Science Dept.
MYP2 Science
Unit 1 - Investigative skills
Timeframe
3 weeks
Global context
Key concept
Related concept(s)
Identities and Relationships
Relationships
Evidence, Patterns
Statement of Inquiry
To be a scientist means to gather evidence about similarity and difference in nature to
understand how things are related
Inquiry questions
Factual: What is an investigation; What are the different stages for planning and
carrying out an investigation?
Conceptual: Why is the concept of a fair test crucially important in planning an
investigation?
Debatable: Can we truly investigate at will?
ATL Skills
Self-management – Organizational skills: managing time and tasks effectively
Thinking – Critical thinking skills: analysing and evaluating issues and ideas
Learning Objectives
Key words
1. Understand the different stages for carrying out a fair investigation:
a. Inquiring and Designing (Planning)
• Identify research question
• Make a prediction
• Identify the variables (dependent, independent and controlled variable)
• Write up a method
Line graph
Line of best fit
Bar chart
Research
Question
Prediction
Variables
Method
Results
Raw data table
Processed data
table
Conclusion
Evaluation
Unit of
measurement
b. Observing, Measuring and Data Handling
•
Read scales from rulers, measuring cylinders, thermometers and
electronic balances. Give the SI units of measurements.
•
To be able to collect data in an experiment using suitable
equipment.
•
Record the data on a table
•
Draw bar charts and line graphs
•
Know what a ‘line of best fit’ is (line graphs).
c. Analysis
• Describe results (identify patterns) using scientific reasoning
d. Conclusion
• Discuss the validity of the hypothesis based on the outcome of a
scientific investigation
e. Evaluation
• Discuss the validity of the method based on the outcome of a scientific
investigation
• Describe improvements or extensions to the method that would
benefit the scientific investigation.
Assessments
Criterion A
Criterion B
Planning an investigation
Criterion C
Criterion D
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WS1 – Inquiring and Designing
IDENTIFY THE CONTROLS AND VARIABLES
I. Smithers thinks that a special juice will increase the productivity of
workers. He creates two groups of 50 workers each and assigns each
group the same task (in this case they’re supposed to staple a set of
papers). Group A is given the special juice to drink while they work.
Group B is not given the special juice. After an hour, Smithers counts
how many stacks of paper each group has made. Group A made 1
587 stacks. Group B made 2 113 stacks.
1. Identify the:
a. Control group.
b. Independent (manipulated) variable.
c. Dependent (Responding) variable.
II. Homer notices that his shower is covered in a strange green
slime. His friend Barney tells him that coconut juice will get rid of
the green slime. Homer decides to check this out by spraying half of
the shower with coconut juice. He sprays the other half of the
shower with water. After 3 days of “treatment” there is no change
in the appearance of the green slime on either side of the shower.
1. What was the initial observation?
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2. Identify:
a. Control group.
b. Independent (manipulated) variable.
c. Dependent (responding) variable.
d. Controlled variable.
III. Bart believes that mice exposed to radiowaves will become extra
strong (maybe he has been reading too much Radioactive Man). He
decides to perform this experiment by placing 10 mice near a radio
for 5 hours. He compared these 10 mice to another 10 mice that
had not been exposed. His test consisted of a heavy block of wood
that blocked the mouse food. He found that 8 out of 10 of the
radiowaved mice were able to push the block away. 7 out of 10 of
the other mice were able to do the same.
1. Identify:
a. Control group.
b. Independent (manipulated) variable.
c. Dependent (Responding) variable.
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d. Controlled variable.
IV. Krusty was told that a certain itching powder was the newest best
thing on the market, it even claims to cause 50% longer lasting
itches. Interested in this product, he buys the itching powder and
compares it to his usual product. One test subject (A) is sprinkled
with the original itching powder, and another test subject (B) was
sprinkled with the experimental itching powder. Subject A reported
having itches for 30 minutes. Subject B reported to have itches for 45
minutes.
1. Identify the:
a. Control group.
b. Independent (manipulated) variable.
c. Dependent (Responding) variable.
d. Control variable.
2. Explain whether the data supports the claim about the product.
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SCIENTIFIC METHOD IN ACTION
I. The strange case of beriberi
In 1887 a strange nerve disease attacked the people in the Dutch East Indies. The
disease was beriberi. Symptoms of the disease included weakness and loss of appetite;
victims often died of heart failure. Scientists thought the disease might be caused by
bacteria. They injected chickens with bacteria from the blood of patients with beriberi.
The injected chickens became sick. However, so did a group of chickens that were not
injected with bacteria.
One of the scientists, Dr. Eijkman, designed a new experiment based on his own
observations. Before the experiment, all the chickens had eaten whole-grain rice, but
during the experiment, the chickens were fed polished rice. Dr Eijkman researched this
interesting case and found that polished rice lacked thiamine, a vitamin necessary for
good health.
1. What was the manipulated (independent) variable and the responding
(dependent) variable?
2. State the question or problem that Dr. Eijkman investigated.
3. What was Dr. Eijkman’s prediction/hypothesis/hypothesis?
4. How would Dr. Eijkman test his prediction/hypothesis/hypothesis?
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II. How Penicillin was discovered
In 1928, Sir Alexander Fleming was studying Staphylococcus growing in culture dishes.
He noticed that a mold called Penicillium was also growing in some of the dishes. A
clear area existed around the mold because all the bacteria that had grown in this area
had died. In the culture dishes without the mold, no clear areas were present.
Fleming hypothesized that the mold must be producing a chemical that killed the
bacteria. He decided to isolate this substance and test it to see if it would kill bacteria.
Fleming transferred the mold to a nutrient broth solution. This solution contained all
the materials the mold needed to grow. After the mold grew, he removed it from the
nutrient broth and then added the broth to a culture of bacteria. He observed that the
bacteria in the culture died. Fleming’s experiments were later used to develop
antibiotics.
1. State the question or problem that Fleming investigated.
2. What was Fleming’s prediction/hypothesis?
3. How was the prediction/hypothesis tested?
4. This experiment lead to the development of what major medical advancement?
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WS2 – Planning Investigations (recapping criterion B)
Experiment 1 – pushing a mass up a ramp
You want to study if the force needed to push a mass up a ramp
depends on the angle of the slope.
The first things that you should identify are:
Independent variable (what would you change):
Dependent variable (what would you measure):
Criterion B: Inquiring and Designing
Design your investigation using the following steps:
Research question (write a question that includes the independent variable and the dependent variable):
________________________________________________________________________________________
________________________________________________________________________________________
Prediction (state what will happen to the dependent variable once you change the independent variable. Explain
using scientific reasoning)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Variables (describe how sufficient, relevant data will be collected):
Independent variable: _____________________________________________________________________
________________________________________________________________________________________
Dependent variable: _______________________________________________________________________
________________________________________________________________________________________
Controlled variable(s): _____________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Method (design a logical, complete and safe method; select appropriate materials and equipment):
Materials (write down all the equipment and materials used as well as quantities and capacities):
Diagram (of the setup, do not use images of individual items):
Method (write down all the steps):
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Experiment 2 – area of the sail of a sailboat
You want to study the time it takes for a model boat to sail along a certain distance
depends on the area of the sail.
The first things that you should identify are:
Independent variable (what would you change):
Dependent variable (what would you measure):
Criterion B: Inquiring and Designing
Design your investigation using the following steps:
Research question (write a question that includes the independent variable and the dependent variable):
________________________________________________________________________________________
________________________________________________________________________________________
Prediction (state what will happen to the dependent variable once you change the independent variable. Explain
using scientific reasoning)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Variables (describe how sufficient, relevant data will be collected):
Independent variable: _____________________________________________________________________
________________________________________________________________________________________
Dependent variable: _______________________________________________________________________
________________________________________________________________________________________
Controlled variable(s): _____________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Method (design a logical, complete and safe method; select appropriate materials and equipment):
Materials (write down all the equipment and materials used as well as quantities and capacities):
Diagram (of the setup, do not use images of individual items):
Method (write down all the steps):
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Experiment 3 – dye spreading on water
You want to study if the time a dye takes to spread through water depends
on the temperature of water.
The first things that you should identify are:
Independent variable (what would you change):
Dependent variable (what would you measure):
Criterion B: Inquiring and Designing
Design your investigation using the following steps:
Research question (write a question that includes the independent variable and the dependent variable):
________________________________________________________________________________________
________________________________________________________________________________________
Prediction (state what will happen to the dependent variable once you change the independent variable. Explain
using scientific reasoning)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Variables (describe how sufficient, relevant data will be collected):
Independent variable: _____________________________________________________________________
________________________________________________________________________________________
Dependent variable: _______________________________________________________________________
________________________________________________________________________________________
Controlled variable(s): _____________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Method (design a logical, complete and safe method; select appropriate materials and equipment):
Materials (write down all the equipment and materials used as well as quantities and capacities):
Diagram (of the setup, do not use images of individual items):
Method (write down all the steps):
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Experiment 4 – exercise and pulse rate
You want to study if your pulse rate depends on the amount of
exercise you do.
The first things that you should identify are:
Independent variable (what would you change):
Dependent variable (what would you measure):
Criterion B: Inquiring and Designing
Design your investigation using the following steps:
Research question (write a question that includes the independent variable and the dependent variable):
________________________________________________________________________________________
________________________________________________________________________________________
Prediction (state what will happen to the dependent variable once you change the independent variable. Explain
using scientific reasoning)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Variables (describe how sufficient, relevant data will be collected):
Independent variable: _____________________________________________________________________
________________________________________________________________________________________
Dependent variable: _______________________________________________________________________
________________________________________________________________________________________
Controlled variable(s): _____________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Method (design a logical, complete and safe method; select appropriate materials and equipment):
Materials (write down all the equipment and materials used as well as quantities and capacities):
Diagram (of the setup, do not use images of individual items):
Method (write down all the steps):
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Experiment 5 – plant growth and light
You want to study if the growth of a plant depends on the light it receives.
The first things that you should identify are:
Independent variable (what would you change):
Dependent variable (what would you measure):
Criterion B: Inquiring and Designing
Design your investigation using the following steps:
Research question (write a question that includes the independent variable and the dependent variable):
________________________________________________________________________________________
________________________________________________________________________________________
Prediction (state what will happen to the dependent variable once you change the independent variable. Explain
using scientific reasoning)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Variables (describe how sufficient, relevant data will be collected):
Independent variable: _____________________________________________________________________
________________________________________________________________________________________
Dependent variable: _______________________________________________________________________
________________________________________________________________________________________
Controlled variable(s): _____________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Method (design a logical, complete and safe method; select appropriate materials and equipment):
Materials (write down all the equipment and materials used as well as quantities and capacities):
Diagram (of the setup, do not use images of individual items):
Method (write down all the steps):
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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WS4 – Data Processing
1. Some students were investigating the effect of temperature on the time taken
for a reaction to finish. Their results are shown in the table.
Temperature
(°C)
Time taken for a reaction to finish (s)
Repeat 1
Repeat 2
Repeat 3
10
56
57
55
20
41
44
42
30
32
30
43
Mean
Calculate the mean time for each temperature (complete the last column in the
table).
2. Nadia is testing reflex reactions by timing how long it takes each person to
respond to a tap on their leg. She repeats the experiment three times.
Reaction time (s)
Person
1
2
3
A
0.04
0.05
0.04
B
0.07
0.06
0.05
C
0.05
0.04
0.03
D
0.30
0.05
0.05
Mean
a. Calculate the mean time for each person (complete the last column in
the table).
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3. John carried out an experiment to measure the resistance of two different
lengths of wire. His results are below.
Resistance (Ω)
1
2
3
Wire 1
5
4
6
Wire 2
9
10
8
Mean
a. Calculate the mean resistance for each wire (complete the last
column in the table).
4. Some students recorded the highest temperature for the first ten days in
November. Draw a line graph to show their data.
Day
1
2
3
4
5
6
7
8
9
10
Temperature (°C)
8
11
16
18
14
12
10
15
13
11
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5. Some students investigated the distance a cyclist travelled over three hours.
They recorded his distance at 30-minute intervals. Draw a line graph of the
results below.
Time (hours)
0
0.5
1.0
1.5
2.0
2.5
3.0
Distance (km)
0
12
25
30
44
58
70
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WS5 – Line of best fit
A Line of Best Fit is a straight line on a scatter plot that comes closest to all the dots on
the graph. A Line of Best Fit does not touch all the dots. A Line of Best Fit is useful
because it allows us to:
• Understand the type and strength of the relationship between two sets of data.
• Predict missing Y values for given X values, or missing X values for given Y
values.
1. Draw a line of best fit.
Age
(months)
Height
(inches)
18
76.1
19
77
20
78.1
21
22
78.8
23
79.7
24
79.9
25
81.1
26
81.2
27
82.8
28
29
83.5
2. Make a prediction for the height at the age of 21 months and 28 months.
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WS6 – Pulse rate activity (recapping analysing data, concluding and evaluating)
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WS7 – Conclusions and evaluations
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WS1 – Inquiring and Designing - MARK SCHEME
IDENTIFY THE CONTROLS AND VARIABLES
I. Smithers thinks that a special juice will increase the productivity of workers. He creates two
groups of 50 workers each and assigns each group the same task (in this case they’re supposed to
staple a set of papers). Group A is given the special juice to drink while they work. Group B is not
given the special juice. After an hour, Smithers counts how many stacks of paper each group has
made. Group A made 1 587 stacks. Group B made 2 113 stacks.
1. Identify the:
a. Control group.
Group B (there is nothing new added to the group and/or their task)
b. Independent (manipulated) variable.
Special juice (what is changed)
c. Dependent (Responding) variable.
Stacks of paper made (what is the outcome)
II. Homer notices that his shower is covered in a strange green slime. His friend Barney tells him
that coconut juice will get rid of the green slime. Homer decides to check this out by spraying half
of the shower with coconut juice. He sprays the other half of the shower with water. After 3 days of
“treatment” there is no change in the appearance of the green slime on either side of the shower.
1. What was the initial observation?
There is green slime in the shower
2. Identify:
a. Control group.
Half of the shower sprayed with water (no alterations to initial observation)
b. Independent (manipulated) variable.
Half of the shower is sprayed with coconut juice.
c. Dependent (responding) variable.
The presence of green slime in the shower.
d. Two controlled variables
Time (3 days)
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III. Bart believes that mice exposed to radio waves will become extra strong (maybe he has been
reading too much Radioactive Man). He decides to perform this experiment by placing 10 mice near
a radio for 5 hours. He compared these 10 mice to another 10 mice that had not been exposed. His
test consisted of a heavy block of wood that blocked the mouse food. He found that 8 out of 10 of
the radio waved mice were able to push the block away. 7 out of 10 of the other mice were able to
do the same.
1. Identify:
a. Control group.
10 mice are not exposed to radio waves
b. Independent (manipulated) variable.
The presence or absence of radio waves
c. Dependent (Responding) variable.
The number of mice that can push the block
d. Controlled variable.
Time (5 hours)
IV. Krusty was told that a certain itching powder was the newest best thing on the market, it even
claims to cause 50% longer lasting itches. Interested in this product, he buys the itching powder and
compares it to his usual product. One test subject (A) is sprinkled with the original itching powder,
and another test subject (B) was sprinkled with the experimental itching powder. Subject A
reported having itches for 30 minutes. Subject B reported to have itches for 45 minutes.
1. Identify the:
a. Control group.
Subject A (original itching powder)
b. Independent (manipulated) variable.
The itching powder: original or experimental.
c. Dependent (Responding) variable.
The amount of time the subject reports itching.
d. Control variable
Test subject.
2. Explain whether the data supports the claim about the product.
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With the original itching powder, the subject reported itching for 30 min. While with the
experimental itching powder, the subject reported itching for 45 min. This means that, the new
product (powder) increased the itching time by 15 min.
The claim about the product causing 50% longer lasting itches is true. An increase of 15 minutes
is 50% of 30 minutes (original itching time).
SCIENTIFIC METHOD IN ACTION
I. The strange case of beriberi
In 1887 a strange nerve disease attacked the people in the Dutch East Indies. The disease was
beriberi. Symptoms of the disease included weakness and loss of appetite; victims often died of
heart failure. Scientists thought the disease might be caused by bacteria. They injected chickens
with bacteria from the blood of patients with beriberi. The injected chickens became sick. However,
so did a group of chickens that were not injected with bacteria.
One of the scientists, Dr. Eijkman, designed a new experiment based on his own observations.
Before the experiment, all the chickens had eaten whole-grain rice, but during the experiment, the
chickens were fed polished rice. Dr Eijkman researched this interesting case and found that
polished rice lacked thiamine, a vitamin necessary for good health.
1. What was the manipulated (independent) variable and the responding (dependent)
variable?
Independent variable: food/type of rice/ polished or unpolished rice
Dependent variable: chickens’ health
2. State the question or problem that Dr. Eijkman investigated.
What is the effect of the type of rice on the chickens’ health? This is because Dr. Eijkman
observed that all the chickens that ate whole-grain rice did not show symptoms of sickness.
3. What was Dr. Eijkman’s prediction/prediction?
If the chickens eat polished rice, then they will not be in good health. This is because polished
rice lacks thiamine, a vitamin necessary for good health.
4. How would Dr. Eijkman test his prediction/hypothesis?
Dr. Eijkman would divide the cohort of chickens in two groups, A and B.
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Group A would be chickens fed with whole-grain rice. Group B would be chickens fed with
polished rice. All chickens will eat the same amount of rice for the same amount of time.
Observations would be made.
II. How Penicillin was discovered
In 1928, Sir Alexander Fleming was studying Staphylococcus growing in culture dishes. He noticed
that a mold called Penicillium was also growing in some of the dishes. A clear area existed around
the mold because all the bacteria that had grown in this area had died. In the culture dishes
without the mold, no clear areas were present.
Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He
decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the
mold to a nutrient broth solution. This solution contained all the materials the mold needed to
grow. After the mold grew, he removed it from the nutrient broth and then added the broth to a
culture of bacteria. He observed that the bacteria in the culture died. Fleming’s experiments were
later used to develop antibiotics.
1. State the question or problem that Fleming investigated.
What is the effect of penicillium on bacteria/bacterial growth? This is because Sir Fleming observed
that bacteria that had grown around the mold had died, while the mold did not.
2. What was Fleming’s prediction/hypothesis?
If penicillium is added to bacteria, then bacteria will die. This is because Sir Fleming observed that
bacteria that had grown around the mold had died, while the mold did not.
3. How was the prediction/hypothesis tested?
Sir Fleming decided to isolate the substance created by penicillium/mold and test it to see if it
would kill bacteria. For this, he transferred the mold to a nutrient broth solution. This solution
contained all the materials the mold needed to grow. After the mold grew, he removed it from the
nutrient broth and then added the broth to a culture of bacteria.
4. This experiment lead to the development of what major medical advancement?
Fleming’s experiments were later used to develop antibiotics.
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WS2 – Planning Investigations (recapping criterion B) – MARK SCHEME
Experiment 1 – pushing a mass up a ramp
You want to study if the force needed to push a mass up a ramp
depends on the angle of the slope.
The first things that you should identify are:
Independent variable (what would you change):
Dependent variable (what would you measure):
Angle of the slope
The force needed to pull the mass up the ramp
Criterion B: Inquiring and Designing
Design your investigation using the following steps:
Research question (write a question that includes the independent variable and the dependent variable):
What is the effect of the angle of the slope on the force needed to push a mass up the ramp?
Prediction (state what will happen to the dependent variable once you change the independent variable. Explain
using scientific reasoning)
If the angle of the slope increases, then the force needed to push a mass up the ramp will be higher. This is
because gravity will have a longer effect on the mass of the block being pushed.
Variables (describe how sufficient, relevant data will be collected):
Independent variable: Protractor (measure the angle)
Dependent variable: Dynamometer (measure the force)
Controlled variable(s): The block used (should be the same block in all trials) and the surface of the ramp (keep
it constant)
Method (design a logical, complete and safe method; select appropriate materials and equipment):
Materials (write down all the equipment and materials used as well as quantities and capacities):
-
1 ramp (of wood, for example)
1 protractor
1 block (g)
1 dynamometer (N)
Diagram (of the setup, do not use images of individual items):
Please see your teacher for this answer.
Method (write down all the steps):
1. Set up the ramp with an angle of 10 degrees.
2. Put the box on the bottom of the ramp with the dynamometer on it.
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3. Pull the box by using the dynamometer and record the amount of force needed to start moving the box
on table 1.
4. Set up the ramp with an angle of 20 degrees.
5. Repeat steps 2 and 3.
6. Set up the ramp with an angle of 30 degrees.
7. Repeat steps 2 and 3.
Experiment 2 – area of the sail of a sailboat
You want to study the time it takes for a model boat to sail along a certain distance
depends on the area of the sail.
The first things that you should identify are:
Independent variable (what would you change):
Dependent variable (what would you measure):
Area of the sail
Time taken for a boat to sail along a certain distance
Criterion B: Inquiring and Designing
Design your investigation using the following steps:
Research question (write a question that includes the independent variable and the dependent variable):
What is the effect of the area of the sail on the time it takes for a boat to sail along a certain distance?
Prediction (state what will happen to the dependent variable once you change the independent variable. Explain
using scientific reasoning)
If the area of the sail increases then the time it takes for a boat to sail along a certain distance will increase
because air resistance is higher for large sail’s area.
Variables (describe how sufficient, relevant data will be collected):
Independent variable: Ruler/measuring tape (cm/m)
Dependent variable: Stopwatch (minutes)
Controlled variable(s): Distance (controlled by measuring start-point to end-point)
Method (design a logical, complete and safe method; select appropriate materials and equipment):
Materials (write down all the equipment and materials used as well as quantities and capacities):
-
1 boat
1 sail area of, for example, 10cm2
1 sail area of, for example, 20cm2
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-
1 sail area of, for example, 30cm2
Measuring tape
Ruler
Swimming pool
Diagram (of the setup, do not use images of individual items):
Please see your teacher for this answer.
Method (write down all the steps):
1. Set up the pool
2. Set up the distance with a ruler/measuring tape - for example, it can be from one side of the pool to
the opposite side.
3. Put the sail of 10cm2 on the boat
4. Put the boat on the pool, on the starting point, and hold it.
5. Release the boat the minute you start the stopwatch
6. The minute the boat reaches the end point, stop the stopwatch
7. Record the time (minutes) on your data table.
8. Repeat step 3-7 two more times.
9. Take the sail of 10cm2 from the boat and place the sail of 20cm2 on it.
10. Put the boat on the pool, on the starting point, and hold it.
11. Release the boat the minute you start the stopwatch
12. The minute the boat reaches the end point, stop the stopwatch
13. Record the time (minutes) on your data table.
14. Repeat step 3-7 two more times.
15. Take the sail of 20cm2 from the boat and place the sail of 30cm2 on it.
16. Put the boat on the pool, on the starting point, and hold it.
17. Release the boat the minute you start the stopwatch
18. The minute the boat reaches the end point, stop the stopwatch
19. Record the time (minutes) on your data table.
20. Repeat step 3-7 two more times.
21. Calculate the average of the three trials for each sail (10/20/30 cm2)
Experiment 3 – dye spreading on water
You want to study if the time a dye takes to spread through water depends
on the temperature of water.
The first things that you should identify are:
Independent variable (what would you change):
Dependent variable (what would you measure):
Temperature of water
Time a dye takes to spread through water.
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Criterion B: Inquiring and Designing
Design your investigation using the following steps:
Research question (write a question that includes the independent variable and the dependent variable):
What is the effect of the temperature of water on the time a dye take to spread through water?
Prediction (state what will happen to the dependent variable once you change the independent variable. Explain
using scientific reasoning)
If the temperature increases then the time a dye takes to spread through water will decrease because the
molecules start vibrating faster.
Variables (describe how sufficient, relevant data will be collected):
Independent variable: Thermometer (°C)
Dependent variable: Stopwatch (minutes)
Controlled variable(s): (1) Dye’s amount and type, and (2) amount of water (for example, 100 mL per dish)
Method (design a logical, complete and safe method; select appropriate materials and equipment):
Materials (write down all the equipment and materials used as well as quantities and capacities):
-
1 dish
Water (100 mL x9 = 900mL)
Dye
1 Thermometer (°C)
1 stopwatch (minutes)
Diagram (of the setup, do not use images of individual items):
Please see your teacher for this answer.
Method (write down all the steps):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Boil 100mL of water until its boiling point (100°C)
Place the dish on top of the counter
Put the 100mL of boiling water (100°C) in the dish.
Drop one drop of dye in the centre of the dish.
With the stopwatch, time the time it takes for the drop to dissipate from the centre of the dish until its
periphery.
Record data on your data table.
Remove the water with the dye from the dish into the correct waste disposal
Rinse the dish under running water.
Repeat step 1-8 two more times.
Heat 100mL of water until it reaches 60°C – use the thermometer for this.
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11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Place the dish on top of the counter
Put the 100mL of warm water (60°C) in the dish.
Drop one drop of dye in the centre of the dish.
With the stopwatch, time the time it takes for the drop to dissipate from the centre of the dish until its
periphery.
Record data on your data table.
Remove the water with the dye from the dish into the correct waste disposal
Rinse the dish under running water.
Repeat step 1-8 two more times.
Heat 100mL of water until it reaches 20°C – use the thermometer for this.
Place the dish on top of the counter
Put the 100mL of warm water (20°C) in the dish.
Drop one drop of dye in the centre of the dish.
With the stopwatch, time the time it takes for the drop to dissipate from the centre of the dish until its
periphery.
Record data on your data table.
Remove the water with the dye from the dish into the correct waste disposal
Rinse the dish under running water.
Repeat step 1-8 two more times.
Calculate the average of the three trials for each water temperature (20°/60°/100°C).
Experiment 4 – exercise and pulse rate
You want to study if your pulse rate depends on the amount of
exercise you do.
The first things that you should identify are:
Independent variable (what would you change):
Dependent variable (what would you measure):
Amount of water
Pulse rate
Criterion B: Inquiring and Designing
Design your investigation using the following steps:
Research question (write a question that includes the independent variable and the dependent variable):
What is the effect of the amount of exercise on the pulse rate?
Prediction (state what will happen to the dependent variable once you change the independent variable. Explain
using scientific reasoning)
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If the amount of exercise increases from low-intensity to high-intensity, then the pulse rate will also increase.
This is so because the higher the intensity of exercise the higher the need of the body to deliver/remove oxygen
and carbon dioxide through the blood. So, to increase the flow of blood, the body’s heart needs to pump more
(higher pulse rate).
Variables (describe how sufficient, relevant data will be collected):
Independent variable: Exercise type (intensity)
Dependent variable: Pulse rate (bpm)
Controlled variable(s): (1) same exercise task for everyone, (2) the same time of exercise for everyone, and (3)
cohort with the same physical capacities.
Method (design a logical, complete and safe method; select appropriate materials and equipment):
Materials (write down all the equipment and materials used as well as quantities and capacities):
-
Any needed material for the exercise task at hand.
1 pulse rate meter (bpm)
1 stopwatch
Diagram (of the setup, do not use images of individual items):
Please see your teacher for this answer.
Method (write down all the steps):
1. Divide the total number of participants (cohort) into two groups:
a. Treatment group will exercise (at set intensity) – at least 10 participants
b. Control group will not exercise – at least 10 participants
2. Set the exercise task for the treatment group with all needed materials – make sure all participants
understand their task.
3. Use the stopwatch to time the exercise period.
4. Once the exercise period is done, use the pulse rate meter to measure the pulse rate of the
participants.
5. Record all pulse rates in the data table.
6. Calculate the average for each group.
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Experiment 5 – plant growth and light
You want to study if the growth of a plant depends on the light it receives.
The first things that you should identify are:
Independent variable (what would you change):
Dependent variable (what would you measure):
Light
Growth of a plant
Criterion B: Inquiring and Designing
Design your investigation using the following steps:
Research question (write a question that includes the independent variable and the dependent variable):
What is the effect of light on the growth of a plant?
Prediction (state what will happen to the dependent variable once you change the independent variable. Explain
using scientific reasoning)
If the light intensity increases then the growth of a plant will also increase because of light is needed to
photosynthesis.
Variables (describe how sufficient, relevant data will be collected):
Independent variable: Light (chandelier with different light bulbs)
Dependent variable: Growth of the plant (ruler, in cm)
Controlled variable(s): (1) type of plant, (2) area where plant is kept (room/container), (3) amount and type of
soil, and (4) time of exposure to light.
Method (design a logical, complete and safe method; select appropriate materials and equipment):
Materials (write down all the equipment and materials used as well as quantities and capacities):
-
Bulb lamp of 50W
Bulb lamps of 100W
2 chandeliers
2 plants
Ruler (in cm)
Diagram (of the setup, do not use images of individual items):
Please see your teacher for this answer.
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Method (write down all the steps):
1.
2.
3.
4.
Set up the plants in the same area.
Place each bulb lamp in each chandelier.
Measure the original height of each plant and record it in your date table as ‘starting height’/zero.
Place a chandelier on top of each plant, having both chandeliers at the same distance/height from
each plant (use a ruler for this).
5. Have the chandeliers on for 12 hours and then off for the next 12 hours. Do this for one month (4
months)
6. Record the height of each plant every week on the same day at the same time – place all values on
your data table.
7. At the end of the month, calculate the average growth of each plant exposed to each type of light.
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WS4 – Data Processing – MARK SCHEME
1. Some students were investigating the effect of temperature on the time taken
for a reaction to finish. Their results are shown in the table.
Temperature
(°C)
Time taken for a reaction to finish (s)
Repeat 1
Repeat 2
Repeat 3
10
56
57
55
20
41
44
42
30
32
30
43
Mean
56
42.3 = 42
Calculate the mean time for each temperature (complete the last column in the
table).
Example, for mean of temperature 10°C = (56+57+55)/3 = 56
2. Nadia is testing reflex reactions by timing how long it takes each person to
respond to a tap on their leg. She repeats the experiment three times.
Reaction time (s)
Person
1
2
3
A
0.04
0.05
0.04
B
0.07
0.06
0.05
C
0.05
0.04
0.03
D
0.30
0.05
0.05
Mean
0.043 = 0.04
0.06
0.04
0.133 = 0.13
Calculate the mean time for each person (complete the last column in the table).
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3. John carried out an experiment to measure the resistance of two different
lengths of wire. His results are below.
Resistance (Ω)
1
2
3
Wire 1
5
4
6
Wire 2
9
10
8
Mean
5
9
Calculate the mean resistance for each wire (complete the last column in the
table).
4. Some students recorded the highest temperature for the first ten days in
November. Draw a line graph to show their data.
Day
1
2
3
4
5
6
7
8
9
10
Temperature (°C)
8
11
16
18
14
12
10
15
13
11
November's Temperature - First 10 days
80
70
Tempreature (in ºC)
60
50
40
30
20
10
0
0
0.5
1
1.5
2
2.5
3
3.5
Days
5. Some students investigated the distance a cyclist travelled over three hours.
They recorded his distance at 30-minute intervals. Draw a line graph of the
results below.
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Time (hours)
0
0.5
1.0
1.5
2.0
2.5
3.0
Distance (km)
0
12
25
30
44
58
70
Cyclist's Travelled Distance
80
70
Tempreature (in ºC)
60
50
40
30
20
10
0
0
0.5
1
1.5
2
2.5
3
3.5
Distance (km)
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WS5 – Line of best fit – MARK SCHEME
A Line of Best Fit is a straight line on a scatter plot that comes closest to all the dots
on the graph. A Line of Best Fit does not touch all the dots. A Line of Best Fit is useful
because it allows us to:
• Understand the type and strength of the relationship between two sets of data.
• Predict missing Y values for given X values, or missing X values for given Y
values.
1. Draw a line of best fit.
Comparing Age and Height
Height
(inches)
84
18
76.1
83
19
77
82
20
78.1
21
78.3
22
78.8
23
79.7
77
24
79.9
76
25
81.1
26
81.2
27
82.8
28
83
29
83.5
Height (inches)
Age
(months)
81
80
79
78
75
17
19
21
23
25
27
29
31
Age (months)
2. Make a prediction for the height at the age of 21 months and
28 months.
To make a prediction you need to cross the x-coordinate on the line of best fit to
understand what is the y-coordinate.
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WS6 – Pulse rate activity (recapping analysing data, concluding and evaluating)
MARK SCHEME
1. In ‘increase in pulse rate’, it is asking you to calculate the average/mean for each student, so: Ryan =
114.75 = 115 bpm; Katie = 102.42 = 102 bpm; and Beth =123.08 = 123 bpm
In ‘time to return to normal pulse rate’: Ryan = 9 min; Katie = 8 min; Beth = 11 min.
2. …
3. Katie has the lowest pulse rate of 82 bpm
4. Beth has the highest pulse rate of 93 bpm
5. Beth’s pulse rate went up the most, by minute 0 after exercise she had a pulse of 176 bpm.
6. Katie’s pulse rate went up the least, by minute 0 after exercise she had a pulse of 143 bpm.
7. (Look back to answer to question 1) Ryan’s pulse rate went back to normal the fastest, it took him only
9 minutes.
8. (Look back to answer to question 1) Beth’s pulser rate went back to normal the slowest, it took her
only 11 minutes.
9. The fittest person is Ryan, this is because he shows the quickest recovery of pulse rate after exercise.
Which means that his heart is more use to going from low to high intensity exercise.
10. There is a positive correlation between fitness and resting pulse rate. The higher the fitness the lower
the pulse rate, the lower the fitness the lower the pulse rate.
11. See answer to question 10.
12. No, there is no feedback whatsoever regarding the students’ background, if they are athletes or not, if
they are over- or under- weight, etc.
13. You can create three type of exercise intensity for each student: low; moderate; and high. The fittest
student will always show a faster recovery of pulse rate and lower resting pulse rate at any intensity
level.
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WS7 – Conclusions and evaluations – MARK SCHEME
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