Stage Two Biology : PHOTOSYNTHESIS PRAC – Investigations Folio Balaklava High School (516) Student Name: SACE Reg number: Background - see Key Ideas Prac manual page 57-59 Concepts Covered O4. O4.1 Organisms obtain energy in a variety of ways. Explain the importance of photosynthesis in the conversion of light energy into chemical energy, as illustrated by the following equation: light 6CO2 6H2O carbon dioxide water C6H12O6 6O2 glucose oxygen chlorophyll Purpose This assessment provides opportunities for you to demonstrate your ability to: validate a method then design your own investigation individually work collaboratively to conduct a well planned biological investigation in which you manipulate apparatus, obtain, record and display data and make appropriate observations display the findings appropriately and effectively systematically evaluate the data and observations from the investigation and form relevant conclusions. Description of assessment This is a ‘design’ type practical in which you validate a method provided (Part A), then design and carry out your own variation of this investigation (Part B). You may work in groups to complete the practical but you need to individually write your own report. Your written report will be of Part B (your design), not Part A. Step One : Complete Part A (from Prac Manual page 57). Fill in your results on the page provided. Step Two: Submit your design proposal for Part B Step Three: Once your design is approved, carry out your own investigation Step Four: Complete a practical report, following the format below. In your report, include: Abstract Introduction Materials Method Results Discussion Conclusion Collaboration Review, including “Graduate Qualities” Checklist Bibliography Appendix – Results page from Part A as explained in the attachment. Assessment conditions This assessment is conducted under direct supervision and assessment of skills in individual and collaborative work will be made during the practical using the rubric provided. Criteria: I1, I4, AE1, AE2, A2, A3 Stage Two Biology : RATE OF PHOTOSYNTHESIS PRAC – Investigations Folio Balaklava High School (516) Student Name: SACE Reg number: PART B Design Proposal AIM VARIABLES Independent variable Dependent variable Controlled variables Randomisation Replication Hypothesis MATERIALS METHOD Approved: Grade (I1): Modifications required: Stage Two Biology : RATE OF PHOTOSYNTHESIS PRAC – Investigations Folio Writing Style - Write in PAST TENSE - No personal pronouns - Scientific language ABSTRACT Write this after you have finished the prac. It is a summary of the prac – outlines the hypothesis, method, pattern of results and conclusions reached. A paragraph or two. INTRODUCTION Background A couple of sentences giving relevant background info about the topic Aim The purpose of the prac Variables Independent variable (the factor deliberately changed in the prac) Dependent variable (the factor being measured or recorded) Controlled variables (the factors being kept the same between each group; where possible, provide specific details) Randomisation : how has the idea of random allocation being included Replication: how has the idea of repeating the prac been included? Hypothesis If INDEPENDENT VARIABLE then DEPENDENT Variable MATERIALS A list of all equipment and materials used METHOD A numbered set of steps detailed enough that they will allow someone else to repeat the prac If it is appropriate, include a diagram of the apparatus RESULTS Should include a labelled table of data with units of measurement. May be appropriate to include a graph – hand drawn or Excel. Have you labelled the axes and given the graph a title? Used pencil only? Did you select the right type of graph? Included a line or curve of best fit? Remember Y axis = dependent variable, X axis = independent variable Write a few sentences to summarise the data and identify any patterns. No interpretation or explanation. Identify the data as qualitative or quantitative. DISCUSSION Try and explain the results scientifically – what biological processes caused these results? Evaluate the experimental method – identify strengths & weaknesses of the design. Discuss precision, reliability, accuracy of results and resolution of instruments used Identify sources of error – specify if they are random or systematic – & explain how they may have affected the results NB Scatter in graphs can help identify random errors Suggest improvements to the design and conduct of the prac Discuss any ethical considerations Extend the prac to other situations if changes were made to the method or variables – make predictions Relate it to the real world or a practical application if possible. CONCLUSION Write a sentence or two which summaries what has been learned from doing the prac. Relate the results to the hypothesis – was it supported or not? COLLABORATION REVIEW Complete the Graduate Qualities checklist and attach to the practical report. Write a short paragraph describing your role(s) in the activity. Describe the role(s) of the other students in your group. Provide examples of your collaboration with other students. How well did the group work together? Have you learned anything about team work from this activity? How was this activity made easier through team work? (personal pronouns are appropriate in this review) BIBLIOGRAPHY Include In text referencing and a Bibliography APPENDIX Include the results page from Part A. Stage Two Biology : RATE OF PHOTOSYNTHESIS PRACTICAL Balaklava High School (516) Investigations Folio Student Name: SACE Reg. Number: DRAFT FEEDBACK – I reserve the right to change my assessment after drafting. A I1 Design of biological investigations. B Designs a considered and generally clear biological investigation. Prepares the outline of a biological investigation. Identifies a simple procedure for a biological investigation. The obtaining, recording, and display of findings of investigations, using appropriate conventions and formats. Obtains, records, and displays findings of investigations, using appropriate conventions and formats accurately and highly effectively. Obtains, records, and displays findings of investigations, using appropriate conventions and formats mostly accurately and effectively. Obtains, records, and displays findings of investigations, using generally appropriate conventions and formats with some errors but generally accurately and effectively. Obtains, records, and displays findings of investigations, using conventions and formats inconsistently, with occasional accuracy and effectiveness. Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness. Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. Systematically analyses data and their connections with concepts, to formulate logical and perceptive conclusions and make relevant predictions. Logically analyses data and their connections with concepts, to formulate consistent conclusions and mostly relevant predictions. Analyses data and their connections with concepts, to formulate generally appropriate conclusions and make simple predictions, with some relevance. Describes basic connections between some data and concepts, and attempts to formulate a conclusion and make a simple prediction that may be relevant. Attempts to connect data with concepts, formulate a conclusion, and make a prediction. Logically evaluates procedures and suggests a range of appropriate improvements. Evaluates procedures and suggests some appropriate improvements. Evaluates some procedures in biology and suggests some improvements that are generally appropriate. For some procedures, identifies improvements that may be made. Acknowledges the need for improvements in one or more procedures. Uses appropriate biological terms, conventions, formulae, and equations highly effectively. Uses appropriate biological terms, conventions, formulae, and equations effectively. Uses generally appropriate biological terms, conventions, formulae, and equations, with some general effectiveness. Attempts to use some biological terms, conventions, formulae, and equations that may be appropriate. Uses some biological terms or formulae. Demonstrates initiative in applying constructive and focused individual and collaborative work skills. Applies mostly constructive and focused individual and collaborative work skills. Applies generally constructive individual and collaborative work skills. Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work. Shows emerging skills in individual and collaborative work. DISCUSSION A2 Use of appropriate biological terms, conventions, formulae, and equations. Not Attempted Not Attempted DISCUSSION Evaluation of procedures, with suggestions for improvement. N Not Attempted RESULTS AE2 E Designs a wellconsidered and clear biological investigation. INTRODUCTION & METHOD AE1 D Designs a logical, coherent, and detailed biological investigation. PROPOSAL I4 C Not Attempted Not Attempted OVERALL A3 Demonstration of skills in individual and collaborative work. Not Attempted RUBRIC & COLLABORATION REVIEW OVERALL GRADE YOUR GRADE Stage Two Biology : RATE OF PHOTOSYNTHESIS PRACTICAL Balaklava High School (516) Investigations Folio Student Name: SACE Reg. Number: A I1 Design of biological investigations. B C D E Designs a logical, coherent, and detailed biological investigation. Designs a wellconsidered and clear biological investigation. Designs a considered and generally clear biological investigation. Prepares the outline of a biological investigation. Identifies a simple procedure for a biological investigation. The obtaining, recording, and display of findings of investigations, using appropriate conventions and formats. Obtains, records, and displays findings of investigations, using appropriate conventions and formats accurately and highly effectively. Obtains, records, and displays findings of investigations, using appropriate conventions and formats mostly accurately and effectively. Obtains, records, and displays findings of investigations, using generally appropriate conventions and formats with some errors but generally accurately and effectively. Obtains, records, and displays findings of investigations, using conventions and formats inconsistently, with occasional accuracy and effectiveness. Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness. Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. Systematically analyses data and their connections with concepts, to formulate logical and perceptive conclusions and make relevant predictions. Logically analyses data and their connections with concepts, to formulate consistent conclusions and mostly relevant predictions. Analyses data and their connections with concepts, to formulate generally appropriate conclusions and make simple predictions, with some relevance. Describes basic connections between some data and concepts, and attempts to formulate a conclusion and make a simple prediction that may be relevant. Attempts to connect data with concepts, formulate a conclusion, and make a prediction. Logically evaluates procedures and suggests a range of appropriate improvements. Evaluates procedures and suggests some appropriate improvements. Evaluates some procedures in biology and suggests some improvements that are generally appropriate. For some procedures, identifies improvements that may be made. Acknowledges the need for improvements in one or more procedures. Use of appropriate biological terms, conventions, formulae, and equations. OVERALL Uses appropriate biological terms, conventions, formulae, and equations highly effectively. Uses appropriate biological terms, conventions, formulae, and equations effectively. Uses generally appropriate biological terms, conventions, formulae, and equations, with some general effectiveness. Attempts to use some biological terms, conventions, formulae, and equations that may be appropriate. Uses some biological terms or formulae. A3 Demonstrates initiative in applying constructive and focused individual and collaborative work skills. Applies mostly constructive and focused individual and collaborative work skills. Applies generally constructive individual and collaborative work skills. Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work. Shows emerging skills in individual and collaborative work. PROPOSAL INTRODUCTION & METHOD I4 Not Attempted DISCUSSION AE2 Evaluation of procedures, with suggestions for improvement. DISCUSSION A2 Demonstration of skills in individual and collaborative work. Not Attempted Not Attempted RESULTS AE1 N Not Attempted Not Attempted Not Attempted RUBRIC & COLLABORATION REVIEW OVERALL GRADE YOUR GRADE Stage Two Biology : RATE OF PHOTOSYNTHESIS PRACTICAL Balaklava High School (516) Investigations Folio Student Name: SACE Reg. Number: Practical skills rubric A3 Demonstration of skills in individual and collaborative work. A B C D E N Demonstrates initiative in applying constructive and focused individual and collaborative work skills. Applies mostly constructive and focused individual and collaborative work skills. Applies generally constructive individual and collaborative work skills. Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work. Shows emerging skills in individual and collaborative work. Not Attempted Collaboration skills Individual skills Safe work practices Collaboration review YOUR GRADE Skills checklist A3 Work collaboratively and with negotiation Recognise hazards & work safely Equitable distribution of tasks with group members Complete tasks in allocated time Follow instructions and adhere to scientific method Demonstrate effective and skilful technique Collaboration review completed, including “Graduate Qualities” checklist TASK APPRAISAL - TEAMWORK Use this form to appraise the Teamwork skills used in an individual task Choose a number on the 0-10 scale to indicate the level of skill achieved Student name: Subject teacher: Subject: Date: Name and briefly describe the task: Work in a team Identify when team work is appropriate and when it is not Identify team purpose and tasks Identify members roles and responsibilities Assist team members to understand their role Identify strengths – own and those of other team members Identify the skills, attitude and knowledge of each team member Match team member skills to the task Articulate ones own role and responsibilities 0 1 2 3 4 Not Satisfactory 0 1 5 6 7 8 Satisfactory 2 3 4 Not Satisfactory 5 9 10 Excellent 6 7 8 Satisfactory 9 10 Excellent Support others in the team Respond to requests for help Take the initiative to offer help Identify and remove obstacles Treat others in the team honestly and respectfully Share important and relevant information Adhere to team rules Assist in gathering the resources the team needs Fulfill personal obligations to the team Participate in team activities actively and consistently Complete assigned work on time Adopt a “can do” approach 0 1 2 3 4 Not Satisfactory 0 1 5 6 7 8 Satisfactory 2 3 4 Not Satisfactory 5 9 10 Excellent 6 7 8 Satisfactory 9 10 Excellent Work with a range of people Work with people of different ages, genders, races, religions or political persuasions Oppose racism and other discriminatory behaviors Consider different points of view and negotiate where appropriate Comment 0 1 Not Satisfactory 2 3 4 5 Satisfactory 6 7 8 9 10 Excellent Each student designed their own investigation and submitted the proposal. This was used to assess I1 Investigation design. As the class is a small one, the group then selected one proposal to actually conduct. The independent variable of the selected proposal was temperature of the bicarbonate solution, so the actual investigation reports address this. Sue Pratt 27/8/2013