Choose and Add Plants to Help Set-Up a Stable Environment

YEAR 11 BIOLOGY

EXTENSION REQUEST UNIT: Aqueous Systems If you require an extension you must apply to the science HOD 48 hours prior to due date and the TASK TYPE : EEI following information will be completed. DATE GIVEN : 1/02/12 EXTENSION GRANTED UNTIL:

DATE DUE : 16/3/12

NAME FORM CLASS

SUBJECT TEACHER Ms Deer, Mr Crook DATE

CONDITIONS  Time allowed: 7 weeks  Length: 1500 words  Teacher Input: Comment on design and draft work  Key concepts covered; 1 to 5  Support notes and journal required  Draft copy / check dates: 18/2; 9/3

I certify that: This submission is my own work and work I have developed cooperatively with my partner/s. Any help received by other people has been acknowledged. I understand that:  Plagiarism is a serious matter and that I may be penalised if this declaration is false.  Work submitted after the due date will require a medical certificate  Application for extension must be sought two days before the due date. Student signature:

Date submitted:

Criteria UB IB EBI Result Background: Studying aquariums illustrates the basic requirements for life in the food chain as well as the underlying importance of water quality. The Eco-Tank has no filter system or pump and as a consequence the freshwater organisms the tank houses are dependant upon autotrophic organisms for both oxygen and food. Task Description: You are to: • Choose and add plants to help set-up a stable environment • Choose and add animals in a sustainable way (fish, shrimp and snails) • Collect, analyse and interpret levels of a variety of abiotic factors (e.g. the relationship among ammonia, nitrite and nitrate levels or the relationship between water temperature and dissolved oxygen levels or other parameters could also be compared – i.e. pH, carbon dioxide levels) for 10 week period (IB) • Keep a Scientific Log Book recording all data on a regular basis • Prepare a Scientific Report (attached) outlining how your results were obtained, comparing your results to acceptable standards (laws of tolerance), commenting on possible sources of “contamination” and the resultant protocols and their impact (UB and IB). • The Scientific Report should also include a background analysis of past and future problems that are or could be similar to your “Eco-tank” (EBI).

Laboratory Work: • Each student within a group MUST test for a different set of water quality parameters – students must outline the group responsibilities • The research problem must be formulated together as a group, and all changes to the “eco-tank” must be agreed upon before any action takes place. Remember no action can also be life threatening – for the fish that is!

• A log book chronicling the events of each laboratory session needs to be maintained • A sample log book format is shown below:

Date Procedure ( what I did ) Observations / Data / Results • Give details of the steps followed, equipment and chemicals including concentrations...

Analysis (of the days work) e.g. comment on changes to procedure/apparatus/amounts/ conditions/ method of recording data, errors and or refer to sources data or discussion with teachers and peers Background Research can also be add here Teacher signature at the end of each session

Date Procedure Observations / Data / Results 20 March Conducted Water Tests: Day 60 Oxygen 20ppm Carbon Dioxide 15ppm pH 6-7 Ammonia 0ppm Nitrate 0ppm Nitrite 0ppm

Fish Count 2 (as before) – note female abdomen look distended Respiration Test Fish 1 35 gill movements/min Fish 2 37 gills movements/min

Plant Count and Length 5 plants 4 x 10cm 1 x 12.5cm

Water clarity Clear Analysis (of the days work) All levels tested are within the levels of tolerance for the fish Fish count has no change although research (author – website/link) indicates that female is pregnant. Respiration rates are normal Plants have grown slightly since last measurement on Day 50. Water Clarity is clear but partner believes that water has slightly more algae due to slight green build up on task surface. Other Background Information: http://biology-stlukes.wikispaces.com (Watched fish movie regarding offspring care – further action and research will be….. Teacher signature at the end of each session

• Before each experiment / test is conducted, a completed risk assessment in accordance with MSDS and school guidelines must be completed. THE SCIENTIFIC METHOD GUIDELINES FOR A FORMAL SCIENTIFIC REPORT

The following is a review of the scientific method with some key questions and directions on how to design and conduct an effective experiment.

Experiment Title

Student Name: Class: Date:

Other Members of Group:

Problem/Purpose: What is the aim or goal? What idea are you trying to test? What is the scientific question you are trying to answer?

Background Information: Provide background information and relevant studies. All research is comprehensively referenced using the correct method of citation. Define key terminology used in the experiment

Hypothesis: Explain how you think your project can demonstrate your purpose. Make a prediction regarding the outcome of your experiment. (State the results you are predicting in measurable terms).

Materials/Equipment: List the all materials and equipment that were used. Your list of materials should include all of the ingredients of the procedure. You should be in a position to request the same equipment, if you have to check or take additional readings later. Include diagrams, or photographs of special pieces of equipment to help explain the procedure. Procedure/Method: A detailed but concise description of everything to be carried out. Written in the imperative e.g. Add Mg ribbon to HC1 solution Written in a logical numbered sequence. Be clear about the variables (elements of the experiment that change to test your hypothesis) versus your controls (elements of the experiment that do not change) Be very specific about how you will measure results to prove or disprove your hypothesis Your procedure is like a recipe; another person should be able to perform your experiment by following your procedure. Repeat tests where possible in triplicate (and average your results). NOTE: If the procedure is IDENTICAL to the Practical guide, it is sufficient to write: “As per Practical Guide pages 56-60”. However, if there are any changes, they must be listed in detail.

Results/Observations and Data: What is the best way to present your data? Table, graph, what type of graph? Remember to plot the independent variable on the horizontal axis. Remember that the title of the graph should mention both the independent and dependent variables. Sketch or photograph any important observation or outcomes

Analysis/Discussion: Are there any patterns or trends in your data? What is the relationship between the variables you have investigated?

Conclusions: Using science concepts, explain the patterns, trends or relationships you have identified in your data. What is your conclusion? Is your hypothesis supported (not proven) or not supported? What were the main sources of experimental error? (e.g. sample size and selection, measurement error, poor control of variables) How confident are you of your conclusions? How much uncertainty or error is associated with your data? How could the design of the experiment be improved to reduce error? If possible a general statement or generalisation can be written. E.g. The heavier the truck is, the longer it takes to stop. If no generalisation can be made or the experiment gave strange results then the statement: no valid conclusion can be made using the results obtained. Bibliography: Book: Author, I. (Year), Title of Book, Publisher, City of Publication.

Journal: Author, I. Year, “Title of Article”, Journal Name, vol number, issue number, pages.

World Wide Web: Author, I. Year, Name of Article [online] http:// address.com

Acknowledgements: List the names of all that helped you at any stage and explain the type of help given. CRITERIA SHEET FOR EXTENDED EXPERIMENTAL INVESTIGATION AQUEOUS SYSTEMS – SCIENTIFIC LOG BOOK AND REPORT Criteria Aspect of the A B C D E NA for EEI task The Student: The Student: The Student: The Student: The Student: • Formulate • poses a range of possible • poses question/s based on • poses questions relating to • poses questions • accepts question for further researchable question questions based on an understanding of the the topic • accepts questions for investigation

• Hypothesis understanding of the concepts • identifies questions for investigation d e

concepts •identifies open-ended further investigation s s

• selects open-ended questions for investigation • accepts a hypothesis e r

question/s for further •develops a hypothesis d d

investigation a • develops a formal y

g hypothesis o

l • design experiment • designs or modifies a • selects or modifies a • selects a procedure relevant • follows a procedure with • follows instructions o i • manage task procedure specific to the procedure specific to the to the research question appropriate use of equipment B

• safety research question research question manages • follows and completes • follows safety regulations n g • manages and executes procedure with effect utilising procedure appropriately using e n e i b t procedure with efficiency and appropriate equipment equipment s a

effect utilising appropriate • addresses safety issues • obeys safety regulations a g h i

t equipment s

e • identifies and addresses

v safety issues (MSDS) n I • collect data (log book) • collects and organises data • collects and organises data • collects and presents data • presents collected data • follows instructions to collect

organise data for interpretation analyses data for reliability identifies errors uses results to answer and present data t • • • c e

• interpret data • analyses data for reliability and uncertainty • uses data to discuss results directed questions p s

• analyse data to make and uncertainty with • identifies trends a

s judgements reference to accuracy and i h t

• identity relationships precision f

• identifies trends and o relationships

g • understand and apply • links the interpretation of the • links the data to theory to • uses concepts to explain the • uses concepts to answer • answers directed questions n i concepts within the data to theory to demonstrate demonstrate understanding data directed questions relating to the concepts d

n Scientific Report understanding of the of the concepts a e

t concepts c s n r e e d i d v y e n g U o l o i B • apply research • evaluates and explains the • explains the implications of • recognises the implications • recognises the relationship • accepts the overt

s question to a selected implications of the testable the testable question and of the testable question and between the research task relationship between the e example consider the question and results with results with respect to the results with respect to the and example research task and examples o u n s implications of the respect to the chosen chosen example. chosen example provided s I

situation to other example l

a scenarios c i • gather relevant • generates an annotated • generates an annotated • generates an annotated • generates a bibliography • names resources g

o background information bibliography that shows a bibliography of a variety of bibliography of resources l

o — recognise relevant variety of resources selected resources demonstrating relevant to the topic i

B past and present for relevance, validity, relevance, validity, currency

g scientific and social currency and reliability and reliability e n r

i issues relating to • generates and recognises • recognises past scenarios e t h

a problem past scenarios based on based on study problem T u

l • evaluate sources and study problem a methods v

E • annotate a bibliography

EEI Draft Report – Feedback Checklist

NAME: Note: This feedback checklist should also be submitted with your final report. Aspect Areas that might need improvement (marked by a Tick) Comments 1. Task Awareness of the purpose of task. 2. Subject You need to provide more details in the following sections: matter Abstract Introduction Planning and Preliminary Trials Method Results Analysis of Results & calculations Discussion: critical analysis of investigation needs improvement – including interpretations/synthesis and evaluation and beyond merely restating the finds. Discussion: include sources of error, ways to reduce these and account for how they would have influenced your final results and conclusions. Comparison with theoretical values. Conclusion, not enough information. 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. You will need to include illustrations/tables. You need to provide evidence of a reference for your comment or claims. 3. Structure and Generic structure needs improvement. Check the report format guidelines. 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 attention. Body 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 sophistication. The words highlighted need to be replaced with more precise scientific terms and concepts/theories/principles. 5. Sentences Break up some of the longer sentences/integrate some of the short sentences. Sentences show 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. Technical 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. 9. References Bibliography not included. Insufficient sources of information. Referencing style not consistent/contains errors. 10. Length Too long / too short 11. Choose formatting that makes your report easy to follow. Presentation Layout / neatness need improvement.

Teacher’s Comments:

Teacher’s signature: ______Date: ______