EXTENDED EXPERIMENTAL INVESTIGATION 2

Science Department
Subject Details
Subject:
Semester:
Unit:
Name:

12 Physics
4
Open Ended EEI

Year:
Teacher:
Item:

2014
Mr Carson
EEI2

Conditions
You must adhere to the school assessment policy.
Formulae booklet will be supplied and calculators allowed.
Show all working, neatly and well set out, in the exam booklets provided

Criterion

Knowledge and
Conceptual
Understanding

Investigative
Processes

Evaluating and
Concluding

Overall Grade

12 Physics EEI Open-ended Investigation

EXTENDED EXPERIMENTAL INVESTIGATION

OPEN-ENDED TOPIC OF CHOICE
1. THE TASK:
The task you are being asked to complete is to undertake experimental research on a physics concept related to or
extending on from the physics topics studied. It is possible for you to work alone or with one or two other students. You
will need to discuss your proposal with your teacher. A research plan, an equipment requisition form and a risk
assessment form MUST be submitted before commencing work. (Forms to be used for this are attached).
2. TIMELINE:
1. Issue date: 21 March
2. Submission of student-selected topic: 2 April
3. Submission of equipment requisition form and research plan 24 April
4. Draft of report submitted 30 May
5. Final report, and logbook submitted (up to 1500 words for DISCUSSION & CONCLUSION) 13 JUNE
3. JOURNAL AND CHECKLIST:
Journal: You will need a logbook to record in one place your thoughts and notes about everything from selection of
a topic through to completion of your investigation. It is a no-frills, on-the-spot recording of the essentials of your
work. It need only be intelligible to you but it may be used to verify the authenticity of your work.
Monitoring Checklist: A checklist will be used to help you monitor the management of your task. FULFILLING THE
STAGES OF THE MONITORING IS COMPULSORY.
Feedback Checklist: You will be offered feedback on your draft report (once only). Feedback will be in the form of a
feedback checklist. SUBMITTING A DRAFT IS COMPULSORY.
You will need to submit your journal, the two checklists and your draft report along with your final report. The Journal,
the Monitoring and Feedback checklists and draft will not be assessed, UNLESS THE FINAL REPORT IS NOT
SUBMITTED ON TIME, but is your way of providing evidence that you engaged in the research process and that the
report is your own work.
4. PROCESS
The essential element for success is to be aware that this is a largely independent task; while there will be some
ideas or suggestions on how to approach the issue from your teacher or other collaborators, it is up to
each student to plan her own unique approach to their investigation.
This is a major piece of assessment for our work this year make sure you give enough quality evidence to
achieve the rating you deserve.
A combination of independent study, research, experimentation and collaboration will be essential for success. You
will need to start work in your own time immediately to ensure that you are ready to carry out your experiment(s)
and collect the data you will need in the time available.
A useful website is: How to do a Deadly EEI at www.seniorphysics.com/physics/eei_hints.html

12 Physics EEI Open-ended Investigation

5.1 PHASE ONE

Decide a research topic; either a problem to be solved or a hypothesis to be tested. A list of stimulus topics has
been prepared to give you an idea of some of the possible areas for investigation. These can be found at:
seniorphysics.com/physics/eei.html
5.2 PHASE TWO
What you will be provided with.
To make this investigation manageable you will be provided with basic science equipment as needed. If you
need specialised equipment then you will have to supply this yourself.
Technical assistance regarding other requirements can be obtained from your teacher or laboratory assistants.
STEP 1: Research the topic.
You will need to develop an understanding of the principles of your chosen topic. By use of the library,
internet, textbooks or other source of information (parent, expert) you should clarify the
the physics principles
measurement techniques.
STEP 2: Choose a factor that you would like to investigate.
So that you have sufficient time for the experiment you may chose to investigate only one factor (variable) to
alter. However, depending on the complexity of the task, you may find it necessary to investigate more than
one variable so as to allow a depth of analysis. Notes should be taken for your journal.
STEP 3: Design your investigation
Define your variables. What is your:
dependent variable/s (what you will measure);
manipulated variable/s (what you will change);
controlled variables (what you will keep constant).
Develop an Aim for your investigation. The Aim should be in the form of an explicit statement relating to
your variables, eg: To investigate the effect of (manipulated variable) on (dependent variable) when
(controlled variables) are kept constant.
Plan your approach (see below for materials).
Decide what equipment will be necessary.
STEP 4: Complete the following forms and hand in to your teacher:
Research Proposal Sheet by the due date for your teacher to review and give approval.
Risk Assessment Sheet for your teacher to review and give approval.
Materials Requisition Sheet
5.3 PHASE THREE Performing the experiment
STEP 5a: Preliminary Trials - You should record all observations, measurements, problems, changes in approach
and modifications to your initial plans and procedure in your journal.
STEP 5b:

Final experiment - You should record all observations, measurements, problems in your journal.

5.4 PHASE FOUR Report Writing

STEP 6: Write a Scientific Report (Individual report but you can work on the design and data collection in
collaboration with others in your group). Report writing involves collating all youve done into a report of your
investigation. The report will be a more detailed version of a standard laboratory report. Other peoples ideas,
statements, diagrams, photos and so on should be correctly referenced. Your work must not contain plagiarised
material this also includes copying large sections of the report from other members in your group.
Feedback on your report draft: will be given by your teacher. You are required to submit a draft of your report
write-up to your teacher for comment (once). Feedback will be in the form of a feedback checklist. You can also
seek help during the planning and performing of the experiment.

12 Physics EEI Open-ended Investigation

YOUR REPORT - should be structured as shown below. This format is similar for all of the Sciences. It is to be
written in passive voice, past tense.
Title page subject, assessment task type, title, your name, date, teachers name.
Abstract
A paragraph, that if read by itself, summarises the project in the least possible words (usually 50 200). It should
include the aim, principles/techniques employed and a very brief statement of your results and conclusions.
Introduction:
Research Question and Aim you have posed and the Hypothesis to be tested.
The Research Question should obviously be in the form of a question, eg What are the best conditions for
plant growth? What factors influence the flight of an arrow? How is the corrosion of a shipwreck influenced
by ?
The Aim should be in the form of an explicit statement relating to your variables, eg: To investigate the
effect of (manipulated variable) on (dependent variable) when (controlled variables) are kept constant.
Theory Review: This will be used to tell a story that generates interest in the reader for the field of your
research and link to the practical investigation to follow. It will draw on your library research and will be
referenced (see note on bibliography and referencing at the bottom).
Hypothesis & Justification of hypothesis. The Hypothesis is your predicted outcome of the investigation. It
should be in the form: That as (manipulated variable) is increased, the (dependent variable) will .
You will need to justify your hypothesis by referring to relevant scientific (biological, chemical, physics)
principles from your library research. You will need to reference your sources.
Orientation of the reader to the overall design, and the reasons for performing particular steps in the method.
Planning & Preliminary trials:
Introduction: What values you chose to try for your manipulated variable/s (eg masses of 0.1 kg to 0.8 kg)
Method: What you did. Diagrams, photos as necessary.
Results: Presented in appropriate form (tables, graph etc).
Discussion: Could measurable results be obtained? Could you collect sufficient data? You are not expected to
make a conclusion about the relationships between variables as outlined in the Research Question, Aim and
Hypothesis. This is a discussion about the experimental design.
Conclusion: How the original plan is to be modified in light of the pilot study.
Method. A description of what was done in the final practical tasks; this includes how raw data is to be treated ie.
what formulae are applied. You should do this in the traditional form (a replicable, stepwise description in
passive voice, past tense. This applies to all other parts of the report such as discussion and conclusion as
well). Replicable means that someone else could repeat the experiment by following your method.
Results. The collected results should be displayed in forms that are appropriate to your data; eg tables, graphs,
photos. Calculations such as averages, substitution into equations, gradients, intercepts - and so on - may be
shown as necessary. You should show examples of calculations (eg rate of change, solutions concentrations
etc) but not all calculations need be shown. All tables, graphs pictures etc should be numbered and givena
comprehensive title.
Analysis, Discussion and Interpretation of Data. You will need to show evidence of critical thinking in
interpreting your data in relation to your hypothesis and theory presented in your introduction. This is an
opportunity to identify any trends or patterns in your data, examine any mathematical relationships in your
data, to critically discuss various aspects of the experiment, such as: what generalisations can be made to
support or refute your hypothesis, how the results relate to the theory, the limitations of the result, the method
used and possible improvements, which measured quantities limited the accuracy of the result, further related
investigations that this experiment could lead to (and why). (NB. Discussions must relate the experimental
issues to physics theory.)
Conclusion. You should state very briefly the essential conclusion or conclusions you have drawn from the
experiment. It should satisfy the statement set out in the Aim at the beginning and must clearly address the
stated hypothesis. Be sure to include any conditions that apply to your result (eg at constant temperature). It
is important not to overstate what you can rightly claim as a result of the experiment. Statements like the
results supported are more justifiable than the results proved. You should not introduce any new material
in this section.
Bibliography. Guidelines for a bibliography and referencing can be found on the various webpages.
12 Physics EEI Open-ended Investigation

RESEARCH PLAN
NAME(s) ____________________________________________________
TEACHER ___________________________________________________
TITLE OF INVESTIGATION
____________________________________________________________________________
SPECIFIC RESEARCH QUESTION or AIM or HYPOTHESIS to be investigated

Brief statement of your EXPERIMENTAL DESIGN

Attach a LABELLED DIAGRAM of the materials set up as you intend to use them.
INVESTIGATION APPROVAL _____________________________________
(teacher signature and date)

12 Physics EEI Open-ended Investigation

Physics Experimental Investigation

Draft Report - Feedback Checklist
Name:
Your specific request for feedback:

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

Aspect
1. Task
2. Subject
matter

3. Structure
and cohesion

4. Language
5. Sentences

6. Tech.features
7. Paragraphs
8. Spelling
10. Length
11. Presentation

Areas that might need improvement (marked by a )

Awareness of the purpose of task.
You need to provide more detail in the following sections:
Abstract
Introduction
Aim
Hypothesis & Hypothesis Justification
Background theory
Planning and Preliminary Trials
Method
Results
Analysis of Results
Discussion: critical analysis of investigation needs improvement - including
interpretations/ synthesis and evaluation and beyond merely restating the
findings.
Discussion: include sources of error and account for how they would
Have influenced your final results and conclusions
Conclusion
Provide follow-on investigations that could be undertaken (with reasons)
Bibliography
- is not included.
- insufficient number of sources
- referencing style not consistent or contains errors
Only include the most important and relevant information from your library research.
You will need to include illustrations/tables.
You need to provide evidence or a reference for your comment or claims.
Generic structure needs improvement. Check the report format guidelines.
The arrangement of material could be difficult for your audience to follow
Introduction needs improvement to include topic using general themes or ideas which
focus on the purpose 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
Vocabulary needs improvement - a greater level of sophistication
The words highlighted need to be replaced with more precise or scientific terms.
Break up some of the longer sentences.
Sentences how a lack of variety in form and length.
Be consistent using active/passive voice and tense.
Some sentences should be separated; use a full stop or semicolon, not always a comma.
Apostrophes, capitals, commas, grammar.
Do not consistently contain a topic sentence (usually at beginning).
Do not consistently contain a concluding sentence.
Improvement required in linking ideas and paragraphs.
Spelling errors need correction a few are circled.
Too long/too short
Choose formatting that makes your report easy to follow
Layout and neatness need improvement

Teachers comments:

Teachers signature:

Date:

EXTENDED EXPERIMENTAL INVESTIGATIONS.

Equipment Request Form
Student/s name/s:______________________________________________________________________
Title of Experiment: _____________________________________________________________________
Aim of Experiment:______________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Item

List ALL materials and equipment to be used:

Item

EQUIPMENT requested from Science Department:

(Be specific. Eg Beaker: 250ml etc.)
Item

Details (eg. Size, number, length etc)

CHEMICALS requested from the Science Department:

(Be specific. Eg HCl: 1M, 50 mL etc.)
Item

Details (eg. Amount, Molarity etc)

Item

Equipment
supplied
(completed
by teacher or
lab.
assistant)

Equipment
returned
(completed
by teacher
or lab.
assistant)

Chemicals
supplied
(completed
by teacher or
lab.
assistant)

Chemicals
returned
(completed
by teacher
or lab.
assistant)

Briefly outline how equipment and chemicals are to be used:

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________
Date and Period equipment required:_________________________________________________________
You will need to allow at least 24hrs notice for equipment/chemicals to be prepared.
Approved by the teacher ___________________________________

Date ________

NOTE: 1The equipment will be left for you on the bench either at the front or back of the laboratory.
2. At the end of the experiment, equipment/chemicals are to be returned to your teacher, along with this form,
for checking.
3. EACH GROUP MEMBER MUST INCLUDE A COPY OF THIS FORM (FRONT & BACK) WITH THEIR
REPORT.

12 Physics EEI Open-ended Investigation

EXTENDED EXPERIMENTAL INVESTIGATIONS.

Risk Assessment Form
A. IDENTIFY THE CHEMICAL HAZARDS IN THIS EXPERIMENT.
LIST THE CHEMICALS

Con
c %

LIST SPECIFIC HAZARD INFORMATION

(ie Toxic, irritant, corrosive, carcinogen, flammable
oxidising, explosive)

POSSIBLE EXPOSURE
ROUTES
Inhalation, absorption,
ingestion.

Supervision
Level
(A,B,C)
Refer guide

RISK Rating
(1-7)
Refer guide

[Ask teacher for information from MSDS]

REACTANTS

PRODUCTS

B. IDENTIFY HAZARDS OTHER THAN CHEMICALS THAT MAY EXIST IN THIS EXPERIMENT.
Supervision
Tick.
Hazard Category
Hazard Details.
If exists

Give brief description.

Pathogenic microorganisms (known or unknown)

Animal tissue or fluids.
Cuts. (eg scalpels, knives, glass tube),
Eye Damage non- chemical. (eg dusts, fumes, lasers)
Slips / trips. (eg possible wet floor, leads etc)
Falling objects (eg: tall apparatus, archery)
Ignition source (eg LPG bunsens, candles, matches).
Moving parts (eg blender, centrifuge)
Heat, (eg: ovens, hot plates, water).
Cold. (eg: Liquid N).
Pressure or vacuum.
Noise
Electricity. (any ac electrical equipment).
Ionising radiation. (eg: radio isotopes).
Non- ionising radiation. (eg Laser, UV and EMR)
Chemical
No Hazards Identified

Level
(A,B,C)
Refer guide

RISK Rating
(1-7)
Refer guide

C. INDICATE HAZARD CONTROL MEASURES TO BE IMPLEMENTED FOR THIS EXPERIMENT.

(Tick as appropriate)
NB: It is expected that laboratory rules are adhered to at all times, and as such, covered shoes, tying back of long hair, and washing of
hands at the end of the practical are always implemented and are not included here as extra controls.
HAZARDS
Training / Admin Controls
Separation
Protective Clothing
Require
Be taught
Have
a
Create
Use fume
Use natural
Use tongs
Wear
lab
Wear Latex
Wear Safety
Use heat
As from
technique
qualified
suitable
cupboard
ventilation
aprons
Gloves
Glasses
gloves
Tables A & direct
safety
prior
to
person
distance or
B above
instruction
activity.
perform
barrier to
from
teacher.

activity.

hazard.

N.B. If other control procedures are required, prepare and attach plans to this document

D. OVERALL RISK RATING FOR ACTIVITY (Tick as appropriate) Refer guide

Rating 1
Rating 2
Rating 3
Rating 4
Rating 5

Rating 6

Rating 7

E. OVERALLSUPERVISION LEVEL REQUIRED FOR ACTIVITY (Tick as appropriate) Refer guide

NB: If the appropriately experienced supervisor is not available the experiment must not proceed.

Level A

Level B

Level C

Approved by the teacher ___________________________________

12 Physics EEI Open-ended Investigation

Date ________
9

EXPERIMENTAL INVESTIGATIONS.
Risk Assessment Guide
Supervision Rating
Supervision Level
Level A High Risk

Supervision Requirements

Activities which DO involve ANY of the following:

high temperatures or very low temperatures, (eg liquid

nitrogen)

high pressures or low vacuums,

hazardous substances, ( toxic chemicals)

highly corrosive substances

highly volatile and/or highly flammable chemicals

high voltage electricity (static and/or current)

radiation emitters

hazardous biological materials and

high speed mechanical and/or moving devices and

objects.

A registered teacher with competence in the activity

An adult with competence in the activity

OR
Competence:
Knowledge of chemical and equipment safety and has safety
training relevant to the activity.
AND
Demonstrated ability to use and apply safety standards with
respect to the equipment, techniques and chemicals specific to
this activity.

Level B Medium Risk

Activities which DO involve ANY of the following:

heat

pressure or vacuums

acids or other corrosive materials of low concentration

volatile and/or flammable chemicals

mains voltage power sources

biological materials

low speed mechanical and/or moving devices or objects

A registered teacher with specific experience in the

activity.

An adult with specific experience in the activity.

OR
Specific Experience:
Previous involvement with the hazard causing items/techniques.
AND
Knowledge of the hazards and safety responses to the hazards.

Level C Low Risk

Activities which DO NOT involve ANY item listed in Level A and/or
Level B:

A registered teacher with knowledge of the activity and the

potential hazards.

OR

An adult with knowledge of the activity and the potential

hazards.

Risk Rating
Consider the hazard with respect to the estimated likelihood of an occurrence and the consequences to ANY person/s
in the area should something go wrong.
LIKELIHOOD OF
OCCURANCE

CONSEQUENCES OF OCCURANCE
Extreme.
Major.
Moderate
Minor

Insignificant

Death, permanent
disability or illness.

Serious Bodily Injury

Casualty Treatment

First Aid Treat Only

No injury likely

Very High.
Almost certain

High
Likely

Moderate.
Possible.

Low.
Unlikely.

Rare.
Very unlikely

Actions Due To Risk Rating

Risk Rating
1
2 or 3

Risk term
Very high
High

4 or 5

Med

6 or 7

Low

Action
DO NOT PROCEED. Find appropriate substitute practical.
Significant controls MUST be implemented.
Controls may include all or some of: prior learning of technique to ensure competence. Receive instruction on
risk and safety procedures and/or phrases from MSDS on chemical hazards. Use appropriate design elements in
the activity to reduce risk eg. fumecupboard, barriers, personal protection equipment
Controls should be implemented.
Controls may include receiving technique instruction and/or using personal protection equipment.
Only personal protection equipment may be necessary.

12 Physics EEI Open-ended Investigation

10

Undertakes systematic preliminary research

focussed on the selection and development of a
justified and considered research focus for the
task.
Formulates and justifies significant researchable
questions/hypothesis linked to the research
focus.
Devises and designs efficient/effective
investigations that are related to the key aspects
of the researchable questions/hypothesis

Undertakes systematic preliminary research

focussed on the selection and development of a
justified research focus for the task.

Undertakes preliminary research focussed on

the selection of an appropriate research focus
for the task.

Undertakes preliminary research to select a

research focus for the task.

Undertakes preliminary research on a given

research focus for the task.

Formulates and justifies researchable

questions/hypothesis linked to the research
focus.
Designs investigations that are related to the
key aspects of the researchable
questions/hypothesis.

Formulates researchable questions related to

the research focus.

Selects a researchable question related to the

research focus.

Establishes a plan to conduct investigations

related to the research focus

Implements given investigative processes linked

to the research focus.

Implements scaffolded investigative processes

linked to the research focus

IP1

EEI CRITERIA SHEET

Refines investigations, manages research tasks

effectively.

Reviews investigations and manages research

tasks.

Manages investigations related to the research

focus.

Follows a negotiated plan to conduct

investigations related to the research focus.

Follows a given plan to conduct investigations

related to the research focus.

IP2

Student Name:_______________________

Selects, adapts and applies technology

appropriately to gather and record valid data
and information relevant to the stated
researchable questions/hypothesis.
Assesses and applies risk management
procedures to the investigation and safely
selects and adapts equipment. .

Selects, adapts and applies technology

appropriately to gather and record data and
information linked to the stated researchable
questions/hypothesis.
Assesses and applies risk management
procedures to the investigations and safely
selects and adapts equipment. .

Selects equipment and uses technology to

gather and record data and information related
to the research focus.

Uses equipment and technology to gather and

record data.

Uses equipment, under direction, to gather

data.

Applies general safety procedures related to

experimental investigations and safely selects
and adapts equipment. .

Follows defined safety procedures and uses

equipment safely.

Follows directed safety procedures.

Systematically analyses primary and secondary

data to identify and establish relationships
between variables based on trends and/or
patterns linked to underlying concepts

Analyses primary and secondary data to identify

relationships between variables based on trends
and/or patterns linked to underlying concepts.

Analyses primary and secondary data to identify

obvious patterns and trends linked to related
concepts.

Identifies obvious patterns in primary and

secondary data.

Records primary data linked to the research

focus.

Provides focussed discussion related to errors

and anomalies in data.

Provides focussed discussion related to errors

and anomalies in data.

Provides information related to obvious errors

and anomalies in data.

Provides information related to obvious errors

in data

Utilises collected information to construct and

present in depth knowledge and understanding
of complex and challenging qualitative and
quantitative concepts, theories and principles
across a range of areas associated with the
selected application/research focus.
Applies understandings to explain complex
concepts, processes and phenomena linked to
the selected application/research focus.

References collected information to construct

and present an in depth knowledge and
understanding of complex or challenging
physics concepts, theories and principles
associated with key aspects of the researchable
questions/hypothesis.
Applies understandings to explain concepts,
processes and phenomena linked to the
selected application/research focus.

References the collected information to present

knowledge of physics concepts, theories and
principles associated with key aspects of the
researchable questions/hypothesis.

References the collected information to present

knowledge of simple physics concepts/ideas
related to aspects of the researchable
questions/hypothesis.

Reproduces knowledge of isolated physics facts

related to the researchable
questions/hypothesis.

Applies understandings to explain simple

processes and phenomena linked to the
selected application/research focus.

Describes simple processes and phenomena

linked to the selected application/research
focus.

Identifies isolated simple phenomena related to

the selected application/research focus.

Algorithms/concepts/principles/theories/schema
have been linked and applied appropriately to
analyse and model complex and challenging
situations linked to the research focus.

Algorithms/concepts/principles/theories/schema
have been linked and applied appropriately to
analyse and model complex or challenging
situations linked to the research focus.

Algorithms/ principles/theories/schema have

been applied appropriately to analyse and
model simple situations linked to the research
focus.

Algorithms/ principles/theories/schema have

been applied to the research focus.

Simple given algorithms have been applied to

the research focus.

IP1

Establishing and developing an investigative process.

Conducting and managing the investigation.

KCU3

KCU2

KCU1

IP3

Analysis of data and discussion.

Evaluation and conclusion.

12 Physics EEI Open-ended Investigation

11

EC1

Analyses and critically evaluates complex

scientific interrelationships between primary
data, secondary data and suggested models.

Analyses complex scientific interrelationships

between primary data, secondary data and
suggested models.

Describes scientific interrelationships between

primary data, secondary data and suggested
models.

Identifies simple scientific interrelationships

between primary data and secondary data /
suggested models.

Identifies obvious scientific interrelationships

between primary data and secondary data /
suggested models.

EC2

Explore scenarios linked to the research focus,

suggesting possible outcomes, and generate
justified conclusions/recommendations that
provide a clear link to the collected data and
stated hypothesis.

Explain scenarios linked to the research focus,

suggesting possible outcomes, and discuss
conclusions/recommendations linked to the
collected data and stated hypothesis.

Describe scenarios linked to the research focus,

suggesting possible outcomes linked to the
collected data and stated hypothesis.

Identify scenarios linked to the research focus or

suggest possible outcomes linked to the
collected data and stated hypothesis

Makes statements that reference the collected

data.

Communicates information using scientific

terminology.

Communicates information.

EC3

Communication.
Uses clear and concise vocabulary and
scientific terminology with discrimination to
clarify ideas and communicate information to the
intended audience.
Presentation consistently adheres to the
requirements of the report as outlined in the task
sheet.

Uses clear and concise vocabulary and

scientific terminology to communicate ideas and
information to the intended audience.

Tables/graphs/diagrams have been chosen

appropriately and clearly display meaningful
patterns, trends and/or anomalies in the data.

Tables/graphs/diagrams are appropriate,

generally correct and display patterns, trends
and/or anomalies in the data.

Presentation demonstrates significant deviations

from the requirements of the report as outlined
in the task sheet.
Tables/graphs/diagrams present the data
accurately and display obvious patterns in the
data.

Adapts, translates and communicates

understanding of the investigation in the
abstract.

Adapts and communicates understanding of the

investigation in the abstract.

Communicates understanding of the

investigation in the abstract.

Presentation generally adheres to the

requirements of the report as outlined in the task
sheet.

Uses clear and concise vocabulary and

scientific terminology to communicate
information.

Presentation demonstrates major deviations

from the requirements of the report as outlined
in the task sheet.

Presentation does not address the requirements

of the report as outlined in the task sheet.

Tables/graphs/diagrams present the data and

display obvious patterns in the data.

Tables/graphs/diagrams used to present the

data.

Describes the investigation in the abstract.

Comments on the investigation in the abstract.

GradesCriteria Summary

Where concerns arise about the student ownership and/or authorship of a submitted task the school reserves the option to convene a panel consisting of a
minimum of two teachers with a view to determining student understanding of the submitted material through an interview process.
A+

A-

B+

B-

C+

C-

KCU1
KCU2
KCU3
IP1
IP2
IP3
EC1
EC2
EC3

12 Physics EEI Open-ended Investigation

12

D+

D-

E+

E-

SENIOR SCIENCE EXTENDED INQUIRY WRITE-UP FORMAT

Why are you given extended enquiries?
Science is a process of developing answers, or improving explanations, for observations or events in
the natural world. It begins with a question about a natural phenomenon, continues as the process of
scientific inquiry begins, and may conclude with an answer or proposed explanation.
The capacity to conduct valid, objective, and accurate research requires skills and
experience in scientific reasoning, experiment design, data analysis, and the development
of scientific habits of the mind. For you to develop these abilities you must actively
participate in scientific investigations, and use your cognitive and manipulative skills to
formulate scientific explanations.

The Seven Steps of the Investigation and the Report

The process of investigating and reporting is generally known as the Scientific Method.
There are seven steps and four protocols. The seven steps are:
1. the question that is posed; thinking of the initial question to ask about the observed
phenomenon, and all conceivable explanations (or hypotheses) to explain the phenomenon
are among the most creative moments in the process of scientific inquiry.
2. the hypotheses or explanations which might answer the question that has been posed
3. the experimental plan to test each hypothesis; these explanations involve a creative process
based on one's own personal experiences as well as historical and current scientific
knowledge
4. the prediction of results of each experiment assuming the hypothesis to be true
5. experimentation
6. analysis of data
7. conclusion ( the reasoning as to why the hypotheses are supported or not supported)
The four protocols are:
1. maintaining and submitting for both teacher and peer review a log book that contains any
research and background information and the details of all your experiments. The signed
checkpoint sheet must be stuck in the front.
2. in text citing of references in your report and a bibliography structured as per the school
diary.
3. a 50-75 word abstract which prefaces your final report. This is a very brief summary of what
your investigation was about and what you found out?
4. signed ownership statement which is attached. Please read this now so that you are aware of
the requirements of this statement.

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1. Question
Research originates with a question or a problem. The question or problem should meet the
following criteria whenever possible:
it is driven by the scientific concepts, principles, and theories related to your course of study;
what you write here sets the scene to support your question
it is open-ended (the answer is not already known)
it is meaningful to you
it lends itself to a testable hypothesis
Any background information should be included to explain the relevance of your question and if
there is any past research that relates to your topic.
2. Hypothesis (hypotheses plural)
The question to be researched will generate competing explanations based on the prior knowledge
the concepts of science that each of you has.
Hypotheses are possible causes. A hypothesis is not an observation, rather, a tentative explanation for
the observation. Multiple hypotheses should be proposed whenever possible. You should think of
alternative causes that could explain the observation.
Hypotheses should be testable by experimentation and deductive reasoning.
Hypotheses can be proven incorrect, but can never be proven or confirmed with absolute certainty.
Someone in the future with more knowledge may find a case where the hypothesis is not true.
From a set of different explanations, one is selected and a proposed relationship or model is
developed to test the hypothesis using the process of scientific inquiry. Except for the goal of the
inquiry, each element in the research process is subject to change.

3. Experimental Plan (Rough copy required in logbook)

The attached framework sheet may be used to develop the experiment plan.
The core of the experimental plan requires:
1. the identification of a set of controlled, independent and dependent variables that can be
used to test the proposed explanation;
2. a specific plan of procedure, including selecting and developing techniques, acquiring and
using apparatus, and recording observations.
3. using appropriate tools and techniques to gather, interpret and analyse data
4. making precise, accurate and reliable measurements
5. practicing appropriate safety precautions
As the design plan develops, the research question may need to be modified to meet constraints of
time and available resources.
Sources that you can use to develop your experimental plan can include the Internet, science
textbooks, library research, and experts located within the school and the Maryborough community.

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4. Prediction of Results
Before the research plan is implemented it is important to predict what would happen if the
proposed hypothesis was true. The research plan is not meant to prove the hypothesis but to
support or not support it. Use any research you have completed to explain why you should get the
results you have predicted.
STOP AT THIS POINT TO REVIEW AND ASSESS THE POTENTIAL DEGREE OF
SUCCESS THAT YOU SHOULD HAVE WITH THIS INVESTIGATION

5 Experimentation (Executing the Research Plan)

During this stage of the inquiry process, the necessary equipment is assembled and research design
plan is performed.
The goal is to collect, record, and organise the experimental data needed to test your explanation to
see if the predicted results are obtained. The testing is based on performing a controlled experiment
that includes replication. Replication is very important in scientific research. Every procedure should
be performed several times.
Your methods and data collection schedules may have to be tested and modified.
Precision and accuracy in carrying out the experiments and collecting and recording data is essential
so that you can meaningfully compare experimental results to predicted results.
You may need to make trial runs with the equipment to determine collection methods, rates of
change in variables, and the number of measurements to make. These trials may result in the need to
modify the method of data collection and may even cause changes in the experimental plan.

6. Analysing the Results of the Research

Use various means to represent and analyse your data. These include photographs, diagrams, tables,
charts, graphs, and mathematical formulas. Excel spreadsheets are an excellent method for analysing
data and creating the appropriate graphs. The statistical functions associated with these programs
will allow you to perform data analysis at different levels of expertise.
The actual results are compared to predicted results and your research to determine if the proposed
explanations are supported. Evidence may suggest that more data needs to be collected or the data
collection methods need to be modified and repeated.
Your analysis can be focused using the following questions:
What explanation did you expect to develop from the data?
Does your data support your hypothesis, predictions and research?
Were there any surprises in the data?
How confident do you feel about the accuracy of your data?
Is there a better way to test the hypothesis?
Is there another possible explanation?
Do you need more data? Do you need to do more experimentation?
What are the sources of experimental error?

7. Conclusions
Your experiment results are compared and contrasted with the predicted results. Based on the
analysis of the data and feedback received from peer and/or teacher evaluation, a conclusion is
finalized as to whether or not the explanation on which the prediction was based is supported.
It is important for you to be aware that your scientific knowledge has been advanced even if your
hypothesis is not supported by your results. Scientific inquiry is both content and process.
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Student Ownership Statement

Science

Name________________________
To be completed and handed in with your report.
My partners are
________________________________________________________________________
________________________________________________________________________
I feel that I contributed in a major way to the following aspects of the assignment:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________

I feel that I contributed less to the following aspects of the assignment:

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________
The percentage contributions to this assignment are:
Me ______%
Partner name ___________________ ______%
Partner name ___________________ ______%
Partner name ___________________ ______%

I certify that:
This submission is my own work. Any help received by other people has been
acknowledged.
I understand that:
1. Plagiarism is a serious matter and that I will be penalised if this declaration is false.
Plagiarism not only includes copying directly from texts, reference materials and the
internet, but also includes copying other students work.
2. That I will be penalised for gaining unfair assistance such as from other students,
parents and guardians.
3. Work submitted after the due date will incur a penalty in line with this schools
assignment policy.
4. Application for extension must be sought three days before due date except in
exceptional circumstances.
Signature: ____________________________________________

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FRAMEWORK SHEET

NAME: ___________________________

Partner: (if applicable) ______________________________________________________

What aspect of the topic do you plan to investigate?
__________________________________________________________________________________________
_________________________
What is/are your hypothesis/es?
__________________________________________________________________________________________
__________________________________________________________________________________________
_____________________________________________________
What are the variables?
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________________________________
Which variable are you investigating? ______________________________________________________
How will you control the others?
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________
How will you ensure your results are not 'flukes'?
__________________________________________________________________________________________
_________________________________________
Outline your method. .
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________
What equipment will you need?
__________________________________________________________________________________________
_____________________________________________________
What do I already know about this aspect?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
What do I need to find out about this aspect?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_____________________________
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What results will support your hypothesis?

__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
What results will refute your hypothesis?
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________

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