Extended experimental investigation: Stain removal

Transcription

1 Science 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.

2 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 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. Queensland Studies Authority April

3 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. Queensland Studies Authority April

4 Report format: HEADINGS Title Summary (or abstract) Introduction Materials Methods Results Discussion Conclusion INSTRUCTIONS Write a title for your investigation. 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 words. Includes the background information, the aim and hypothesis/prediction, to the investigation. Write a list of the items used and specify the quantity, size, concentration etc. 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. Record all observed data from the experiment in this section. Try to record the data in suitable formats such as tables or drawings. 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)? In this section, write a response to the aim/prediction/ hypothesis, with some justification. Queensland Studies Authority April

5 Planning sheet extended experimental investigation Topic: Stain removal The EEI planning sheet is available on the Science 21 web page to assist teachers with Semester (stage of course): Semester 2 Year 11 General objectives: KCU, IP, II planning units of work containing EEIs. Key concepts: SP1, SP2, EN2 Teachers are not required to use this planner. Note: For teacher use only NOT to be given out to students as part of the task sheet. Possible hypotheses/issue/researchable question 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). Outline of possible experiments/practical tasks 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. 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. It supports the QSA s Designing effective assessment instruments document. Types of data/information to be collected 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. 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? Queensland Studies Authority April

6 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. generate and/or collect primary (and/or secondary) 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. Learning experiences/prior knowledge/scaffolding 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). Data may be displayed in written form, tabulated, sketches of results or theory (to illustrate understanding of scientific concepts and principles). develop research outcomes with justifications Students may support their hypothesis or refute an incorrect claim using their primary data and researched secondary information. Time/space/equipment requirements, and costs or safety issues 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. Most research will involve chemical testing and modifying Opportunity to research second-hand data from a variety of sources. examine and evaluate the validity and value of data/information A variety of information sources are available including reputable scientific information, blogs and anecdotal testimony. Strategies for authentication 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 Queensland Studies Authority April

7 Instrument-specific criteria and standards Standard A Standard B Standard C Standard D Standard E Knowledge and conceptual understanding description and explanation of complex scientific information underpinning the stain removal investigation interpretation and application of scientific knowledge and information to generate reasoned explanations of stain removal methods description and explanation of scientific information underpinning the stain removal investigation application of scientific knowledge and information to generate informed explanations of stain removal methods description of scientific information underpinning the stain removal investigation generation of scientific explanations of stain removal methods statements of scientific information about stain removal identification of scientific information about stain removal methods statements of isolated scientific facts about stain removal superficial statements about stain removal methods Investigative processes questions and hypotheses formulated by identifying stain removal problems that inform justified and refined plans for investigation 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 systematic analysis and interpretation of data and information using appropriate quantitative and qualitative techniques to identify trends, relationships and anomalies questions and hypotheses formulated by identifying stain removal problems that inform justified plans for investigation assessment and management of risk; safe selection and use of equipment and appropriate use of technology to gather reliable data analysis and interpretation of data and information using appropriate quantitative and qualitative techniques to identify trends and anomalies questions and hypotheses formulated, using given stain removal problems to select and carry out a given scientific investigation assessment and management of risk; safe selection and use of equipment and technology to gather data analysis of data and information using appropriate quantitative and qualitative techniques carrying out of given structured stain removal investigation management of risk; safe use of equipment / technology to gather data partial analysis of data and information identification of stain removal problems safe, focused operation of equipment /technology rudimentary analysis of data or information Queensland Studies Authority April

8 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 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 selection and presentation of scientific data/ideas to convey meaning in a variety of formats within the scientific report presentation of scientific data/ideas in a variety of formats within the scientific report presentation of information Issues & Impacts synthesis of data to draw well-reasoned conclusions and express justified positions synthesis of data to draw informed conclusions and express positions use of data and information to express plausible conclusions and positions statements of conclusions and positions statements of opinions Key: Qualitative differences across the standards Cognitive processes demonstrated in the response Products evident in the response Queensland Studies Authority April