective Equipment Required Equipment Lab Coat/Apron Laser – dangerous to EYES Safety Glasses Electricity – ensure hands are dry, cables in good order Gloves (state type) ______HOT objects SHARP objects

Radiation UV Radiation – dangerous to EYES/SKIN Ionizing radiation

CONCLUSION (approval by teacher): ______

- 6 - MATERIALS REQUISITION FORM

Please be aware that you should be able to supply most of the materials you require to undertake your investigation. The school is willing to assist you in finding materials and will provide access to equipment and materials it has in stock. Laboratory staff will not deal with your request if the teacher approval signature is not provided.

NAME(s) ______TEACHER ______TITLE OF INVESTIGATION ______TEACHER INITIAL to indicate approval ______

Quantity Item Date required Room

- 7 - Draft Report - Feedback Checklist

Note: this feedback checklist must be submitted with your final report.

Aspect Areas that might need improvement (marked by a ) Date Date

Task Awareness of the purpose of task. You need to provide more detail in the following sections: Abstract Method Results Analysis of Results Discussion: 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 would Subject have influenced your final results and conclusions Matter Conclusion Provide 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. Generic structure needs improvement. Check the report format guidelines. 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 Structure and of the investigation. cohesion Introduction needs improvement to grab reader's attention Body needs clearly defined paragraphs based on topics studied, and each clearly introduced to show an understanding of them Vocabulary needs improvement - a greater level of sophistication Language The words highlighted need to be replaced with more precise or scientific terms. Break up some of the longer sentences. Sentences how a lack of variety in form and length. Sentences Be consistent using active/passive voice and tense. Some sentences should be separated; use a full stop or semicolon, not always a comma. Grammar Apostrophes, capitals, commas, grammar. Do not consistently contain a topic sentence (usually at beginning). Paragraphs Do not consistently contain a concluding sentence. Improvement required in linking ideas and paragraphs. Spelling Spelling errors need correction – a few are circled. Length Too long/too short Choose formatting that makes your report easy to follow Presentation Layout and neatness need improvement

- 8 - CHECKLIST FOR REPORT / LOGS Extended Experimental Investigation

Due Date Date Received Teacher Signature 1. Submission of student selected topic& research plan

2. Risk Assessment 16 July, 2010

3. Submission of equipment requisition from and research plan

4. Checkpoint informal draft 30 July, 2010

5. Experiment finalized Equipment Returned 27 Aug, 2010 6. Draft of report submitted

7. Final report and logbook submitted 3 Sept, 2010

- 9 - BIOLOGY Extended Experimental Investigation: CRITERIA Student name: ______

General Objective Sections A B C D E

y Has used g o

l 1. Apply ideas, concepts and Linked the theoretical principles to Explained the theoretical Described the theoretical terminology

o Has correctly stated some i theories relevant to the All of task the experimental situation by principles of the experimental principles of the appropriate to the B principles. g context of the task. discussing relevant ideas. situation. experimental situation. experimental n i

d situation. n

a 2. Use ideas, concepts and t s

r theories to make links Accurately interpreted results and Interpreted results and linked Used data to answer Answered e Discussion Discussed results. d between complex aspects of linked them to theoretical principles. them to theoretical principles. questions with errors. questions. n

U the task. A valid researchable question has A researchable question has A question to research has A researchable question 1. Identify and formulate Proposal / been identified based on the been identified from a range of been selected from a list A question and was supplied. questions/hypotheses for Introductio student’s own research. possibilities. of possibilities. hypothesis were A hypothesis has been investigation and research. n A reasonable hypothesis is proposed A reasonable hypothesis has A simple hypothesis has supplied. presented. and justified. been proposed. been proposed. The student has designed, assessed The student has selected, Proposal / and modified (if necessary) and The student has selected The student has carried 2. Designs and manages the modified and carried out an A set of instructions Materials carried out their own experimental and carried out an out an experiment investigation experiment with attention to were followed. and design with attention to accuracy and experiment. provided for them. accuracy. Method precision. Determine type of data to be Determine the type of data to Accepts suggestions 2. Carries out the collected and identify procedures for be collected and suggests Determine the type of Identifies that data is to as to the type of Method investigation validating the authenticity and reasons for the usefulness of data to be collected. be collected. data to be reliability of the data. the data collected.

y Used valid data collection methods Used valid data collection Used data collection Followed given

g Followed directions

o Method and effectively employed appropriate methods and effectively methods and technology procedures for data l to collect data. o

i and technologies. employed technology. to gather results. collection. B Results g Assess the accuracy of Accepted the accuracy of

n Assess the accuracy and relevance of Accepted the accuracy of i

t measurements and calculations measurements and Accepted

a any measurements and calculations measurements and

g Results

i and identified trends and calculations and identified measurements.

t 3. Collect, organise, and identify trends and anomalies. calculations. s and anomalies. patterns. e interpret, model and present v Discussion n

I primary data Present information using formats Present information using Present information using Present information using Present information that demonstrate results, formats that demonstrate formats that clearly formats that demonstrate using defined relationships and sources clearly, results, relationships and demonstrate results, results and sources Results formats. and accurately and succinctly. sources clearly and accurately. relationships and sources. clearly. Discussion Discussion Identify trends, patterns, Identify trends, patterns 4. Analyse data gathered / relationships as well as anomalies Uses trends and patterns Recognises trends and Accepted trends or relationships and anomalies to from an investigation conclusion to justify inferences and to make a conclusion. patterns. patterns. formulates conclusions s conclusions. Predictions of results were used Results of the Discussion Predictions of likely results were to explain the actual results investigation are used to A statement regarding A statement 5. Make judgments and draw / compared to actual results to and compare them to the make a statement the hypothesis is made. regarding the conclusions conclusion generate a plausible explanation. hypothesis. regarding the hypothesis. hypothesis is made. s

s Accepted the

e 3. Evaluate and assess the u Critically evaluates the reliability, Evaluate the reliability, Discusses the reliability of Recognises the relevance reliability and s

s reliability/ authenticity/ I

relevance and authenticity of data relevance and authenticity of data with respect to the of data with respect to relevance of all data l relevance/ accuracy and Discussion a

c considering the sources and data with respect to the investigation recognising the investigation without regardless of the i bias of sources and methods g relationship to the investigation. investigation. some limitations. recognising limitations. limitations of the o

l of collection o

i source. B Arrived at a justified decision Arrived at a justified decision Arrived at a decision g Made a decision based on n

i 4. Justify decisions and acknowledging the validity of the acknowledging the acknowledging the t contributing factors. A a develop future research Discussion contributing/detracting factors. A contributing/ detracting factors. contributing factors. A Made a decision. u l new experiment is a ideas plausible link is explained to A link is identified to generate a related research question v - 10 - suggested. E generate a new research question. new research question. is proposed.

Load more

  10

Copy Link