Science Skills
The Skills that Kills Science Assessment Tasks!
Contents:
1. Experimental Design
1.1 - Aim
1.2 - Hypothesis
1.3 - Materials
1.4 - Risk Assessment
1.5 - Method
1.5.1 - Dependent variable
1.5.2 - Independent variable
1.5.3 - Controlled variables
1.5.4 - Experimental control
2. Experimental Results & Analysis
2.1 - Results
2.1.1 - Qualitative data
2.1.2 - Quantitative data
2.1.3 - Tables
2.1.4 - Graphing
2.1.4.1 - Line graphs
2.1.4.2 - Column graphs
2.1.4.3 - Scatter plots
2.1.4.4 - Divided bar graphs
2.1.4.5 - Pie charts
2.1.5 - Trends
2.2 - Discussion
2.2.1 - Validity
2.2.2 - Reliability
2.2.3 - Accuracy
2.3 - Conclusion
Chapter 1 - Experimental Design
1.1 - Aim
The aim of an experiment must always start with ‘To ________’. The next word is a VERB such
as ‘investigate’ or ‘determine’ based on what the experiment is actually trying to accomplish.
E.g.
To investigate the effect of leaf temperature on the amount of oxygen produced by
indoor plants.
The aim must be clear and concise, and must involve the dependent variable and the
independent variable (see in 1.5 - Method).
1.2 - Hypothesis
The hypothesis is just an educated guess on what you think will happen based on your prior
knowledge or similar experiments.
E.g.
The amount of oxygen produced by indoor plants will be greatest at a temperature
range of 25 - 30 oC.
This prediction is just a guess and does not need to be correct as it will be accepted or
rejected by the results.
1.3 - Materials
The materials section is simply a list of equipment and resources needed for the experiment.
Materials should be specific to what is used in the method and must include volumes and
quantities.
E.g.
● 3 varieties of indoor plants
● 1x Laser thermometer
● 1x Oxygen meter
● 3x 250mL of water
● 3x 500g of potting mix
● 3x medium-sized plant pots (1L capacity)
● 1x Heat lamp
1.4 - Risk Assessment
Whenever an experiment is performed safety must be considered. Think about your experiment
and how you are going to make sure the risks are as small as possible. Include any safety
equipment that will be used e.g. safety glasses. You should write your risk assessment into a
table, using the following headings:
Hazard Risk Management Strategy
This is the thing that is This is what might happen This is what you will do to keep yourself
dangerous to you as a result of the risk safe
e.g. using glassware e.g. broken glass might cut e.g. keep glassware away from the edge
finger of the bench so it doesn’t fall
Be specific when writing your precautions – DO NOT write ‘be careful’. Give a specific and
detailed strategy to keep yourself safe.
1.5 - Method
The method is a specific, step-by-step procedure of the experiment.
Some rules for writing a scientific method include:
● Numbered points
● Each step starts with a verb e.g. ‘Place’ or ‘Fill’ or ‘Set up’
● Equipment needs to be exactly stated - how many used and the type e.g ‘one 500mL
beaker’
● Steps should be in a logical order
● Steps should actually test the aim (valid method)
An example is provided below:
1. Plant one indoor plant in one medium-sized plant pot with 500g of potting mix.
2. Pour 250mL of water into the plant pot.
3. Set up the heat lamp so that it directly shines on a leaf of the plant until it
reaches 30oC (measured by a laser thermometer).
The method should be specific enough so that somebody who has never done it before is able
to exactly replicate the experiment
1.5.1 - Dependent variable
The dependent variable is the part of the experiment that you are measuring.
E.g. Amount of oxygen produced
Only having ONE dependent variable helps to keep the experiment valid (see in 2.2 -
Discussion)
1.5.2 - Independent variable
The independent variable is the part of the experiment that you are changing.
E.g. Temperature of the leaf
Only have ONE independent variable helps to keep the experiment valid (see in 2.2 -
Discussion)
1.5.3 - Controlled variables
The controlled variables are any aspect of the experiment that you are actively trying to keep
the same.
E.g.
● Model of heat lamp
● Size of plant pots
● Type and model of thermometer (laser thermometer)
● Time of day when conducting the experiment
Simply stating something like ‘temperature’ or writing the ‘amount of’ something is not enough
detail. You need to be specific in terms of exactly what you are keeping the same.
One way to remember the difference between scientific variables is through remembering the
phrase ‘Cows Move Slowly, I Don’t Care’.
Write it out like this:
Cows I Change Independent
Move Don’t → Measure Dependent
Slowly Care Same Control
1.5.4 - Experimental control
The experimental control is a part of your experiment that is not subjected to the independent
variable.
It is used to compare your results to what happens (or doesn’t happen) when there is no
independent variable in order to prove that the independent variable is responsible for the
results.
One of the steps in our leaf temperature experiment must involve recording the oxygen
production from an indoor plant that has not been exposed to any extra heat i.e. a plant at room
temperature (~20oC).
E.g.
● Record the temperature of a leaf that has not been exposed to the heat lamp
to ensure it is at room temperature using the laser thermometer.
● Record the amount of oxygen produced by this leaf using the oxygen meter.
The data from the control must be displayed in the results in order to keep the experiment valid.
If no control is used, there is no way to determine if the independent variable is responsible for
the results.
Chapter 2 - Experimental Results & Analysis
2.1 - Results
The results consist of the raw data from the experiment and can be made up of qualitative data,
quantitative data, tables, graphs and figures (diagrams or photographs).
2.1.1 - Qualitative Data
Qualitative data is non-numerical data that cannot be counted or measured. It can consist of
descriptive observations or written answers from a questionnaire or survey.
E.g. Leaves that were heated above 30 oC were wilting, which may affect oxygen
production.
2.1.2 - Quantitative Data
Quantitative data is any data that can be counted or measured using numbers.
E.g. 5 mL /h
2.1.3 - Tables
Tables are a great way to summarise data or to compare data or features/characteristics of
something.
When drawing a table the following rules must be followed:
● Table is drawn in pencil
● Lines are ruled with a ruler
● Table is enclosed i.e. no missing lines
● Must contain an appropriate title
● Units must be displayed in the table headers (subheadings)
● Units must not be displayed in the empty cells, just raw numbers
● If the data have decimal points, round to 2 decimal places unless otherwise implied by
other data or stated otherwise
E.g.
Amount of Oxygen Produced by Indoor Plants at Different Temperatures for 1 Hour
Oxygen Produced by an Indoor Plant (mL /h)
Leaf Temp (oC) Plant A Plant B Plant C
20 5.00 4.30 6.00
25 7.00 5.00 7.65
30 7.50 6.00 8.00
2.1.4 - Graphing
Graphing is a very commonly tested skill in science assessment tasks and is very important to
be able to do correctly.
The basic requirements for graphs are as follows:
● Title
○ Must contain both dependent and independent variables.
● Appropriate scale
○ Each axis must follow an appropriate and consistent scale i.e. the value
between the numbers is the same e.g. going up by 2’s or 10’s or 100’s.
● Axes titles (with units)
○ Axes titles must be shown and the correct units must be provided.
● Axes location
○ The dependent variable should be on the y axis (vertical axis).
○ The independent variable should be on the x axis (horizontal axis).
● Correctly plotted points
○ Your data points should be correctly plotted to your appropriate scale.
● Appropriate format e.g. line graph with line of best fit
○ Graphs generally require either a line graph, column graph, scatter plot, divided
bar graph or pie chart.
● Size
○ Your graph must use most of the space that has been provided - this means at
least approximately ⅔ of the space provided.
2.1.4.1 - Line Graphs
Line graphs are used to show a relationship between two variables and are most commonly
used in science experiments and assessment tasks.
You start by plotting the data in the correct spots using very small dots or crosses.
(Crosses are highly recommended because they are more precise - dots can be too large and
cover multiple points - making your data invalid. The intersection of two lines is a very
small/accurate point)
When drawing a line, it is more often the case that a line of best fit is more appropriate than
simply joining the dots.
Joining the dots are good for showing the rise and fall of something over time e.g. stocks.
A line of best fit shows the relationship between two variables, which is more appropriate for
scientific experiments.
A line of best fit must be:
● Drawn in pencil (so mistakes can be made & fixed)
● A single line (not sketched)
● Either a straight line (drawn with a ruler) or a smooth, neat curve
● Going through, touching or located as close as possible to as many data points
as possible.
These are all common mistakes that students make and are easy to fix!
Some examples of lines of best fit are provided below:
2.1.4.2 - Column Graphs
Column graphs are used when the dependent variable (vertical axis) is quantitative data and
the independent variable (horizontal axis) is qualitative data or categorised quantitative
data e.g. a range of numbers).
Eg. Hair Colour and Shape of a Class
Note: A key should be used if graphing multiple independent variables
2.1.4.3 - Scatter Plots
Scatter plots are used when there are many data points that don’t show a direct relationship, so
no line of best fit can be drawn.
Points can be grouped into separate groups that may indicate multiple relationships in the data.
An example is provided below:
Note: The majority of data points show a relationship between low income and a medium
average happiness score, however a second group/relationship can be made between high
income earners and average happiness.
2.1.4.4 - Divided Bar Graphs
Divided bar graphs are used to show the proportions of something.
The length of the space available should represent 100% and rest of the data should be
proportional to that.
E.g. Newspapers Read by a Population
Note: Categories are labeled and percentages are provided
2.1.4.5 - Pie Charts
Pie charts serve the same purpose as a divided bar graph, however each section must
represent a percentage of 360o as this is the angle of each section in a circle, which must be
drawn using a protractor.
An example is shown below
Monopoly = 21%
21% x 360 = 75.6
First angle from 12:00 = 76o
(12:00 being the vertical line pointing
to 12:00 if it were a clock face)
Candyland = 23%
23% x 360 = 82.8
Next angle = 82o
2.1.5 - Trends
Often, after an assessment task requires you to draw a graph, it will ask you to describe or
account for the trend of the data.
The trend is the overall relationship between the dependent variable and the independent
variable, which can be described as either:
● Positive correlation (directly proportional)
● Negative correlation (inversely proportional)
● No relationship
Generally, if the line of best fit is a straight line, there is a constant relationship. If the line of
best fit is a curve, there is a changing relationship.
When describing a changing trend, you must refer to when/where in the data it changes and
by how much (look at the gradient/steepness of the line - a steep line = rapid change)
2.2 - Discussion
The discussion of an experiment is like an evaluation of success.
This is where the meaning of the results is discussed e.g. trends in results, as well the
quality of the experiment and any issues/pitfalls throughout the process that may have
had an impact on the results.
Suggestions for future research and modifications to the experiment are also discussed.
The quality of an experiment can be assessed in terms of validity, reliability and accuracy.
2.2.1 - Validity
Validity refers to how well-designed the experiment is and therefore, how valid the results are.
There are a number of factors that determine validity:
● If the method matches the aim i.e. the method tests what the aim is trying to achieve
● If there is only 1 independent variable
● If there is only 1 dependent variable
● If there are many controlled variables
● Using a control to prove the effect of the independent variable
● Increasing randomisation or any adjustment to reduce bias
2.2.2 - Reliability
Reliability is not just repetition!
Reliability is increased by achieving similar results when repeating the experiment.
This shows that the results are not a one-off chance or a fluke and that if the experiment is also
valid, it must be the independent variable that is having an effect on the dependent variable.
Depending on the experiment, repetition of the method 3 or more times is a good way of
ensuring reliability.
2.2.3 - Accuracy
Accuracy refers to how accurate the data collection is.
If more errors can be made during the collection of data, this reduces the accuracy.
Accuracy can be increased by using better
or more appropriate equipment.
E.g. a 10mL measuring cylinder rather than
a 100mL measuring cylinder to measure
8mL of water.
2.3 - Conclusion
Your conclusion should be informative and concise.
If your results are inconclusive or further investigation is required, this should also be mentioned
in the conclusion.
It should consist of 3 main parts (one sentence each).
● Your claim
State the relationship between the independent and dependent variable
● The evidence in support of your claim
Summarise your data by stating the overall trend you observed in your results
● Refer to your hypothesis
Comment whether your results support or disprove with your hypothesis
E.g.
As the temperature of the leaf increases, the rate of oxygen production also increases.
This is shown by a directly proportional increase in oxygen production and leaf
temperature. These results support the hypothesis that oxygen production will be
greatest at 25 - 30 oC however, further investigation is required to determine the
limit of oxygen production as temperature increases.
Use this information to guide you when completing experiment reports and to study for written
examinations.
Always check with your teacher if you are unsure how this information may apply to your
experiment as some of this content is very general.
I hope this helps!
