science education teaching booklet

Name: The investigations topic is to introduce all yr10 students to the nature and practice of science to evaluate the importance of using creativity, curiosity and logical reasoning in describing phenomena in their surroundings, stimulating investigations about phenomena and devising and testing hypotheses. As a yr 10 student you should understand that during this year you will be ask to submit a Student Research Project (SRP). While completing this topic you ought to start making plans for your own, as this topic will give you and understanding and step by step plan to complete this course requirement. Formulating a question Before you define your question in detail you need to find a topic that interests you. Selecting your topic is the first, and one of the most crucial steps in conducting your research project. Keep a record of your Progress in a logbook Finding a topic 1. Start by searching for a general area of interest. List your hobbies and other interests. 2. Do you have a friend or relative who might be able to help you in a scientific investigation? Write down the topic areas in which you could get help. 3. Discuss the possible research topics you have already written down with a group of fellow students. Listen carefully to their ideas. They might help you to decide on your own topic. Write down your ideas. 4. Start each entry in your logbook with the date, for example: 15 April → went to the Library to search the internet. 5. Read through other student research. To get ideas of how a projects have been completed and the problem they faced and mistake they made. 6. Search in a library or at home for books or newspaper articles about the topic areas that you have already written down. You might also find magazines or journals that include articles about these topic areas. Conduct an Internet search. Use a table like the one below to organise your ideas. Topic area Name of book, magazine, Web site etc. Chapter or article Topic ideas Defining the question Once you have decided on your topic, you need to determine exactly what it is you would like to investigate. It is better to start with a fairly simple question. For example, rather than investigate 'The growth of plants', you need to focus on a small part of the topic. Here are some questions relating to the growth of plants: • What is the effect of different fertilisers on the growth of peas? • Does talking to plants improve their growth? • How does light affect the growth of plants? • What is the effect of caffeine on the growth of grasses? • How does salt affect the growth of plants? 2 When you have defined your own question, make sure that it is realistic. You should be able to answer 'yes' to each of the questions below. Complete the checklist. Is my question simple and clear enough? .............................. Yes/No Do I know where to get the background information I need? .................................................... Yes/No Is the equipment I may need for experiments available or able to be made? ..................................... Yes/No Is the problem a safe one to investigate?.............…................ Yes/No Research and your topic Before you start your own experiments, you should find out more about your topic. As well as increasing your general knowledge of the topic, you need to find out whether others have investigated your problem. Information already available about your topic might help you to design your experiments. It might also help you in explaining your results. Make notes on your topic as you find information. You may be able to include some relevant background information in your report. Using the library The best place to start is the school library. There are several different types of information sources in the library. They usually include the following. Non-fiction books Use the subject index catalogue to find out where to find books with information about your topic. Your library catalogue is most likely to be stored in a computer database. You might need to ask the librarian to help you use the catalogue at first. It is a good idea to browse through the contents list of science textbooks. Your topic may appear. Reference books These include encyclopaedias, atlases and yearbooks. The index of a good encyclopaedia is a great place to start looking for information. Journals and magazines There are quite a few scientific journals that are suitable for use by school students. They provide up-to-date information. Your library may have an index for journals, such as 'Guidelines', which you can use to find articles on your topic. You may, however, need to browse. Some journals to look for are: New Scientist, Search, Ecos, Australian Science Mag, Habitat, Issues, Choice and Helix. Information file Many school libraries keep information files of newspaper articles on topics of interest or even collections of articles on CD-ROM. Ask your school librarian if you don't know how to use these resources. Audio-visual resources The library may have slides, videos and audiotapes that can be used or borrowed. These resources can be located using the subject index catalogue. 3 Beyond the library Information on your topic may be available from the following sources. Your science teacher This may seem obvious, but many people don't even think to ask. Your science teacher may also be able to direct you to other sources of information. Government departments and agencies Federal, State and local government departments and agencies may be able to provide you with information or advice on your topic. Try searching through the government listing at the front of Telstra's White Pages. Addresses to write to are usually listed. A polite letter to the appropriate department or agency is the best way to ask for help. The Internet The World Wide Web provides a wealth of information on almost every topic imaginable. Use a search engine such as AltaVista, Magellan, Excite, Lycos, Yahoo! or google. The success of your search will depend on a thoughtful choice of key words. Take the time to find out how to take full advantage of the search engine before you use it. Industry Information on some topics can be obtained from certain industries. For example, if you were testing glues for strength, or batteries to find which ones last longest, the manufacturers might have useful information. Use Telstra's Yellow or White Pages to find addresses. A polite letter is often the best way to ask for help. Relatives or friends Perhaps you or a relative know somebody who works in your area of interest. Let your friends and relatives know about your intended research. In your logbook complete a checklist like the one below to see if you have thoroughly searched sources of information School library: • • • • Beyond the library: • • • • • • Non-fiction books Reference books Journals and magazines Information file Audio-visual resources Your science teacher Government departments and agencies The Internet industry Relatives or friends Other sources How to use information Make notes on information that is relevant to your research topic. Think about what you really need to know. You need information that will help you to: • Plan your experiments • Understand your results later on • Show in your report how your research relates to everyday life or why your research is important. You will need to keep an accurate list in your logbook of the steps you have taken and the resources that you have used. 4 How to list your resources Library sources Non-fiction books: author, title, publisher, place of publication, date of publication, relevant page numbers and, .of course, the Dewey number so that you can locate the source again. Reference books: title, volume, publisher, place of publication, date of publication, relevant pages and the Dewey number. Journals, magazines or newspaper articles: author of article, title of article, name of journal or magazine, volume and number or date of issue and relevant page numbers. Audio-visual resources: title, date of production and Dewey number. Non-library printed material Record title, source of material and date produced. If you are unable to print out a hard copy of Internet material, quote the URL (Uniform Resource Locator; for example, http://www.csiro.au/). Make sure you keep copies of letters written and received for your report Verbal information If you have received information verbally, record the name of the person spoken to, their position or occupation if relevant, the date and a summary of what was said. Designing and performing experiments In order to reach sound conclusions you need to make sure that your experiments are well controlled. The factors that can change in an experiment are called variables. If you are trying to find the effect of one variable on another, all other variables must be kept constant. The process of changing only one variable at a time is called controlling variables (see page 7). When you are investigating the effect of the presence of some factor on a variable, a control is needed for comparison. For example, if you were investigating the effect of the presence of certain chemicals in water on the growth of plants, a control group of plants would be needed, that is, a group of plants given water with none of those chemicals present. Remember that controlled variables are kept constant in both the control group and the test group. The experimental variable is the factor being tested and it will be different in both groups. In designing your own experiments you need to ensure that: • You will have enough time to complete your observations • The equipment you need is available • Variables in the experiment are controlled (Sometimes it is impossible to control all variables. Do the best you can!) • A control group is used if necessary • You have taken all necessary safety precautions. Starting to write your plan You should now be ready to write a plan for your investigation. You should not commence any experiments until your teacher has approved your plan. Your plan should include: 1. Title The likely title — you may decide to change it before your work is completed. 2. The aim or problem Briefly state what you intend to investigate or the question you intend to answer. Aim: To study the behaviour of slaters Problem: What makes algae grow in an aquarium? 5 3. Hypothesis An educated guess about the answer to your problem or what you expect to find out. It is important to be creative and objective and to use logical reasoning when devising a hypothesis and testing it. 4. Outline of experiment Explain how you intend to test your hypothesis, and briefly outline the experiments that you intend to conduct. 5. Equipment List any equipment that you will need for your experiments. 6. Resources List the sources of information that you have used or intend to use. This list should include library resources, organisations and people. Completing your experiments Once your teacher has approved your plan: begin your experiments. Detail how you conducted your experiments in your logbook. All observations and measurements should be recorded. Use tables where possible to record your data Where appropriate, measurements should be repeated and an average value determined. All measurements — not just the averages — should be recorded in your logbook. Photographs should be taken if appropriate. You might need to change your experiments if you get don't expect. If things go wrong, record what happened' what went wrong allows you to improve your experiment technique. Completing the Report You can begin writing your report as soon as you have planned your investigation, but it cannot be completed until your observations are complete. Your report should be typed or neatly written on A4 paper. It should begin with a 'table of contents', and the pages should be numbered (as this book is). Your report should include the following headings (unless they are inappropriate for your investigation): Abstract Briefly describe your experiments and your main conclusions. Even though this appears at the beginning of your report it is best not to write it until after you have completed the rest of your report. Introduction Present all relevant background information. Include a statement of the problem that you are investigating, saying why it is relevant or important. You could also explain why you became interested in the topic. Aim or problem Hypothesis State the purpose of your investigation; that is, what you are trying to find out. Using the knowledge you already have about your topic, make a guess about what you will find out by doing your investigation. Materials and methods Describe in detail how you carried out your experiments. Begin with a list of the equipment used and include photographs of your equipment if appropriate. The method description must be detailed enough to allow somebody else to repeat your experiments. It should also convince the reader that your investigation is well controlled. Labelled 6 diagrams can be used to make your description clear. Using a step-by-step outline makes your method easier to follow. Results Observations and measurements (data) are presented here. Wherever possible, present data in table form so that they are easy to read. Graphs can be used to help you and the reader interpret data. Each table and graph should have a title. Make sure that you use the most appropriate type of graph for your data. Discussion Discuss your results here. Begin with a statement of what your results indicate about the answer to your question. Explain how your results might be useful. Any weaknesses in your design or difficulties in measuring could be outlined here. Explain how you could have improved your experiments. What further experiments are suggested by your results? Conclusion This is a brief statement of what you found out and may link with the final paragraph of your 'Discussion'. It is a good idea to read your 'Aim' again before you write your conclusion. Your conclusion should also state whether your hypothesis was supported. Don't be disappointed if it is not supported. Some scientists deliberately set out to reject hypotheses! Bibliography Make a list of books and other printed or audio-visual material to which you have referred. The list should include enough information to allow the source of information to be easily found by the reader. Arrange the sources in alphabetical order. For each resource, list the following information in the order shown. • Author(s) (if known) • Title of book or article • Publisher or name of journal/ magazine (if not in title) • Place of publication (if given) • Date of publication • Chapter or pages used. Some examples are listed below. Breidahl, H. Australia's Southern Shores, Lothian, Melbourne, 1997, Chapter 2. World Book Encyclopaedia. Volume 4, 1991, pp. 234-236. The Battle of the Bathroom', Choice, Sydney, November 1990, pp. 34-37. Acknowledgements List the people and organisations that gave you help or advice. You should state how each person or organisation assisted you. 7 The following section of this book will use simple experiments to explore the different problems and scientific strategies that you will be expected to understand to complete your SRP. What are controls Which type of ball bounces the highest after being dropped onto the ground? This seems like a simple question to answer. However, in order to answer it scientifically, some care must be taken. Factors that change in a scientific test are called variables. The variable that has to be deliberately changed to answer the question above is the type of ball. This is called the experimental variable. There are, however, other variables that could affect the bounce height of a ball. Two of those variables are: • The height from which the ball is dropped • The type of surface onto which the ball is dropped. If you want to find out which type of ball bounces the highest, these other variables must be kept constant. These are called the controlled variables. If the question is to be answered scientifically, the only variable that can be changed is the type of ball, otherwise different bounce heights could be due to other factors. The technique of changing only one variable at a time is called fair testing or controlling variables. Some variables are difficult to keep constant. For example, the surface on which the balls are bounced might not be uniform. An uneven surface would produce unreliable data. To minimise the effect of this problem you need to: • Try to bounce the balls in exactly the same place each time • Repeat measurements several times and find the average bounce height for each ball BOUNCING BALLS Materials 1. Tennis ball 2. Rubber ball (about the size of the tennis bail) 3. Cricket ball 4. Baseball 5. Any other ball that is about the same size as a tennis ball 6. One-metre ruler 1. The question you are trying to answer is 'Which ball bounces the highest?’ Prepare a table in which to record your results. 1. Write down your hypothesis. A hypothesis is a sensible prediction of the answer to your question. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 8 2. Take care not to introduce unwanted variables. Make sure that the balls are dropped each time. Don't throw them down. Also, think about which part of each ball you will measure the height of the bounce from. 2. Make a list of all the variables that you can think of that need to be kept constant (other than dropping height and type of surface). _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 3. Drop each ball from the same height and measure how high each one bounces. Now go ahead and answer the question — scientifically! 3. Write a brief report about your experiment. Ensure that you explain your procedure in detail and include a brief statement of the answer to the question. Two types of variable Sometimes the experimental variable has two variables within it: • The independent variable — the researcher decides what this is • The dependent variable — it follows from or depends on the independent variable. In the bouncing balls investigation, the type of ball is the independent variable and the height to which the ball bounces is the dependent variable. That is, the height to which the ball bounces (the dependent variable) depends on the type of ball (the independent variable). The data from these variables are often graphed. Controlled experiment Control Controlled variables Experimental variables Constant Not present Test Constant Present The table above shows which variables should and should not be present in control and test subjects in a controlled experiment. The hypothetical investigation on the effect of chemicals on plant growth is an example showing the absence of the experimental variable (the chemicals) from the control Activities 1. What is a variable? Describe the different types of variable. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 9 2. What is a hypothesis? How would you test it? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Brad and Sharna performed an experiment to find out now effectively two plastic cups maintain the Temperature of near boiling water. Their data are shown below. Comparing plastic cups Time (min) 0 10 20 30 40 50 Temperature (°C) Brad’s cup 90 47 29 22 20 20 Temperature (°C) Sharna’s cup 90 58 39 31 26 23 1. Draw a graph to display the data in the table. 100 90 80 70 Temp (C) 60 50 40 30 20 10 0 0 10 20 30 Time (minute) 10 40 50 60 2. Which cup maintained the temperature of the water more effectively? _______________________________________________________________________ _______________________________________________________________________ 3. Estimate the temperature of the water in Brads cup 15 minutes after timing commenced. _______________________________________________________________________ 4. Use your graph to estimate how long it would have taken the water in Sharna's cup to drop to a temperature of 20°C. _______________________________________________________________________ Kris and Natasha are trying to find out whether stoneware or glass cups are better for keeping water hot. The illustration below shows their experiment in progress. 1. a. List at least two weaknesses in their experiment design. _______________________________________________________________________ _______________________________________________________________________ b. Make a list of all the variables that could affect the results of Kris and Natasha experiment. _______________________________________________________________________ _______________________________________________________________________ c. List any variables that Kris and Natasha do not need to control. _______________________________________________________________________ _______________________________________________________________________ d. Write a step-by-step outline of the procedure that they could use to find out which cups keep water hot. _______________________________________________________________________ _______________________________________________________________________ 11 A playground swing is simply a large pendulum. Pendulums are mainly used as measuring instruments. Their most well known use is in clocks. The following experiment using a pendulum will help to develop your skills in devising and testing a hypothesis. A pendulum is a suspended object that is free to swing to and fro. Each complete swing is called an oscillation. The time taken for one complete oscillation of a pendulum is called its period. SWING HIGH, SWING LOW Experiment What is it that determines the period of the swing? Is it the size of the push? Is it the mass of the person sitting on the swing? Is it the length of the swing? Materials • length of light string (at least 80 cm long) • set of slotted masses (or various sized pendulum bobs) • retort stand with bosshead (or a highstructure from which to suspend the pendulum) • pair of scissors • one-metre ruler • stopwatch Part A: Does the push make a difference? Write down your hypothesis about the size of the push. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ • Set up your pendulum so it can swing freely. Start with the largest possible length and the smallest weight. • Record the mass and the length of the pendulum in the results table. The length should be measured from the top of the pendulum to the bottom of the swinging mass, as shown in the diagram. • Pull the mass aside so that the angle of release is about 20°. Take note of the height from which the mass is released so, that this angle of release is used throughout the experiment. • Release the pendulum. Measure the time taken for ten complete swings of the pendulum. Repeat your measurement at least twice so that you can find the average time for ten swings. Use this average to calculate the time taken for one complete swing (the period). Record all the measurements in your table. • Repeat this procedure, this time giving the mass a small push. • Repeat the procedure once more, giving the mass a larger push. Part B: Do mass or length make a difference? Write down your hypothesis about the size of the effect of mass and length. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 12 • Using the same angle of release and pendulum length as before, determine the period'of the pendulum for several different masses. Use three trials for each mass. Record all data in your table. • Halve the length of the string and repeat your measurements for the different masses. Record the mass and length of the pendulum as well as the average times and period. • Halve the length of the string again and repeat your measurements, ensuring that all of the necessary data are recorded in the table Results Part A Mass of pendulum = _____ g Size of push Length of pendulum =______cm Average (s) Period (s) Time taken for 1 0 complete swings (s) Trial 1 Trial 2 Trial 3 No push Small push Larger push Part B Mass (g) Length (cm) Time taken for 10 complete swings (s) Trial 1 Trial 2 Trial 3 Average (s) Period (s) Draw a line graph to show how the length of the pendulum affects the period. You need to graph data for only one mass. Period (s) 13 2 1.5 1 0.5 0 0 10 20 30 40 50 60 70 80 Length (cm) Discussion 1. How does the size of the push affect the pendulum's period? _______________________________________________________________________ _______________________________________________________________________ 2. How does the mass affect the period of the pendulum? _______________________________________________________________________ _______________________________________________________________________ 3. How does the length of the pendulum affect its period? _______________________________________________________________________ _______________________________________________________________________ 4. The period of most standard clock pendulums is one second. Use your graph to predict the length of a standard clock pendulum. ______________________________________________________________________ 5. Why is it a good idea to measure the time for ten swings rather than just one? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 14 6. Which variables must be kept constant when determining the effect of mass on the period of a pendulum? _______________________________________________________________________ _______________________________________________________________________ Activities 1. What is a pendulum? _______________________________________________________________________ _______________________________________________________________________ 2. What is the period of a pendulum a measure of? _______________________________________________________________________ 3. List three uses of pendulums. _______________________________________________________________________ _______________________________________________________________________ 4. How is the period of a pendulum affected by: (a) the size of the push applied to start its motion _______________________________________________________________________ _______________________________________________________________________ (b) its mass _______________________________________________________________________ _______________________________________________________________________ (c) its length? _______________________________________________________________________ _______________________________________________________________________ 5. In the experiment, you were required to repeat each measurement three times. When you do this, the time taken for ten complete swings is not always the same. (a) Suggest two or more reasons for this. _______________________________________________________________________ _______________________________________________________________________ (b) Suggest why the differences between measurements are usually greater for shorter pendulums. _______________________________________________________________________ _______________________________________________________________________ 15 6. List the controlled variables in parts A and B of the experiment _______________________________________________________________________ _______________________________________________________________________ Does an athlete need an audience? Catherine Pippos, 15, a year 10 student, was interested in what motivated athletes to strive to win. She wondered whether a cheering audience actually made athletes perform better. Catherine set about answering her own question with a research investigation. She persuaded twelve amateur, but competent, athletes to be her subjects. Six subjects were male and six were female. Her subjects were required to complete three tasks on three separate occasions, one week apart. The tasks were as follows: 1. Basketball goal shooting — the number of successful attempts out of 20 was recorded. 2. Sit-ups — the number completed in 30 seconds was recorded. 3. Shot put — the distance thrown in metres was recorded. On the first occasion, only Catherine and the athlete were present. On the second occasion, a quiet audience of twenty-seven year 10 students was present. On the third occasion, there was a loudly cheering audience of twenty-seven year 10 students. Catherine's research investigation resulted from her own curiosity. She chose a topic based on her interests. The question she asked was very simple to begin with. Catherine's results in the table below. Effect of an audience on the performance of athletes Result (average) Task No audience M Basketball shots (out of 20) Sit-ups (in 30 seconds) Shot put (distance in metres) 4.7 F 6.0 Quiet Audience M 4.3 F 8.0 Loud Audience M 6.3 F 5.7 23.7 17.3 20.0 18.0 21.0 19.7 7.2 5.4 8.4 5.9 9.1 7.1 1. What conclusions can be reached from Catherine's results? _______________________________________________________________________ _______________________________________________________________________ 2. How do the results compare with what you would expect? _______________________________________________________________________ _______________________________________________________________________ 16 3. What variables, apart from the audience type, are difficult or impossible to control in this experiment? _______________________________________________________________________ _______________________________________________________________________ 4. How could Catherine's experiments be improved? _______________________________________________________________________ _______________________________________________________________________ 5. Catherine's basic question was, 'Does an audience affect the performance of an athlete?'. Was her question successfully answered? _______________________________________________________________________ _______________________________________________________________________ 6. Write a list of other questions that could be answered as a result of Catherine's experiments _______________________________________________________________________ _______________________________________________________________________ HOUSEHOLD CONSERVATION Jack Benton, 13, was a year 8 student when he decided to do something about his concern about the Earth's dwindling energy resources. With the cooperation of his parents, he performed an experiment in which he compared the amount of energy and water used in a normal week with the amount used when efforts were made to conserve these resources. Jack was also able to show that money can be saved when efforts are made to conserve energy and water. Jack took readings from the water, gas and electricity meters each day at 5.00 p.m. for two weeks. During the first week, his household followed its normal routine. During the second week, the household made some changes to its routine in order to save energy and water. The changes are, listed in the table below. Week 1 incandescent light globes standard shower rose baths for children warm water used for clothes washing hot dry and normal dishwasher cycle full use of clothes dryer full flush toilets Week 2 three low-wattage fluorescent globes to replace most used incandescent low pressure shower rose showers for children cold water used for clothes washing cool dry and short dishwasher cycle use of clothes line when possible reduced flush toilets 17 Jack's results are shown in the diagram. Megajoules (gas and electricity) Litres (water) 8000 7000 6000 5000 4000 3000 2000 1000 0 Gas Electricty Water Week 1 Week 2 They showed a 10 per cent saving in gas, a 62 per cent saving in electricity and a 33.7 per cent saving in water! Jack also found the savings in money terms to be quite worth while. The changes made in the household routine would lead to savings of about $40 on a quarterly electricity bill, about $14 on a two-monthly gas bill and about $45 on the annual excess water bill. 1. Jack was unable to control all of the variables that he would ' have liked to control. Which variables are difficult to control? Which variables cannot be controlled at all? _______________________________________________________________________ _______________________________________________________________________ 2. How could Jack improve his experiment? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 3. In Jack's experiment a number of changes were made to the household routine at once. How would you go about finding the effect of just one change? Give an example. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 18 4. Suggest an experiment on energy conservation that you might be able to undertake at home or school. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ WHERE DID THE EARTHWORMS GO? Liam Newman, 14, a year 9 student, enjoys fishing on weekends and during the holidays. He often found it difficult to find earthworms for bait, so he planned and completed an experiment designed to show what type of soil earthworms preferred to live in. Liam created five different earthworm environments in a large box. The environments were: • compost • potting mixture • soil with fertiliser • soil with manure • untreated garden soil. He put twenty earthworms into each environment (100 worms in all). The earthworms were given a six-week period during which they could migrate freely to their preferred environment. The chart on the shows how the worms were distributed after the six-week period. Unfortunately, four worms were unaccounted for. 35 Numbe r of worms 30 25 20 15 10 5 0 compost Potting mixure soil with fertiliser Soil with manure garden soil 1. What would Liam's conclusion have been? _______________________________________________________________________ _______________________________________________________________________ 2. What should Liam do to make sure that he has an adequate supply of bait for fishing? _______________________________________________________________________ _______________________________________________________________________ 19 3. Liam was trying to observe the effect of soil type on the population of earthworms. Were there any other variables that might affect the number of earthworms present? _______________________________________________________________________ _______________________________________________________________________ 4. Liam counted the worms after six weeks. How conclusive were his results? What could he have done to make his results more reliable? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Checklist for your research project Make a copy of this checklist, and tick off each part before submitting your report. If you have not completed each part, make a note to do it or explain why it has not been done. 20 CHECKLIST FINAL PRESENTATION Has your report been typed or neatly written so that it is legible? Is there a table of contents with page numbers? Have the pages been numbered? Is the grammar and spelling correct? Discussion Does your discussion make a general statement about what your results show? Is the statement a logical interpretation of your results? Did you discuss possible human errors and weaknesses in experimental design? Have you suggested how you could improve your experiment? If further experiments have been suggested by your results, have you briefly described them? Conclusion Does your conclusion relate to your aim? Does your conclusion state if your hypothesis was supported or not? Bibliography and acknowledgements Have you provided a bibliography that includes all the reference material that you have used? Have your references been arranged in alphabetical order and according to the format on page 6. Have you acknowledged the people and organisations that gave you assistance and advice, and stated how they have assisted you? SCIENTIFIC REPORTS Introduction Does your report follow the format of a scientific report? Does your introduction provide background information, including: • an explanation of the scientific ideas? • a statement explaining why the investigation is relevant or important to you and your audience? Aim or problem Have you clearly stated the aim or purpose of the investigation, that is, what you are trying to find out? Hypothesis Has your hypothesis been clearly stated, including details of the observations on which your hypothesis is based? Materials and methods Have you clearly listed the materials and equipment you used? You may wish to include photographs or diagrams. Is the description of the method you used in your experiment clear enough for somebody else to easily repeat the experiment? Have you shown how you controlled the variables in your experiment? Has a control been used? Where possible, did you give a clear outline of the procedure, showing the steps you took in your experiment? Results Are your results recorded in tables and graphs where possible? Have tables and graphs been labelled and given If graphs have been included, have you chosen the most appropriate types of graph to present your data? OTHER FORMS OF PRESENTATION If making a multimedia presentation, does the media you have chosen enhance your scientific message and findings? If presenting a working model, check that the model works as you hand it in. If presenting a piece of creative writing, does it hold the attention of the reader? (Give it to your friends and family to check.) If presenting a piece of writing, is the text style that you chose appropriate for the scientific concepts and findings that you are presenting? LOGBOOK Is there evidence of scientific thinking in your logbook? Does your logbook provide evidence that you persisted with a task to a reasonable end point? Have your logbook entries been dated? 21 22