Science 21 2010
Sample assessment instrument
Extended experimental investigation: Stain
removal
This sample has been compiled by the Queensland Studies Authority (QSA) to help teachers
plan and develop assessment instruments for individual school settings. It shows the following
dimensions:
 Knowledge and conceptual understanding
 Investigative processes
 Issues & Impacts
Assessment instrument
Assess at least 2 focus areas
in each context.
Scientific priorities: Technology; Catalysts for discovery
Focus areas: Structure and properties of matter; Energy
Key concepts: The molecular nature of matter; Gases, liquids, solutions, solids; Forces and motion
Background:
Detergents and stain removal are a billion-dollar industry in Australia. There are endless cleaning
products available for every imaginable situation and stain; books and television shows about cleaning
have become mainstream, and cleaning companies and products abound.
Instructions:
Select a type of stain, product or material; or, test a widely held stain removal “tip”, and then develop a
research question.
Once you have refined your research question, discuss your ideas with your teacher before finalising
the plan for your experimental investigation. Your research question will lead you to the relevant
concepts and theories to develop your investigation.
Throughout this process you should log in your journal clear links between your chosen topic and the
theory associated with the investigation.
When your topic has been approved, focus your research so that you can develop appropriate
experimental procedures and a hypothesis.
Trial your proposed method and modify it if necessary before carrying out your experimental
investigation.
Consider the types of data that you can collect, and then collate the results of your investigation in
appropriate formats for a scientific report.
Analyse your investigation results, explaining any relationships, trends or anomalies that you have
noted. Link your results to your initial hypothesis to draw conclusions about your investigation. Explain
the underlying scientific concepts and principles that support your experimental findings.
This section provides guidance on how to approach the task, but allows students to determine
their own research question and form a hypothesis and method.
To ensure key concepts are covered, students are directed in the task of dealing with each one;
however, each concept is mentioned in general terms to allow students to identify which aspects
of it are relevant to their investigation. Some students will be able to recognise and explain
complex concepts and principles related to their stain-removal investigation; other students will
describe or explain simpler facts.
In your report, ensure that you link your research and results to the following concepts:
 Solvents and solutions
 Molecular structure of cleaning products and any associated chemicals (e.g. stain sources)
 Molecular forces that cause stains and enable stain removal
 Other concepts relevant to your investigation.
Conditions:
 You have seven weeks to research, design, carry out your investigation and complete your report.
 Complete your investigation with a scientific report using the structure provided.
 Your investigation must be one that can be tested safely.
 Although some work will be conducted in groups, each student must submit their own journal and
scientific report.
 You will be required to submit a materials safety data sheet (MSDS), drafts and check sheets at
intervals during the investigation.
 Your data analysis, discussion and conclusions should be 800–1000 words.
 Reference all secondary information sources correctly in your report.
If clear descriptions of the task and conditions are shown on the criteria sheet, a Form R5
Conditions sheet is not necessary at monitoring or verification.
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Scientific log book:
Your log book is to be handwritten in an exercise book and should be a reflection of your research,
findings and thoughts throughout your experiment. Your journal should record:
 initial and any subsequent research
 researchable questions and the hypothesis to be tested
 method and equipment used to conduct your experiment (include materials safety and data sheet
(MSDS) and safety information)
 data collected from your experiment
 analysis and explanation of data
 personal thoughts on your progress (successes and difficulties)
 bibliography or reference list of information sources.
The log book is to be submitted with your scientific report and should be regularly reviewed by your
teacher.
A journal/log book is a good way to collect evidence of the Investigative process and can show
the contribution of each student to group work.
A journal/log book may take many forms. The amount of teacher guidance on completing a log
book will depend on the stage of the course.
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Report format:
HEADINGS
INSTRUCTIONS
Title
Write a title for your investigation.
Summary (or
abstract)
The summary is written when the report is all but completed. It should capture
the essence of your investigation and report. It should summarise your
conclusions in 100–200 words.
Introduction
Includes the background information, the aim and hypothesis/prediction, to
the investigation.
Materials
Write a list of the items used and specify the quantity, size, concentration etc.
Methods
List the instructions that would tell someone else how to do this experiment.
 This should be written as a numbered list of instructions.
 A diagram could be used with some written instructions showing what is to
be done.
 Remember to write in the third person and in past tense.
Results
Record all observed data from the experiment in this section.
Try to record the data in suitable formats such as tables or drawings.
Discussion
Show how your results are related to your original aim/s and the hypothesis
described in the introduction.
 What do the results tell you? Are there any relationships, patterns or
trends? Support all statements with reference to your data.
 Explain any identified relationships, patterns or trends in your results.
Explain the scientific theory behind your results.
 What did you find out about this investigation? Was the outcome different
from your prediction? Explain.
 Discuss problems you encountered as you conducted your investigation.
Did you have to make any changes to the experiment that you described in
the method section?
 Could anything be improved or changed to make the results more useful
(e.g. the fairness of the test, accuracy of results)?
Conclusion
In this section, write a response to the aim/prediction/ hypothesis, with some
justification.
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Planning sheet —extended experimental investigation
Topic:
Stain removal
General objectives:
KCU, IP, II
The EEI planning sheet is available on the
Science 21 web page to assist teachers with
planning units of work containing EEIs.
Teachers are not required to use this planner.
Semester (stage of course):
Semester 2 Year 11
Key concepts:
SP1, SP2, EN2
Note: For teacher use only — NOT to be given out to students as part of the task sheet.
Possible hypotheses/issue/researchable question
Outline of possible experiments/practical
tasks
Types of data/information to be collected
Testing solvents for different stains and media (solutions)
Effect of heat, ultraviolet light (UV) or water hardness on stain
removal
Effectiveness of stain removal methods according to chemical
composition of stain (e.g. organic stains respond well to an
oxidising agent, while synthetic stains respond to a reducing
agent)
Dry cleaning versus water-based cleaning (action of detergents,
structure of soaps and detergents, chemical solvents,
surfactants)
Enzyme action and stain removal (catalysts, activation energy,
lock and key)
Effect of polarity of molecules (electromagnetic force, and
strong and weak nuclear forces) on methods of stain removal
and types of stains
Effect of mechanical forces in stain removal (emulsions,
micelles).
Choosing one stain type and testing a variety of
methods to remove it
Testing a variety of solvents on a range of
stains and fabrics
Testing stains on fabric or other media
Identifying the components of a stain to
determine the best methods of removal
Using identified scientific concepts and
principles to design a test for a claim, or
performing an investigation then finding the
relevant concepts and principles to explain their
findings.
Qualitative observations on stain removal,
which could be quantified
Quantitative data could be collected if testing
concentrations, temperatures etc.
Secondary data to explain the findings of the
investigation.
This is a worked example to demonstrate
how this planner is used.
It is completed prior to commencing the
unit and allows the teacher to consider the
suitability of the unit for this assessment
type, the opportunities provided to meet
the technique requirements and
standards, the teaching and learning
required and management of resources.
Students should be provided with the
opportunity to develop their own
question or hypothesis (A – C standard).
Can you easily identify a number of
investigations for your topic? Can
suitable data or observations be
collected?
Would another technique be more
suitable for this unit?
It supports the QSA’s Designing effective
assessment instruments document.
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The headings used in this section of the planner align with the requirements of an EEI pp28 -29 of the Science 21 syllabus and highlights for teachers the
opportunities provided to demonstrate the general objectives and standards of the syllabus.
Opportunities for students to:
 modify and refine experiments/practical tasks
 manipulate and display data information
 use technology and modify equipment
Methodology and materials could be modified during the
investigation. Decisions about expanding or confining the scope
of the investigation may be made.
Data may be displayed in written form,
tabulated, sketches of results or theory (to
illustrate understanding of scientific concepts
and principles).
Most research will involve chemical testing and
modifying
Opportunity to research second-hand data
from a variety of sources.
 generate and/or collect primary (and/or secondary)
data/information
 develop research outcomes with
justifications
 examine and evaluate the validity and
value of data/information
Students will generate primary research results.
They will research internet and books to help choose a suitable
claim or theory to test, and also be involved in secondary
research in order to explain their results.
Students may support their hypothesis or refute
an incorrect claim using their primary data and
researched secondary information.
A variety of information sources are available
including reputable scientific information, blogs
and anecdotal testimony.
 Learning experiences/prior knowledge/scaffolding
 Time/space/equipment requirements, and
costs or safety issues
 Strategies for authentication
Practical investigations on soap making, solutions and solvents
Atomic structure, molecular bonding and charge
Oxidation and reduction reactions, catalysts
Strong and weak nuclear charges
Students may need individual assistance with understanding
complex researched information, as this is still quite early in the
course
Report format and scientific method will need scaffolding as this
is the first extended experimental investigation (EEI).
7 weeks in total. 4 weeks of data collection in
class (complete and/or part lessons each week,
as needed, according to the stage). Small
groups.
All chemicals and procedures need to be
approved by teacher. A materials safety data
sheet (MSDS) is to be completed by students
before starting investigation. Students will not
test blood stains due to possible biological
contaminants.
Students may need to supply some materials for
their investigation.
Each student will keep a journal throughout the
investigation, from planning to completion, and
will answer some scaffolded questions
ensuring all EEI requirements are met,
secondary information found and data
collected.
Investigation will be completed in class time,
though some secondary data collection and
analysis may occur outside the classroom.
Aligning teaching, learning and assessment
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Investigative processes
Knowledge and conceptual
understanding
Instrument-specific criteria and standards
Standard A
Standard B
Standard C
Standard D
Standard E
The student work has the
following characteristics:
 description and explanation
of complex scientific
information underpinning the
stain removal investigation
The student work has the
following characteristics:
 description and explanation
of scientific information
underpinning the stain
removal investigation
The student work has the
following characteristics:
 description of scientific
information underpinning the
stain removal investigation
The student work has the
following characteristics:
 statements of scientific
information about stain
removal
The student work has the
following characteristics:
 statements of isolated
scientific facts about stain
removal





interpretation and
application of scientific
knowledge and information
to generate reasoned
explanations of stain
removal methods
application of scientific
knowledge and information
to generate informed
explanations of stain
removal methods
generation of scientific
explanations of stain
removal methods
identification of scientific
information about stain
removal methods
superficial statements about
stain removal methods
The student work has the
following characteristics:
 questions and hypotheses
formulated by identifying
stain removal problems that
inform justified and refined
plans for investigation
The student work has the
following characteristics:
 questions and hypotheses
formulated by identifying
stain removal problems that
inform justified plans for
investigation
The student work has the
following characteristics:
 questions and hypotheses
formulated, using given
stain removal problems to
select and carry out a given
scientific investigation
The student work has the
following characteristics:
 carrying out of given
structured stain removal
investigation
The student work has the
following characteristics:
 identification of stain
removal problems

assessment and
management of risk; safe
selection and use of
equipment and purposeful
use of technology to gather
and enhance the reliability
of data and information

assessment and
management of risk; safe
selection and use of
equipment and appropriate
use of technology to gather
reliable data

assessment and
management of risk; safe
selection and use of
equipment and technology
to gather data

management of risk; safe
use of equipment /
technology to gather data

safe, focused operation of
equipment /technology

systematic analysis and
interpretation of data and
information using
appropriate quantitative and
qualitative techniques to
identify trends, relationships
and anomalies

analysis and interpretation
of data and information
using appropriate
quantitative and qualitative
techniques to identify trends
and anomalies

analysis of data and
information using
appropriate quantitative and
qualitative techniques

partial analysis of data and
information

rudimentary analysis of data
or information
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Issues &
Impacts

discriminating selection and
presentation of scientific
data/ideas, using scientific
conventions and
terminology to clearly
convey meaning to a variety
of intended audiences,
using appropriate formats
within the scientific report
The student work has the
following characteristics:
 synthesis of data to draw
well-reasoned conclusions
and express justified
positions

selection and presentation
of scientific data/ideas,
using scientific conventions
and terminology to convey
meaning to a variety of
intended audiences, using
appropriate formats within
the scientific report
The student work has the
following characteristics:
 synthesis of data to draw
informed conclusions and
express positions

selection and presentation
of scientific data/ideas to
convey meaning in a variety
of formats within the
scientific report
The student work has the
following characteristics:
 use of data and information
to express plausible
conclusions and positions

presentation of scientific
data/ideas in a variety of
formats within the scientific
report
The student work has the
following characteristics:
 statements of conclusions
and positions

presentation of information
The student work has the
following characteristics:
 statements of opinions
Key:
Qualitative differences across the standards
Cognitive processes demonstrated in the response
Products evident in the response
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