Year 10 Technology & Applied Science
Term 4, 2015
Task 4 Unit 4 : Extended Experimental Investigation (EEI)
Downloaded from seniorbiology.com/eei.html. Courtesy of STEM teacher - Adam Delroy
NAME:
CLASS:
CONDITIONS/INSTRUCTIONS
TEACHER:
Mr Delroy / Dr Walding
DISTRIBUTION DATE:
Monday 7th September 2015 - Week 9
DUE DATES:
3 Submissions

Time - 8 weeks class time

Submission guidelines: a submission of each part
must be made to Moodle during the last lesson
of each week as a draft. Final submissions of
each part must be made by the due date
identified, via Moodle. See Pg. 4 for details.
EEI Proposal Part 1: Monday 14/9
(Week 10)
Results Part 2: Friday 30/10 (Week 4)
Discussion & Conclusion Part 3: Friday
13/11 (Week 6)
UNIT/TOPIC:
Unit 4: Microbes, Friends or Foe?
TASK:
Your task is to undertake an Extended
Experimental Investigation (EEI) in order to
develop and assess your understanding of the
biological concepts related to the study of
bacterial growth, and the processes
associated with scientific investigation.
You will be investigating the question:
Are probiotics able to survive the pH
variations of exposure through the intestinal
tract to offer health benefits?
CCEs (Common Curriculum Elements) that are well represented within this Task:
9 Using correct spelling, punctuation, grammar
26 Explaining to others
10 Using vocabulary appropriate to a context
33 Reaching a conclusion which is consistent with a given set of
assumptions
13 Recording/noting data
41 Hypothesising
14 Compiling results in a tabular form
43 Analysing
15 Graphing
45 Judging/evaluating
16 Calculating with or without calculators
48 Justifying
20 Setting out/presenting/arranging/displaying
21 Structuring/organising extended written text
Year 10 TAS EEI 2015
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 CONTEXT;
Probiotics are live bacteria and yeasts that are good for your health, especially your digestive system.
We usually think of bacteria as something that causes diseases. But your body is full of bacteria, both
good and bad. Probiotics are often called "good" or "helpful" bacteria because they help keep your
gut healthy.
Probiotics are naturally found in your body. You can also find them in some foods and supplements.
Supposedly they can lower the amount of "bad" bacteria in your digestive system that can cause
infections or other problems. However, are probiotics able to survive the pH variations of
exposure through the intestinal tract to offer health benefits?
In this task, you will select a probiotic (either Lactobacillus acidophilus probiotics or
Bifidobacteriam probiotics) and test whether these microbes are able to survive the pH exposures
found in the mouth, oesophagus, stomach, proximal and distal small intestine and large intestine
to offer their health benefits.
Some notes from Wikipedia about the bacteria:
Lactobacillus is a type of bacteria with multiple different species in the genus.
Most Lactobacillus species in humans are considered harmless. Lactobacilli live in the urinary,
digestive and genital tracks of humans. Lactobacillus is possibly effective for preventing diarrhoea
in children.
Some strains of Lactobacillus and other lactic acid bacteria (LAB) may possess potential
therapeutic properties including anti-inflammatory and anti-cancer activities, as well as other
features of interest.
Some Lactobacillus species are used as starter cultures in industry for controlled fermentation in
the production of yogurt, cheese, sauerkraut, pickles, beer, wine, cider, kimchi, cocoa, kefir, and
other fermented foods, as well as animal feeds.
Some Bifidobacterium strains are considered as important probiotics and used in the food
industry. Different species and/or strains of bifidobacteria may exert a range of beneficial health
effects, including the regulation of intestinal microbial homeostasis, the inhibition of pathogens
and harmful bacteria that colonize and/or infect the gut mucosa, the modulation of local and
systemic immune responses, the repression of procarcinogenic enzymatic activities within the
microbiota, the production of vitamins, and the bioconversion of a number of dietary compounds
into bioactive molecules. Bifidobacterium improve the gut mucosal barrier and lowers levels of
lipopolysaccharide in the intestine.
During this unit you will be provided with an opportunity to learn about aseptic inoculation
procedures for microbial growth. Once you have been upskilled, you and your 3-4 group members
will decide on a probiotic to test from the range provided to you. You will receive 24 agar nutrient
growth plates to allow you to inoculate 2 plates per upper and lower limit pH exposure group for
your probiotic of the following digestive sites:
Mouth: pH 6.5 to 7.5
Proximal Small Intestine: pH 6.6 to 8.5
Oesophagus: pH 4 to 6.5
Distal end of Small Intestine: pH 4 to 7.5
Stomach: pH 1 to 2.5
Large Intestine: pH 4 to 7
While you will work with your peers to conduct the investigation, you will write and submit your
own sections of the scientific report (see Pg. 4 for details). Submissions of drafts and finals are made
through Moodle.
Year 10 TAS EEI 2015
Page 2
 RESEARCHING THE TOPIC:
You will need to develop an understanding of the biological principles of bacterial growth. Below is
a list of guide questions to develop your report that may be useful for your initial research of this
topic. You are not required to answer all of these questions.
1. What are the cellular structures of bacterial cells and what function do these structures serve?
2. What is binary fission?
3. What environmental conditions support bacterial population growth?
4. How can I measure bacterial growth?
5. What structural components of Lactobacillus acidophilus or Bifidobacteriam influence their
ability to survive the pH exposures within the gastrointestinal tract?
6. What health benefits do Lactobacillus acidophilus or Bifidobacteriam provide?
By use of the library, online resources, textbooks or other source of information (parent, expert) you
will need to develop an understanding of the biological principles behind the topic.
Your notes from this library research will form the basis of the Justification of the Hypothesis. It will
be used to tell a story that generates interest in the reader and explains the biological concepts
related to the field of your research, and link to the practical investigation to follow. Journal articles
about each of the 2 bacteria will be provided to you to help answer these questions. You only need
to read and answer the focus questions of the bacterium you are conducting research into. Answers
to focus questions will be provided on Moodle.
It is suggested that you start you research with the online databases available on Moodle. The
following databases could be of valuable use: Expanded Academic, Encyclopaedia Britannica,
University of Queensland, State Library of Queensland, ECOS and Scientific American.
 SCIENTIFIC REPORT:
Report writing involves collating all you have done into a report of your investigation. A scientific
report style guide has been provided to help you structure your report (see Appendix 1). Please note
that other people’s ideas, statements, diagrams, photos and so on should be correctly referenced,
using in-text referencing. Your work must not contain plagiarised material – this also includes
copying large sections of the report from other members in your group.
Harvard 6th or APA 5th are appropriate referencing styles for use for both in- text referencing and
reference lists at the end of your report.
Year 10 TAS EEI 2015
Page 3
 TIMELINE: Please use as a guide for your EEI planning.
Week
9
Activity in class time
Double: Introduction to Microbiology
Practical
Single: Proposal Part 1 - Aim,
hypothesis, hypothesis justification,
variable identification & reference
list.
10
1
2
3
4
Homework
Proposal Part 1 - Aim,
hypothesis, hypothesis
justification, variable
identification & reference list.
Year 10 Camp
Double: Conduct Experiments Inoculate 2 agar plates (ie. 2 trials)
for each of the upper and lower
ranges of pH’s for 3 digestive tract
sites: Mouth, Oesophagus, Stomach
(ie. 12 plates) for a selected probiotic
Single: Collect data from inoculation
results – quantitative/ qualitative,
photographs
Double: Conduct Experiments Inoculate 2 agar plates (ie. 2 trials)
for each of the upper and lower
ranges of pH’s for 3 digestive tract
sites: Proximal Small Intestine, Distal
Small Intestine, Large Intestine (ie.
12 plates) for a selected probiotic
Single: Collect data from inoculation
results – quantitative/ qualitative,
photographs
Double/Single: Generate
presentations of data collection to
show trends and interrelationships.
Include any manipulation of data as
required.
Double: Investigations into bacteria
structure and growth rates
Single: Research into the bacterial
defence mechanisms of lactobacillus
and bifidobacterium.
Year 10 TAS EEI 2015
Significant Dates
EEI distributed – 7/9
TASA: Draft EEI Proposal Part 1 due
into Moodle during Session 7
Thursday 10/9
TASB: Draft EEI Proposal Part 1 due
into Moodle during Session 4 Friday
11/9
Monday 14/9 3:10pm via Moodle EEI Proposal Part 1 - Aim,
hypothesis, hypothesis justification,
variable identification & reference
list.
Results Part 2 – Generate
presentations of data collection
to show trends and
interrelationships. Include any
manipulation of data as
required.
Results Part 2 – Generate
presentations of data collection
to show trends and
interrelationships. Include any
manipulation of data as
required.
Results Part 2 – Generate
presentations of data collection
to show trends and
interrelationships. Include any
manipulation of data as
required.
Results Part 2 – Generate
presentations of data collection
to show trends and
interrelationships. Include any
manipulation of data as
required.
TASA: Draft Results Part 2 due into
Moodle during Session 7 Thursday
22/10
TASB: Draft Results Part 2 due into
Moodle during Session 4 Friday
23/10
Friday 30/10 3:10pm via Moodle –
Results Part 2 – Presentation of
trends and interrelationships,
including manipulation of data.
Page 4
5
6
Double/Single: Research into the
bacterial defence mechanisms of
lactobacillus and bifidobacterium.
Double/Single: Finalise Discussion &
Conclusion for submission.
Year 10 TAS EEI 2015
Discussion & Conclusion Part 3
– Analysis of trends and
interrelationships from data
presentation, explanation of
results linked to biological
concepts, error identification
and improvement suggestions,
and conclusion.
Discussion & Conclusion Part 3
– Analysis of trends and
interrelationships from data
presentation, explanation of
results linked to biological
concepts, error identification
and improvement suggestions,
and conclusion.
TASA: Draft Discussion & Conclusion
Part 3 due into Moodle during
Session 7 Thursday 5/11
TASB: Draft Discussion & Conclusion
Part 3 due into Moodle during
Session 4 Friday 6/11
Friday 13/11 3:10pm via Moodle –
Discussion & Conclusion Part 2 –
Results analysis, explanation of
trends, error discussion, conclusion
and reference list.
Page 5
YEAR 10 TAS
Unit 4: Microbes, Friends or Foe?
CRITERION: SKILLS DIMENSION (SD)
Development of questions and Development of questions
justified hypotheses that can be and informed hypotheses
investigated scientifically
that can be investigated
scientifically
Thorough explanation of how
to manage fairness and
reliability
Task 4
Name: __________________________________
Research Question and Hypothesis
Development of questions and Guided development of
hypotheses
questions and hypotheses
Explanation of how to
manage fairness and
reliability
Variable Identification
Explanation of how fairness
and reliability are considered
Selection of, or partial
consideration of fairness
and reliability
Use of given questions
Use of given methods of
investigation
Results
Use appropriate equipment to
systematically collect and
accurately record reliable data
Use appropriate equipment Identification of where digital
to systematically collect and technologies can be used to
record reliable data
enhance the quality of data
Selection of, or partial design Use of given methods of
of methods
investigation
Identification and effective
incorporation of digital
technologies to enhance the
quality of data
Identification and
Identification of where digital
incorporation of digital
technologies can be used to
technologies to enhance the enhance the quality of data
quality of data
Selection of, or partial design Use of given methods of
of methods
investigation
Discussion and Interpretation of Data and Conclusion
Analysis of data, selection Analysis of data, selection of Statements about:
Restatement of:
of evidence, development evidence, development and
- patterns in data and
- data and findings
and justification of
justification of conclusions to: conclusions
conclusions to:
- identify alternative
- alternative explanations
- identify plausible
explanations for findings
alternative explanations
- explain any sources of
for findings
uncertainty
- explain any sources of
uncertainty and identify
the effects
Independent design, justification Independent design and
Independent design and
Selection of, or partial design Use of given methods of
of improvements to appropriate improvement of
improvement of appropriate of methods
investigation
methods
appropriate methods
methods of investigation
Analysis of data, selection of
evidence, development and
justification of conclusions to:
- identify and justify plausible
alternative explanations for
findings
- explain any sources of
uncertainty and describe the
effects
Communication
Concise and coherent evidencebased arguments, selection of
appropriate representations,
scientific terminology and text
types to communicate science
ideas for specific purposes
A+
A
A-
Coherent evidence-based
arguments, selection of
appropriate
representations, scientific
terminology and text types
and to communicate
science ideas for specific
purposes
B+
B
B-
Construction of evidence based
arguments, selection of
appropriate representations
and text types to communicate
science ideas for specific
purposes
Construction of arguments, Fragmented communication of
selection of representations, science ideas
everyday language and text
types to communicate
science ideas
C+
D+
C
C-
D
D-
E+
E
E-
CRITERION: UNDERSTANDING DIMENSION (UD)
Hypothesis Justification and Discussion
Linking of evaluation, analysis, Evaluation, analysis,
Partial explanation,
explanation and description of explanation and description of description, identification,
phenomena, with science
phenomena
definition and recall of
knowledge
science knowledge
Application of science
Application of science
Application of science
Application of science
knowledge to generate
knowledge to generate
knowledge to generate
knowledge to generate
justified solutions in simple and informed solutions in simple
solutions in simple situations
partial solutions in simple
complex situations
situations, with progress
situations
towards some that are complex
A+
A
AB+
B
BC+
C
CD+
D
DIntegration of evaluation,
analysis, explanation and
description of phenomena,
with science knowledge
UD Grade: _______
Year 10 TAS EEI 2015
Recall of science facts
Recall of science facts
E+
E
SD Grade: _______
Page 6
E-
APPENDIX 1
THE SCIENTIFIC REPORT STYLE GUIDE
(complete only the sections being assessed)
Title page:
 Subject, assessment task type, title, your name, date, teacher’s name
Introduction:
 Research Question and Aim you have posed and the Hypothesis to be tested.
The Research Question should obviously be in the form of a question, eg “What are the best conditions for plant
growth? What factors influence the flight of an arrow? How is the corrosion of a shipwreck influenced by …?”
The Aim should be in the form of an explicit statement relating to your variables, eg: “To investigate the
effect of (manipulated variable) on (dependent variable) when (controlled variables) are kept constant.
The Hypothesis is your predicted outcome of the investigation. It should be in the form: “That as (manipulated
variable) is increased, the (dependent variable) will …”.
Although the aim & hypothesis is formulated prior to the commencement of the investigation, these are written
in past tense with passive voice as the report is compiled upon completion of the investigation.
 Justification of hypothesis: You will need to justify your hypothesis by referring to relevant scientific principles
from your research. You will need to reference your sources.
Variable Identification: Identify the independent, dependent and controlled variables.
Method:
 A description of what you did in your investigation. It should contain two sections:
Materials: alphabetical list of chemicals and apparatus used for this investigation
Procedure: a replicable, stepwise description in passive voice. ‘Replicable’ means that someone else could repeat
the experiment by following your procedure. A diagram/photo(s) of apparatus setup should also be included.
Note: There is no need to describe small non-scientific procedures here.
NOTE: This has been provided for you.
Results:
 The collected results should be displayed in forms that are appropriate to your data; eg tables, graphs, photos.
Each should be appropriately labelled. (Numbered, title, columns/rows labelled))
 NOTE: There should be NO interpretation of the data in your results.
Discussion: (approximately 500 words)
 You will need to show evidence of critical thinking in interpreting your data in relation to your hypothesis and
theory presented in your hypothesis justification. This is an opportunity to examine any mathematical
relationships in your data, to critically discuss various aspects of the experiment, such as: what generalisations
can be made to support or refute your hypothesis, the limitations of the result, the method used and possible
improvements, measured quantities that may have limited the accuracy of the result and further related
investigations that this experiment could lead to (any why). It will also need to written in passive voice.
Conclusion:
 You should state very briefly the essential conclusion or conclusions you have drawn from the experiment. It will
need to be written in passive voice. It should satisfy the statement set out in the Aim at the beginning. Be sure
to include any conditions that apply to your result (eg ‘at constant temperature’). It is important not to overstate
what you can rightly claim as a result of the experiment. Statements like ‘the results supported…’ are more
justifiable than ‘the results proved…’.
Reference List:
Guidelines for a reference list and referencing can be found through the MBC Secondary Library.
Year 10 TAS EEI 2015
Page 7