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PICNIC POINT HIGH SCHOOL

Year 11 Biology 2020

Depth Study 1

Investigation Log Book/Diary (Section A)

Investigation Plan and Proposal Form (Section B)

Name:

Group Members:

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This Depth Study is your opportunity to investigate something that is of interest to your group in the Module

Cells as the basis of life.

CHECKLIST

Use this checklist to manage your work and stay on track.

ACTION PAGE DATE DONE 1

Choosing a suitable question to investigate

We generated inquiry questions from our ideas 2

We analysed our ideas using a SWOT Analysis 3

We brainstormed the key words of our question 4

2

Planning your investigation

We found background research on our question 5-6

We developed a hypothesis 7

We wrote a detailed procedure for our

investigation.

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We planned how we will record our results. 10

We completed the Investigation plan and

proposal form for our group.

18-20 Due 24th

February

3

Conducting your investigation

I recorded any changes we had to make to our

procedure, including the reason for the change.

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We conducted the investigation and recorded

the data in a table

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Processing and evaluating your data 13-14 Due 9th

March

When you see this symbol on a page you have completed, refer back to this

checklist page and date/sign your entry.

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1.CHOOSING A SUITABLE QUESTION TO INVESTIGATE

1A From Ideas to Scientific Inquiry Questions.

YOUR TASK: Use the table below to help you generate your question.

SCIENTIFIC INQUIRY POSSIBILITIES TABLE

Possible topic

area

Ideas I have

about this

topic

Questions I could investigate What could be

changed?

(Independent Variable)

What could be

Measured?

(Dependant

Variable)

Surface

Area/Volume

Ratio

Movement of

water across a

semi-

permeable

membrane

Plant studies

potometer,

growth rate,

photosynthesis

Enzyme

activity

Cellular

respiration

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1B Analysing your inquiry question – SWOT activity Date:…………………….

A SWOT Analysis is an effective way of sorting out the strengths and weaknesses of ANYTHING! You are using the

SWOT Analysis framework to determine the quality of your preferred inquiry question.

1. Choose your preferred research question from the list of three on the previous page.

2. My preferred question is: ______________________________________________________________

3. Use following blank SWOT Table to record as many thoughts as you have for each area. You may need to do

some background research to answer the questions.

When carrying out your SWOT Analysis, don’t just use yes/no answers. Explain why it is a yes or no answer. You may

not be able to answer all questions first go, but try to answer as many as you can. Remember this activity is to help

you analyse your possible questions.

To help decide whether a possible question is worthwhile you can use a SWOT Analysis Table.

Strengths

Is it topical?

Is it relevant (personally,

locally, nationally,

internationally)?

Is it possible to do?

Is it specific in its aim?

Is it only testing one idea?

Am I going to learn

something new?

Weaknesses

Is it too general?

Is it poorly defined?

Is it based on inaccurate

research or observations?

Is the outcome already

known?

Could the results be

interpreted?

Is there sufficient time to

complete the first hand

investigation?

Opportunities

Does it expand on existing

research?

Does it address a

worthwhile problem?

Would the results answer a

specific question?

Would the results open up

new areas of interest?

Can you work with other

people?

Will this help you answer a

question you’ve been

wondering about?

Threats

Would it be dangerous to

do?

Would it be unethical?

At this stage, would it

involve too much time and

too many resources?

Would the investigation be

too hard?

Strengths

Weaknesses

Opportunities

Threats

Teacher Checkpoint signature: Date: …………………….

Take this question with your SWOT Analysis to your teacher to discuss further.

Write your chosen question here: ___________________________________________________________________

______________________________________________________________________________________________

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1C Researching your inquiry question Date: …………………….

Now that you have your question you need to do more detailed background research about this topic to help

design your investigation.

Look at the question you have decided to investigate.

List the keywords from this question and your topic area.

Brainstorm any other related keywords. Hint: refer to your SWOT Analysis.

Using these keywords you can now carefully research your chosen topic area and question.

Talk to your Biology teacher for assistance.

Use different sources such as books, Internet, journals etc.

Our inquiry question:

KEY WORDS

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2.PLANNING YOUR INVESTIGATION Background Research Record any useful information you have found and make sure you record where you found this information.

Source ( book name, website date

accessed)

THREE key points to inform my research Evaluation of source – Current, Reliable, Useful, Credible

Why/not?

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Your hypothesis Date: …………………….

You now have a inquiry question that is feasible and well researched. You’re almost ready to start experimenting... but

what are you going to actually experiment on? What are you going to do? What equipment do you need? What

observations or measurements are you going to make? You may have answered some of these questions while you

have been researching your question.

The first step in planning your investigation is to identify your hypothesis—this is the testable question or statement

that you will be investigating.

When we conduct an experiment in Science, we need to consider what we are going to keep constant or the same

(controlled variables), what we are going to change (independent variable), what we are going to measure

(dependent variable) and what we might expect to happen. The hypothesis is based on two of these important

variables: the variable you will be changing in your experiment (independent variable) and the variable that you will

be measuring (dependent variable) as a result of this change.

1. What will you change (independent variable)?

2. What will you measure (dependent variable)?

3. What will you keep the same (controlled variables)?

4. My hypothesis (testable question/statement) is:

If____________________________________________________________________ is changed

(independent variable )

then_________________________________________________________________will happen

(dependent variable)

because____________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_____________________________________________________________________________________________

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List the equipment you need and where you will access it from. Date: …………………….

Material and quantity required From school From Home

How much time will be required for you to complete your experiment?

_______________________________________________________________________________________________

______________________________________________________________________________________

Complete the Risk Assessment Form located on the Investigation Plan and Proposal Form to outline any

safety issues that are associated with your experiment. You will need to discuss this with your teacher.

Complete the Laboratory Order Request Form located on the. Investigation Plan and Proposal Form to

request the loaning of scientific equipment.

Now you are ready to complete Section B: Investigation Plan and Proposal Form.

Due Monday 24th February 2020 which you can detach at the end of this log book.

Teacher Checkpoint APPROVED- YES/NO

Discuss your investigation and procedure with your teacher.

If your teacher agrees, you can now begin your group experimental work.

________________________________________may begin the experimental work.

Teacher signature____________________________________ Date______________________________

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Your experimental design Date: …………………….

Exactly what will you do? Write down the steps you will follow in your method. Be specific, define sizes and include

how many times you will do the investigation and how many replications you will do in each investigation. What data

are you collecting? How will you ensure you obtain reliable and valid results?

Method: 1. Use numbered steps and in logical order, 2. One step for each action carried out, 3.Use present tense and verb at the beginning of each sentence,

4. Name all equipment used in each step, 5.Mention exact quantities and measurements taken, 6.For reliability each set of results should be repeated at least 3 times and then averaged, to reduce inconsistent readings, 7. For accuracy, mention the use of an appropriate piece of accurate measuring equipment, 8.For validity, indicate at least 2 variables that are to be kept constant.

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2C Recording results Date: …………………….

LABELLED SCIENTIFIC DIAGRAM OF SET UP

DRAFT COPY OF RESULTS TABLE OF QUANTITATIVE DATA

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3.CONDUCTING YOUR INVESTIGATION Date: …………………….

Scientists often do preliminary experiments to check if their designed procedure will be suitable. You will need to

record these preliminary results, as well as any changes you make to your procedure because of these. Use the next

few pages to record all your observations and data as you conduct your investigation. Don’t forget you are carrying

out a valid test so be consistent in how you collect your measurements. You can also take photos of your investigation

to attach to your log book. Make sure you also record any problems you encounter and what you do to overcome

them.

Use the tables below to help you.

Problem encountered What did you do?

Changes made Why was the change made?

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Now conduct the experiment and record the data from your investigation using a table.

Date: …………………….

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4. PROCESSING AND ANALYSING YOUR DATA Date: …………………….

Now that you have gathered your data you need to work out what it might mean. The questions in this section will

help you. Thinking about the results (the evidence):

1. What do the results tell us about your hypothesis?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

2. Use a graph to summarise your results more clearly.

3. Identify and describe the trends and relationships evident from your results?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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4. Did you have any unexpected results? Why do you think these occurred?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

______________________________________________________________________________________________

Discussion

5. Evaluate the accuracy, reliability and validity of the data collected.

_______________________________________________________________________________________________

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6. Are there any further things that could be investigated?

_______________________________________________________________________________________________

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7. Write a conclusion for your investigation. Justify your choice.

_______________________________________________________________________________________________

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8. How does your investigation relate to the biochemical processes within cells? In your answer explain how these

processes are able to support life.

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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Section A – Marking Scheme: Log Book Criteria Performance standards

Questioning and predicting A student: develops and evaluates questions and hypotheses for scientific investigation BIO11-1

0 1 2 3 4 5

Not attempted

Attempts to develop an inquiry question and hypothesis but they lack clarity and detail.

Develops an inquiry question and hypothesis.

Shows an understanding of the scientific concept and satisfactorily develops an inquiry question and hypothesis.

Develops an inquiry question and hypothesis by identifying a concept which can be investigated scientifically. Shows an understanding that questions may need to be revised to reflect new evidence.

Skilfully develops a complex inquiry question and hypothesis by identifying a concept which can be investigated scientifically. Comprehensively evaluates, as required, the appropriateness of the developed questions and modifies them to reflect new evidence.

Planning investigations A student: designs and evaluates investigations in order to obtain primary and secondary data and information BIO11-2

0 1 2 3 4 5

Not shown Attempts to design an investigation using an elementary understanding of the scientific method.

Designs an investigation by applying a basic understanding of the requirements to produce reliable data.

Designs a safe and generally reliable investigation by applying an understanding of the scientific method, e.g. mentions risk assessments, and chooses appropriate materials. Utilises secondary-sources in the investigation.

Designs a safe and reliable investigation. Identifies and justifies choice of variables and evaluates procedure and choice of materials. Selects from a range of reliable secondary sources

Skilfully designs a safe, ethical and reliable investigation. Identifies and justifies the use of variables and controls ensuring a valid procedure is developed. Comprehensively evaluates, as required, and modifies the investigation in response to new evidence. Selects from a range of reliable secondary sources Comments on selection of reliable sources

Conducting investigations A student: conducts investigations to collect valid and reliable primary and secondary data and information BIO11-3

0 1 2 3 4 5

Not shown Attempts to conduct an accurate investigation using an elementary understanding of the scientific method.

Conducts an investigation, showing a basic understanding of the scientific method, e.g. conducts a basic risk assessment, but this lacks clarity and detail.

Conducts a safe investigation showing a satisfactory understanding of the scientific method. Satisfactorily evaluates the choice of appropriate materials.

Conducts a safe and reliable investigation. Appropriately evaluates the choice of materials.

Skilfully conducts a safe and accurate investigation to collect reliable primary data and information. Comprehensively evaluates the choice of appropriate materials and technologies, discusses the accuracy of the chosen equipment. Disposes of waste appropriately and puts away equipment.

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Processing data and information A student: selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media BIO11-4

0 1 2 3 4 5

Not shown Attempts to process data from primary and secondary sources, but this is limited, lacking in clarity and detail.

Processes data from primary and secondary sources, including both qualitative and quantitative data, but lacks detail and depth.

Processes data from primary and secondary sources, including some qualitative and quantitative data and information, using largely appropriate methods and media.

Processes data from primary and secondary sources, confidently using appropriate methods. Evaluates the quality of the data and suggests how improvements could be made.

Skilfully processes data from primary and secondary sources, including both qualitative and quantitative data and information, using appropriate methods. Comprehensively evaluates the quality of the data as required and suggests how improvements could be made.

Analysing data and information A student: analyses and evaluates primary and secondary data and information BIO11-5

0 1 2 3 4 5

Not shown Attempts to identify trends and patterns in data but this lacks clarity and detail.

Shows a basic understanding of analysis techniques by identifying trends and patterns in data.

Satisfactorily identifies trends and patterns in data.

Identifies trends and patterns in data. Evaluates the reliability and validity of results.

Accurately identifies trends and patterns in data. Shows an extensive understanding of accuracy, reliability and validity of results. Justifies conclusions by considering the quality of available evidence and suggests improvements to the investigation.

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Communicating A student: communicates scientific understanding using suitable language and terminology for a specific audience or purpose BIO11-7

0 1 2 3 4 5

Not shown Attempts to communicate the results of the investigation with an elementary understanding of appropriate forms of digital, visual, written and/or oral forms of communication.

Communicates some elements of the Working scientifically skills. Displays a basic understanding of appropriate forms of digital, visual, written and/or oral forms of communication.

Communicates all elements of the Working scientifically skills. Uses appropriate language satisfactorily for a specific audience and selects a suitable form of communication (i.e. written, digital, visual and/or oral).

Communicates most elements of the Working scientifically skills with clarity and accuracy. Uses appropriate language for a specific audience and selects a suitable form of communication (i.e. written, digital, visual and/or oral).

Communicates all elements of the Working scientifically skills with clarity and accuracy. Uses appropriate language for a specific audience and selects a suitable form of communication (i.e. written, digital, visual and/or oral

Working scientifically total: /30

Knowledge and understanding A student: describes single cells as the basis for all life by analysing and explaining cells’ ultrastructure and biochemical processes BIO11-8

0 1 2 3 4 5

Not shown Demonstrates an elementary understanding of cells as the basic unit of all life, but this is limited, lacking in clarity and detail.

Demonstrates a basic understanding of cells as the basic unit of all life with tentative links to cells’ ultrastructure and biochemical processes, but this lacks detail and depth.

Demonstrates a satisfactory understanding of cells as the basic unit of all life with some detail and depth. Clearly links understanding to cells’ ultrastructure and biochemical processes.

Demonstrates a sound understanding of cells as the basic unit of all life with detail and depth. Provides valid links to cells’ ultrastructure and biochemical processes. Explanation provides at least one example of how cellular processes support life.

Demonstrates a comprehensive understanding of the cells as the basic unit of all life with detail and depth. Provides valid links and clearly explains with examples how the ultrastructure and biochemical processes of cells supports life.

Knowledge and understanding total: /5

TOTAL: /35

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Section B: Investigation Plan and Proposal Form Inquiry Question to be investigated: Aim: What is the purpose of this experiment? What are you trying to find out? Hypothesis (You may use the if...then technique to write the hypothesis) Use your background research to predict the likely results that will be obtained and provide scientific reasons. Identify the variables for this experiment.

Method: Outline your plan in steps for this experiment (Planning)

Independent Variable Dependent Variable Controlled Variables

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Group Names:……………………………………….……………………………………….

Class:

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Risk assessment: Carry out a risk assessment of the investigation. What are the hazards and how will you reduce risk to acceptable levels?

Material Risk Action to reduce risk Acceptable? Teacher to sign each off.

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List the equipment you will need to supply yourself:

Quantity Item

List the equipment the school will provide. (normal laboratory equipment and instruments are available to use in school time. These must be requested on the equipment order form)

Quantity Item

Other places I will obtain resources and information: We, _________________________ understand and accept the guidelines of this Depth Study. By signing below I am aware that I am undertaking a commitment to produce my best work and I will seek assistance from my teacher(s) when it is needed.

Student signatures:_______________________________ Date: ___/____/______

Laboratory Order Request From Name of students:

Teacher Feedback

Further Risk Assessment Needed: *Yes / No Approval: Yes / No

Teacher: ……………………………. Date ……………………

* in this case your teacher will discuss with you safety aspects of your investigation. Approval will only be

given if your investigation plan is safe and you have indicated any dangers and taken steps to eliminate them.

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Teacher:

Date Required:

Quantity Item

Risk assessment

Hazard Risk Action to reduce risk

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