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Year 8 Science
Plants-Experimental Design Project
Due Date: Friday 27/03/20
Date Distributed: Monday 03/02/20 Task Weighting: 20%
Outcomes
SC4-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including
shaping sustainable futures
SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on scientific
knowledge
SC4-5WS collaboratively and individually produces a plan to investigate questions and problems
SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and
individually
SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns
and relationships, and draw conclusions
SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to
identified problems
SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text
types and representations
ASSESSMENT OUTLINE
1. WHAT AREAS OF LEARNING DOES THIS ASSESSMENT ADDRESS?
This investigation will allow you the opportunity to work scientifically – by completing a task that
involves preparation, planning, investigating, collecting and analysing your results as well as some
research on your topic.
2. WHY IS THE COMPLETION OF THIS ASSESSMENT IMPORTANT?
This task helps students to understand the necessity for a carefully designed experimental method
when scientists attempt to find an answer to a posed question. It reinforces the concepts of variable
and controls which are critical scientific skills. This task is a compulsory component of the NSW
science syllabus. Failure to submit a serious attempt by the required time could result in penalties as
per the school’s assessment policy.
3. WHAT STEPS DO I TAKE TO COMPLETE THIS TASK?
Task Outline
SCIENCE STARTS WITH ASKING QUESTIONS?
Whenever someone asks a question like; ‘How can this be done?’ ‘Why does this happen?’, “How does this work”, “What would happen if…?” science is happening. Science also involves finding the answers to these questions – or at least attempting to find the answers. Science therefore involves asking questions, collecting information designing
and doing experiments, making observations, collecting results, analysing
data and making conclusions.
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GETTING STARTED & GETTING AN IDEA. This step can be the hardest!
You will be investigating a single variable that affects plant growth. Think of something that interests
you or something that you want to find out more about.
Choose one of the ideas below or something else that could affect the growth of a plant.
Does fertiliser increase the growth of a plant.
Is waste water from a bath or washing machine as effective as tap water for plant growth.
Will plants grow better under sunlight or artificial light.
Do plants grow better when grown further apart.
What is the best amount of water to use for good plant growth?
Does temperature effect the growth of plants?
Does ……?…… effect a plants growth?
Do plants grow better with ……?……
PLANNING MY INVESTIGATION
Your plan will need to have:
Your topic – a few sentences about what you are investigating
The aim of your investigation – what you are trying to find out
Your investigation plan – this is the experiment you wish to carry out, how it will be done and how you intend to use the results.
Complete your proposal (this is the plan for your experiment). Show your proposal to your teacher for approval before Friday Week 3.
What is the due date for your completed assignment? ……………………..…………
What are you investigating? What question are you asking?
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What variable are you going to change? (Independent)
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What variable are you going observe/measure change? (Dependent)
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You will need to keep all other factors the same.
How are you going to test this question in your experiment (method)?
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What is your control? (A standard to compare the results against.)
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What equipment will you need to perform your experiment?
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What do you think will happen? (your hypothesis)
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Checked ………………………………….………… Date ……………………...……….
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DESIGNING MY EXPERIMENT
Now that you have the plan for your research project, and your proposal has your teachers’ approval
the hard work is over, it is now time to start experimental write-up.
Remember an experiment needs to have the following components:
Title
Aim – The purpose of your experiment: why you did it.
Hypothesis – What you think or expect to happen.
Materials – A list of ingredients and equipment needed for the experiment.
Method – Simple step-by-step instructions of how to perform the experiment.
Title : ……………………………………………………………………………………………………………
Aim :
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Hypothesis:
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Equipment:
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Method:
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Now you can progress to the next stage – actually doing the investigation.
PERFORMING MY INVESTIGATION
You have planned your investigation and have done the hard work
now comes the fun part, putting your plan into practice and performing
your investigation.
Start your experiment with enough time and stick to your plan and
method, if you have thought it out and had it approved this will be the
easiest part.
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Record your results in this logbook.
Day Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
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Example
Day 1
Measured Variable
1……………….…………
2………………………….
3………………………….
4…………………….……
5…………………….……
General Observations
Measured Variable
1……………….…………
2………………………….
3………………………….
4…………………….……
5…………………….……
General Observations
Measured Variable
1……………….…………
2………………………….
3………………………….
4…………………….……
5…………………….……
General Observations
Day
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Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
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Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
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Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
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Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
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Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
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Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
……………………………
Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
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Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
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Day
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Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
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Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
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Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
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Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
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Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
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Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
10
Day
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Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
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Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
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Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
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Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
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Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
……………………………
Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
Day
……..
Control Plants
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Plants to Test Variable
(Condition 1)
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Plants to Test Variable
(Condition 2 (if needed))
……………………………
Observations &
Measurements
Observations &
Measurements
Observations &
Measurements
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REPORTING MY RESULTS
Now your investigation has been completed, use your results to write your experiment formally. All you will need is your planning and data in this logbook
Your report should be a word-processed A4 document that is printed
Your investigation is to be formally written up using the standard scientific format.
Aim – a statement of what you intend to find out in your investigation
Hypothesis – An educated guess about what you expect to find out
Materials – A list of any equipment that you will need for your experiment
Method – A detailed step by step description of how your experiment will be carried out.
Results – Important observations and measurements taken during the experiment. Data should be summarised and displayed in tables and graphs (graphs can be hand drawn or using excel)
Conclusion – This is a brief statement (one sentence) of what you discovered during your experiment, it should relate to your aim.
Discussion – This is where you discuss the weaknesses and difficulties of your experiment and improvements you would make
Details for Submission
Your final report should be word processed, approximately 2 to 4 pages (including tables, graphs
and diagrams). Print it out and submit it, along with your logbook, to your teacher. Alternatively,
you may submit it electronically via email as directed by class teacher.
My teacher’s email address is…………………………………………………………………..
4. HOW WILL MARKS BE AWARDED TO MEASURE MY LEARNING?
The assignment will be graded according to the marking rubrics attached to the end of this guide. The
marking criteria makes it clear what level of response is required to earn full marks in any aspect of
the experiment and report. The final element of assessment includes a literacy component which will
be assessed primarily from the discussion and conclusion parts of your report. You should refer to
these rubrics when reviewing your final draft prior to submitting it.
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Outcome How Assessed
Experiencing
Difficulty
Developing Satisfactory Outstanding
Mark
SC4-4WS
SC4-5WS
SC4-6WS
clarifies the
purpose of an
investigation and,
with guidance,
produces a plan to
investigate a
problem.
Planning of
experiment
Experienced difficulty in
developing the plan,
much help needed
Able to develop the plan
with assistance
Develops a plan with
minimal assistance
Develops a plan that
identifies all steps
needed to complete the
task independently
1 2 3 4
Proposal submitted on
time
1
Method procedure hard to
follow, instructions
incomplete and not in
order
procedure not clear, some
instructions or details
missing
clear procedure but
some instructions or
details missing
a clear, concise
procedure
1 2 3 4
Control used Identifies an
inappropriate control
Uses a suitable control
1 2
Variables
controlled
Some variables
identified and controlled
Most variables
identified and
controlled
All variables identified
and controlled
1 2 3
Submits the
logbook and raw
data
No log book with raw
data handed in with
assignment report
Log book submitted with
report
0 1
SC4-7WS
uses given criteria
to gather first-
hand data.
Recording rough
copy or raw data in
log book
Inaccurate
measurements and
observations
Some errors in
measurements
and more careful
observations needed
Most measurements
and observations
performed well
All measurements and
observations performed
very well
1 2 3 4
Results displayed
using tables
No table used
inappropriate or unclear
table
a suitable result table
with missing
measurements or
observations
a suitable result table
0 1 2 3
Results displayed
using a graph
No graph inappropriate or unclear
graph
A suitable result graph
with missing data points
or labels
A suitable graph
0 1 2 3
SC4-2VA
SC4-8WS
draws conclusions
based on
information
available.
Conclusion Has drawn invalid
conclusions
Analysis leading to
acceptable conclusions
Analysis of results has
led to valid conclusions
1 2 3
Discussion -
Weaknesses
Identifies one
weakness/difficulty
Identifies more than
one weakness/difficulty
Describes the
weakness/difficulty
1 2 3
Discussion -
Improvements
Identifies one
improvement
Description of one
improvement
1 2
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SC4-9WS with guidance, presents information to an audience to achieve an outcome.
LITERACY
MARKING CRITERIA
Descriptors
0 0.25 0.5 0.75 1
Vocabulary
Uses technical vocabulary to explain concepts and/or range of precise and appropriate words for effect
- Symbols or drawings - Only simple and nontechnical words are used.
- Some precise and technical words are used.
- Sustained use of precise and technical words.
-Sustained, consistent and fluent use of precise and technical words.
Punctuation
Use of correct and appropriate punctuation for effect and to aid in reading of the text
- No or minimal evidence of correct sentence punctuation (less than 25%)
- Limited evidence of correct sentence punctuation (at least 25%)
- Some correct sentence level punctuation (at least 50%).
- Mostly correct sentence level punctuation (80%) and at least two examples of other punctuation.
-Writing contains accurate use of all applicable punctuation.
Sentences
Intentionally constructs a variety of sentences to match purpose and audience
- No evidence of sentences
- Drawings, symbols, a list of words OR text fragments
- At least one sentence is used correctly.
- Some correct formation of sentences. (at least 50%)
- Most sentences (80%) are correct but are largely unsophisticated.
- All sentences are correct including sophisticated sentences.
Paragraphs
Paragraphs are used to effectively structure information and partition events and ideas
- No correct use of paragraphing
- may be a block of text or random breaks
- Ideas are separated, provides at least ONE correct break between ideas
- Paragraphs may contain some unrelated ideas
- At least ONE paragraph is well structured and develops an idea
- All paragraphs are focused on one idea or a set of like ideas but may not be linked effectively.
- Paragraphing creates flow, connectivity and supports argument.
Text Structure
Uses features of the appropriate text type
- No evidence of structural components of the appropriate text type
- Minimal evidence of the structural components of the appropriate text type.
- Some evidence of the structural components of the appropriate text type.
- Substantial evidence of the structural components of the appropriate text type.
- Coherent and controlled use of the appropriate structural components of the text type.
*marks will be deducted for late assignments – 10% per day Total - / 38
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CHECKLIST
Getting started:
1. I have decided on a question from the list to investigate
2. I have a title for my investigation
3. I have decided on an aim for my investigation
Planning my investigation:
4. My logbook contains all my planning notes and ideas
5. I have researched aspects of my investigation taken notes in my logbook
6. I have determined how I can test my aim
7. I have a list of materials and references I have used
8. I have determined which variable I will change
9. I have included a control in my experimental plan
10. I know how I will record the changes/results in my experiment
11. I have set myself a time line to complete my investigation by the due date
12. I have shown my workbook and proposal form to my teacher for approval
Designing my investigation:
13. I have an aim and a hypothesis that reflects my aim
14. I know what equipment I will need to use
15. I have developed a logical step by step method that tests my hypothesis
Performing my investigation:
16. I have started my experiment according to my time line
17. I regularly record results and details (method, improvements) in my logbook
18. I have performed my experiment recording all required information
19. I have all required information in my logbook
Reporting my results:
20. I have written up my investigation as an experimental record including an aim, hypothesis, materials, method, results and conclusion
21. I have made sure my log book is handed in along with my final report
22. I have handed in my assignment by the due date