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