Carry out a practical investigation in a biology context, with supervision.
Achievement Standard 91153 (NCEA Biology 2.1) - Internally Assessed, 4 Credits.
You will design and carry out your own investigation in a biology context. This means you’ll plan what you’re going to test, collect your own primary data, and then analyse and interpret that data to draw a conclusion. The piece of work being assessed is your written scientific report, which will show how well you have planned, carried out, and understood your investigation.
Although the investigation is individual, you might complete some of the practical work alongside other students in your class. This is due to constraints in time and equipment. However, your scientific report must be completed on your own, under test conditions, and must reflect your own understanding and conclusions.
Your investigation could be completely independent (where you carry out all parts yourself) or it might be part of a larger group or class investigation, where your findings contribute to a dataset that is shared among your class or cohort. Either way, your report will focus on your own work and interpretations of data available to you.
Your teacher will guide and supervise the process. They will set the context for the investigation, outline what is required, and explain what equipment and conditions are available. You can discuss your ideas and progress with your teacher, and check how findings may or may not be shared.
The type of investigation you carry out could take different forms. It might be a fair test (where you change one factor and measure its effect), a pattern-seeking investigation (where you look for relationships or trends), or a modelling activity(where you use models or simulations to explore a biological idea).
Your scientific report will be marked against a criteria that is similar to the following:
An aim is written clearly stating the purpose of the investigation.
A hypothesis is linked to a scientific concept or idea.
A final method clearly describes the sequential steps carried out, and includes:
For fair tests -Â
the independent variable (of at least four values) with units and how this variable will be changed;
the dependent variable with units, and how this will be measured;
at least two control variables and state how they will be controlled. Â
For pattern seeking or scientific modelling -
the data that will be collected;
the range of data / samples;
at least two other key factors that will be considered.
A conclusion based on the processed data, relevant to the hypothesis stated.
A comparison of the primary data and data from another source.Â
As with Achievement and...
A final method clearly describes the sequential steps carried out, and includes:
For fair tests -Â
the valid range of independent variable (of at least four values with repeats) with units and how this variable will be changed;
the valid measurement of the dependent variable with units,Â
how most key control variables will be controlled. Â
For pattern seeking or scientific modelling -
the data that will be collected, and how it will be collected in a valid way;
the consideration of key factors such as sampling bias or sources of errors.
A valid conclusion based on the processed data, relevant to the hypothesis.
A discussion of biological ideas relating to the investigation based on the primary data and those from another source(s).
As with Achievement and Merit, and...
A comprehensive discussion of the conclusion in terms of biological ideas relevant to the biological context.
An evaluation of the choices made during the investigation by justifying the validity of the method.Â
An evaluation of the choices made during the investigation by justifying the reliability of the method.
Learning Intention 1: I am learning to explain what diffusion is and describe how particles move.
Learning Intention 2: I am learning to link diffusion to real-life examples.
Learning Intention 3: Explain how molecules move into and out of cells by diffusion through a semi-permeable membrane.
Learning Intention 1: I am learning to describe what osmosis is and how water moves across a semi-permeable membrane.
Learning Intention 2: I am learning to explain how osmosis can change the size and shape of plant and animal cells.Â
Learning Intention 3: I am learning to predict what will happen to cells when placed in different solution concentrations.Â
Learning Intention 1: I am learning to write an aim that clearly describes what my investigation is trying to find out.
Learning Intention 2: I am learning to write a hypothesis that makes a testable prediction based on science ideas.
Learning Intention 3: I am learning to identify and describe independent, dependent, and control variables.
Learning Intention 4: I am learning to design a fair test by controlling variables to ensure valid results.
Learning Intention 1: I am learning to write a detailed step-by-step method that is valid and repeatable.
Learning Intention 2: I am learning to choose equipment that suits the investigation.
Learning Intention 3: I am learning to recognise possible sources of error in an investigation and explain how they could affect results.
Learning Intention 4: I am learning to suggest practical ways to reduce sources of error and improve the method.
Learning Intention 1: I am learning to determine the aim and write a testable hypothesis for the method provided.Â
Learning Intention 2: I am learning to identify the independent, dependent, and control variables in the method provided.Â
Learning Intention 3: Â I am learning to follow the method closely to set up the osmosis investigation correctly.Â
Learning Intention 4: I am learning to check my set-up to reduce errors and improve reliability.
Learning Intention 1: I am learning to measure and record data carefully and accurately.
Learning Intention 2: I am learning to organise my data in clear results tables.
Learning Intention 3: I am learning to check the data for mistakes or unusual results.
Learning Intention 4: I am learning to calculate mean percentage change in mass.
Learning Intention 1: I am learning to choose the right graph for my data.
Learning Intention 2: I am learning to plot data clearly and accurately with correct labels, scales and units.Â
Learning Intention 3: I am learning to spot patterns or trends in my graph.
Learning Intention 4: I am learning to describe what a graph shows using scientific language.Â
Learning Intention 1: I am learning to write a conclusion that answers my aim using my data.Â
Learning Intention 2: I am learning to compare my results with others' results, scientific ideas and expected patterns.
Learning Intention 1: I am learning to explain why my results happened using biological ideas.Â
Learning Intention 2: I am learning to discuss factors that may have affected my results.
Learning Intention 3: I am learning to suggest realistic improvements for next time.Â
Learning Intention 1: I am learning to judge how trustworthy my investigation is.
Learning Intention 2: I am learning to explain how valid, accurate and reliable my results are.
Learning Intention 3: I am learning to reflect on what I learned and how the investigation could be improved.Â
Stratification
Succession
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