Unit 3 & 4 Biology Logbook
Name: Mark Deacon
Partners: Tarik Mahic & Harry Gao
You will get a total of 4 double periods to design and conduct your investigation and complete your
poster. The first 3 sets of double periods will involve you recording information into a logbook. The
information recorded into this book will be the only resource you have when constructing your poster in
the final double period.
First double period
Step 1 (50 minutes) Aim and Hypothesis
During this time you need to outline an aim and hypothesis for your investigation. This should be an
informed decision and you need to perform some background research on previous investigations that
have been completed and also the theories that will support your investigation. Throughout the process
of collecting information you need to ensure that you keep a record of your resources to form a reference
list when you construct your poster.
Your aim may be the same for all group members but your hypothesis may differ depending on what you
are aiming to find from the investigation.
Step 2 (50 minutes) Methodology
You need to outline a step-by-step methodology for your investigation. This should include all equipment,
identification of you IV and DV and steps that ensure safety for your investigation.
Second double period
Conducting your investigation and recording results
During this time you will need to conduct your investigation and record your results. You will need to
make sure that everything is recorded in your log book and if you have time, you need to ensure that you
repeat steps if they need to be refined. Within this time you may like to ensure you have the correct tables
or graphical representations completed to feed into the next lesson.
Third double period
Analyse results and discussions
During this double period you will work with your group to discuss the finding of your investigation. You
may discuss points of contention and the limitations to your investigation as well as the main findings
from your investigation. You will need to ensure that your work from this section is your own, even
though you are discussing points, you must record your own thoughts and dialogue.
In this time you may also prepare any graphical representations you would like to add to your poster
(whether it be hand drawn or through excel) and also any diagrams you wish to use on your poster. You
can take photos of these and upload them to your device.
Fourth double period
Poster construction
This process will be completed on computers. During this time you will be given a poster template and
you will need to construct the poster within the 100 minute period. You will have access to your logbook
as the only source of information.
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Marking scheme
Section
Content and activities (100 marks)
Title
Question under investigation is the title (2 marks).
(2 marks)
Introduction
(14 marks)
Methodology
(24 marks)
Explanation or reason for undertaking the investigation, including a
clear aim (2 marks), a hypothesis and/or prediction (2 marks),
and relevant background biological concepts (5 marks).
Independent, dependent and controlled variables are outlined and
classified (5 marks).
Summary outlines the methodology used in the investigation and is
authenticated by detailed logbook entries (10 marks). Method is
valid (4 marks) and reliable (4 marks).
Identification and management of relevant risks, including the
relevant health, safety and ethical guidelines followed in the
investigation (6 marks).
Results
(20 marks)
Collecting, recording and organising raw data/evidence in
appropriate format (including in logbook) to illustrate trends,
patterns and/or relationships (8 marks).
Organisation and presentation of analysed data, including
processed data, graphs and tables, summary flow charts or other
appropriate format to illustrate trends, patterns and/or relationships
(8 marks).
Conducting research safely and ethically—these marks cover
complying with the documented relevant health, safety and ethical
requirements for the investigation including appropriate and
responsible laboratory behaviour and completion of tasks without
hurting yourself or others physically or emotionally (4 marks).
Discussion
Analysis and evaluation of primary data (6 marks).
(20 marks)
Identification of outliers and their subsequent treatment
(3 marks).
Identification of limitations in data and methods, and suggested
improvements (5 marks).
Linking of results to relevant biological concepts (6 marks).
Conclusion
Conclusion that provides a response to the question (5 marks).
(5 marks)
References and
acknowledgements
Referencing and acknowledgement of all quotations and sourced
content as they appear in the poster (5 marks).
(5 marks)
Organisation
/presentation of
poster
Clear and coherent structure, information inserted under
appropriate headings. Scientific conventions are followed including
symbols, units and accurate use of terminology (10 marks).
(10 marks)
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Designing and planning your investigation
STEP 1: Developing aims, hypotheses and predictions
(Title and Introduction)
Suggested time allocation: 50 minutes
Remember this
•
•
•
•
A research question is a statement defining what is being investigated.
It ends with ‘?’.
An aim is a statement describing in detail what will be investigated.
A hypothesis:
•
is a prediction of the outcome of an experiment based on
previous knowledge
•
often takes the form of a proposed connection between two or
more variables in a cause-and-effect relationship.
A practical investigation determines the relationship between variables,
measuring the results.
a. Complete the table below to assist you in developing and evaluating
your research question.
Date ______________________________
Research
question
Independent
variable
What effect does Type of liquid
the type of liquid
have on the rate
of cellular
respiration.
Dependent
variable
Rate of
respiration/
balloon
growth
Controlled
variables
Potential
hypothesis
Timing of
experiment,
balloon size
and shape,
amount of
yeast, added
sugar and
liquid.
Liquids with a
higher sugar
concentration
will lead to
higher rates
of cellular
respiration.
The acidity of
each liquid
might also
have an
impact.
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b. Complete the following table to refine your aim for the investigation.
Hypothesis
Aim
The type of liquid will affect the rate
of cellular espiration due to different
sugar concentrations and acidity.
To investigate how different types of liquids
will affect the rate of photosynthesis.
c. Complete the table below to assist you in classifying and planning what
to do with all your variables.
Planning your variables
List the independent variable (the Type of liquid: Quantitative (Nominal)
variable that you will change in
the experiment).
Is the variable quantitative (and
is it discrete or continuous)?
Or is it qualitative (and is it
nominal or ordinal)?
List the dependent variable(s).
These are the variables that you
will measure/observe.
What equipment will you use to
measure these?
List the variables that you will
control.
What will you do to control these
variables?
Rate of cellular respiration: will be measured
by the amount of carbon dixide produced from
the yeast. Will use measuring tape to find the
circumference of the balloon. Additional
observations may be made throughout the
expirent.
-Amount of liquid in each test tube: will
measure with a beaker.
-Timing: Attentively keep track of the time on
a stopwatch and possibly denote a group
member to this task.
-Amount of yeast: Measure the yeast in each
test tube.
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d. Identify and summarise the relevant background biological concepts
relating to investigating your question. (More information about
referencing is included at the end of this logbook)
Relevant background biological concepts
Credible reference,
including title and page
number/URL
(also include in step 5)
Cellular Respiration.
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STEP 2: Writing the methodology
Suggested time allocation: 50 minutes
Remember this
•
•
•
•
Quantitative variables are measured, while qualitative variables are
observed but cannot be measured.
The methodology is a step-by-step procedure that a reader can
follow.
An investigation or experiment should be valid, reliable and
accurate:
• Validity refers to whether an experiment or investigation is in
fact testing the stated hypothesis and aims.
• Reliability refers to the notion that the experiment can be
repeated many times and that consistent results will be
obtained.
• Accuracy refers to the ability to obtain the correct measurement
using the correct instrument.
Ethical and safety considerations must be of the highest priority at
all times during a practical investigation:
•
Safety guidelines for biological materials.
•
Safety Data Sheets need to be obtained for all chemicals
used.
•
Safe Work Procedures outline how to use equipment safely.
•
A risk assessment should be conducted prior to commencing
the investigation.
•
Appropriate protective equipment including personal
protective equipment should be used according to the risk
assessment.
a. List the equipment and materials that you will need. For each item list
the source, accuracy of the instrument (if known), and any other source
of uncertainty associated with each measurement.
Type of materials:
biological, chemical,
equipment
Source or supplier
Limitations of materials
or equipment (e.g.
uncertainty of
measuring)
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b. Write step-by-step instructions on how you intend to conduct the
investigation. Include notes about how you ensure your method is valid
and reliable
You may choose to include diagrams and/or present these steps as a flow
chart. If you are adapting a known method, give the reference details,
including page number. (see Step 5).
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d. Safety—risk assessment
List all biological materials and chemical reagents required for the
investigation. Obtain safety guidelines for biological materials and Safety
Data Sheets for each chemical to enable you to complete the following
table (include more rows as needed).
Biological
material OR
equipment
required
Chemical
required
(including
concentration)
Hazard statements
(from Safety Data
Sheets)
Safety measures
to be followed
Include Hazchem
code if available
Teacher Checkpoint: _________
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Conducting investigations and recording and presenting
data
STEP 3: Collecting and presenting your results (Results)
Suggested time allocation: 100 minutes
Remember this
Record all information objectively in your logbook, including data and
method during an investigation.
•
Beware of potential errors when conducting an investigation,
including:
•
mistakes—are avoidable AVOID THEM
•
systematic errors—errors that are consistent and will occur
again if the investigation is repeated in the same way
•
random errors—errors that occur in an unpredictable manner
and are generally small.
•
Reduce errors as much as possible, and explain how
•
Tables are often an efficient method of recording raw data. Tables
include:
•
a descriptive title, column headings (including the unit)
•
Processed data can be presented in tables, flow charts, diagrams or
graphs. Choose which will be the most appropriate and show your
findings clearly (you can always make more than you need and
choose the best)
a. Draw up table(s) and or diagrams to record your raw data. Use
appropriate headings for columns and rows. Include units (where
applicable).
b. Record any deviations from the method as you conduct the
investigation.
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c. Draw up a table, graph or flow chart to summarise processed data.
Consider ways that best display your information (if applicable)
Teacher Checkpoint: _________
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Discussing investigations and drawing evidence-based
conclusions
STEP 4: Analysing and evaluating your data
(Discussion and Conclusion)
Suggested time allocation: 100 minutes
Remember this
A discussion should:
•
•
•
•
•
analyse and evaluate data (what does it tell us, how does it relate to the
aim)
evaluate the investigative method, identify any issues with validity,
accuracy and precision and reliability
make recommendations for improving the investigation method
explain the link between investigation findings and relevant biological
concepts
•
defining concepts and investigation variables
•
discussing the investigation results in relation to the hypothesis
•
linking the investigations’ findings to existing knowledge and
literature
•
discussing the implications and possible applications of the
investigation’s findings
suggest further investigations related to this question.
A conclusion should link the evidence collected to the hypothesis and research
question, indicating whether the hypothesis was supported or refuted.
•
A strong conclusion is specific and directly refers to data analysed.
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Complete the following tables. Use a highlighter to emphasise specific
examples when analysing and evaluating your data and explaining the
link to relevant biological concepts.
a. Analysing and evaluating data
Key ideas
Specific example from your
investigation
Was a pattern, trend or
relationship observed between
the independent and dependent
variables?
If a pattern was observed,
describe the pattern
Were there any
deviations/outliers in the data?
Would a greater sample size
lead to a stronger conclusion?
If you made further changes to
the independent variable, could
this lead to a stronger
conclusion?
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b. Evaluating the method
Key ideas
Specific example from your investigation
Validity – was the
independent variable
the only variable that
changed?
Accuracy – what was
the unit of
measurement?
Accuracy – was the
uncertainty with your
measurements?
Did you repeat the
experiment? How many
repeat trials? Did you
record all
measurements?
Sources of error in the
investigation
What would you do to
improve the
investigation method if
you have the
opportunity to do so?
c. Relevant biological concepts
Key ideas
Specific example from your investigation
Key terms to be
defined
Relevant biological
principles (include
reference details)
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d. Relating findings to your hypothesis and key biological concepts
Key ideas
Specific example from your investigation
Hypothesis
Was my hypothesis
supported or refuted?
Has my hypothesis been
fully answered? What could
be done to improve or
complement my
investigation?\
Link to relevant biological
principles (include reference
details)
How does my data fit with
the literature?
Do my findings lead to
further questions?
Are there any practical
applications/implications for
my findings?
e. Drawing evidence-based conclusions
Conclusion
Strong conclusion
(specific)
Weaker conclusion (as a
comparison)
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STEP 5: Referencing
(References and acknowledgements)
Remember this
Suggested referencing style:
•
•
•
•
•
•
Print book: author’s surname and initials, year of publication, title,
edition number, publisher’s name, city of publication
Digital book: author’s surname and initials, year of publication, title,
edition number, publisher’s name, city of publication, date website
was accessed, website address
Article: author’s surname and initials, date of publication (if
newspaper article), title of article, journal/magazine title, volume
and issue number, first and last page numbers
Internet: author’s surname and initials, or name of organisation or
title of web page, year website was written or last revised, date
website was accessed, website address
An in-text citation is included in the body of the report (e.g.
Commons, 2016).
A bibliography or references list is included at the end of the report.
For each reference that you use (e.g. textbook, internet resource),
complete the appropriate details below to enable you to include in-text
citations and a bibliography for the poster.
References – Item 1
Date ______________________________
Bibliographic
information
Summary of content
Relevant findings and
evidence
Limitations, bias or
flaws within the article
Useful quotations
Additional notes
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References – Item 2
Date ______________________________
Bibliographic
information
Summary of content
Relevant findings and
evidence
Limitations, bias or
flaws within the
article
Useful quotations
Additional notes
References – Item 3
Date ______________________________
Bibliographic
information
Summary of content
Relevant findings and
evidence
Limitations, bias or
flaws within the
article
Useful quotations
Additional notes
References – Item 4
Date ______________________________
Bibliographic
information
Summary of content
Relevant findings and
evidence
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Limitations, bias or
flaws within the
article
Useful quotations
Additional notes
References – Item 5
Date ______________________________
Bibliographic
information
Summary of content
Relevant findings and
evidence
Limitations, bias or
flaws within the
article
Useful quotations
Additional notes
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