- Year
- 2023
- Type
- Assessment Task
The Task:
Students will conduct a field study to investigate the health of Longneck Lagoon.
Students will:
Form a research question based off the following:
Conduct research to compose a 1200 word report (with supporting images/diagrams) providing information about the area, with a reference list of sources used.
Complete the Field Study and all relevant work
Process results and write a scientific report to be uploaded to CANVAS by:
The task will be carried out across 11 periods in class and the Field/Depth Study excursion.
The following is a suggested timeline.
Prior to allocated lessons Students will become familiar with what they need to do
Read through the information provided to you (CANVAS module
Depth Study) from Longneck Lagoon to prepare for the Depth/Field Study.
Contemplate a Research Question from the stimulus above.
Period 1 -3 Students undertake background research of the area and Green and Golden Bell Frog
The history of Longneck Lagoon and surrounding catchment – future, current and historical (including Indigenous Australians)
What constitutes a 'healthy ecosystem’, generally and specific reference to Longneck Lagoon
The abiotic and biotic impacts on the ecosystem- with reference to the Green and Gold Bell frog
The importance of biotic and abiotic testing when determining the health of an ecosystem
An overview of what the Green and Golden Bell Frog is, and how it interacts with the ecosystem throughout its lifecycle (aquatic and terrestrial)
Periods 3-5 Students will consider impacts – natural and human
Consider recent natural phenomena (droughts, bushfires and floods) and their impacts on the ecosystem - with reference to the Green and Gold Bell frog
The steps taken to maintain/rehabilitate the area
Recovery plans – their purpose (you may use information for other native species of amphibians) and how they may apply/be useful to the Green and Golden Bell Frog due to its endangered species status
Real world application – promotion of community engagement and sharing of information
Periods 6-7 Students will prepare for the Field/Depth study
Familiarisation with the relevant methods for abiotic and biotic tests that may be conducted on the day
What is the purpose of the abiotic and biotic tests conducted on the day
Construction of Aim, Hypothesis, Risk Assessment and relevant testing methods
Formation of groups that will promote positive working relationships and data collection
Field Study Students gather data for the Scientific Report
Students participate in the field study by visiting Longneck Lagoon
Students gather data on both abiotic and biotic factors related to the Green and Golden Bell Frog (in student booklet- hard copy will be provided for you on the day)
Students raw data can be shared with others/processed to assist in supporting individual research questions
Periods 8-11 Students will analyse the data and complete their report
Process the data collected from the Field Study to determine the suitability of Longneck Lagoon as an ecosystem for the Green and Golden Bell Frog
Complete the results (tables and graphs), discussion and conclusion
Discuss the importance of Longneck Lagoon for the Green and Golden Bell Frog from your research and findings
Consider what strategies may need to be implemented OR why it is not possible to ensure species numbers increase/remain stable related to the factors investigated as a logical ‘next step’
Title: a simple statement that describes what is being investigated.
Research Question: A question that defines the focus point of the investigation. The research question is the stimulus of the aim and hypothesis and should show evidence that background research has been undertaken.
Abstract: A concise summary of the experiment/research project. It should be brief - typically under 200 words. The purpose of the abstract is to summarize the experiment/research project by stating the purpose of the research, the experimental method, the findings, and the conclusions.
Aim: a clear, single statement of what you are investigating using scientific terminology, referring to the independent and dependent variables, for example in the format:
Hypothesis: a clear, single statement predicting the effect of the independent variable on the dependent variable. This should be based on observation or research. It must be scientifically testable, include variables, be linked to the aim and written in the third person. For example:
Equipment: a list of materials and equipment used to do the experiment.
In dot point format
Include quantities/sizes/amounts (eg sizes and descriptions of all equipment, volumes and concentrations of all chemicals etc)
Risk Assessment:
A comprehensive list of hazards, associated risks and relevant risk management strategies.
Method: a list of the steps you followed to conduct the experiments. It should:
Be numbered
Be logically sequenced
Be simple to read and enables the reader to repeat the experiment using your instructions without having to ask you.
Be written in third person, past passive voice.
Include references to reliability.
Include variables:
Independent variable – what you have changed in the experiment.
Dependent variable – what you are measuring in the experiment
Controlled variables – all the things you are keeping the same
Experimental controls – an element which remains unchanged or unaffected by other variables as a benchmark or point of comparison to measure the effects of the independent variable on the dependent variable.
Results: should include labelled and correctly formatted:
Raw Data (advised to create an appendix at the end of the report)
Processed Data
Tables
Statement(s) explaining trends, relationship between the variables
Graph(s)
Discussion: is where you interpret and describe the significance of your findings in light of what was already known about the investigation and to explain any new understanding or insights that emerged as a result of your study. It should include:
Analysis of your results and a logical explanation for any findings
Justification for the tests conducted (abiotic and biotic)
Any difficulties and possible sources of error
Analysis of the reliability and validity of the investigation
Analysis of the equipment selected and accuracy of the data collected
Suggestions for improvement in experimental design
Real world applications of the research undertaken and any logical ‘next steps’
Conclusion: is a finishing up statement that includes the following:
A description of the effect of the independent variable on the dependent variable (answers the Aim) and
Whether or not the hypothesis was supported or rejected.
Students will conduct a field study to investigate the health of Longneck Lagoon.
Students will:
Form a research question based off the following:
How does/has/will the health of the ecosystem at
Longneck Lagoon impact(ed) the Green and Golden Bell Frog?
Longneck Lagoon impact(ed) the Green and Golden Bell Frog?
Conduct research to compose a 1200 word report (with supporting images/diagrams) providing information about the area, with a reference list of sources used.
Complete the Field Study and all relevant work
Process results and write a scientific report to be uploaded to CANVAS by:
Friday 2nd September, 3:30pm
The task will be carried out across 11 periods in class and the Field/Depth Study excursion.
The following is a suggested timeline.
Prior to allocated lessons Students will become familiar with what they need to do
Read through the information provided to you (CANVAS module
Depth Study) from Longneck Lagoon to prepare for the Depth/Field Study.Contemplate a Research Question from the stimulus above.
Period 1 -3 Students undertake background research of the area and Green and Golden Bell Frog
The history of Longneck Lagoon and surrounding catchment – future, current and historical (including Indigenous Australians)
What constitutes a 'healthy ecosystem’, generally and specific reference to Longneck Lagoon
The abiotic and biotic impacts on the ecosystem- with reference to the Green and Gold Bell frog
The importance of biotic and abiotic testing when determining the health of an ecosystem
An overview of what the Green and Golden Bell Frog is, and how it interacts with the ecosystem throughout its lifecycle (aquatic and terrestrial)
Periods 3-5 Students will consider impacts – natural and human
Consider recent natural phenomena (droughts, bushfires and floods) and their impacts on the ecosystem - with reference to the Green and Gold Bell frog
The steps taken to maintain/rehabilitate the area
Recovery plans – their purpose (you may use information for other native species of amphibians) and how they may apply/be useful to the Green and Golden Bell Frog due to its endangered species status
Real world application – promotion of community engagement and sharing of information
Periods 6-7 Students will prepare for the Field/Depth study
Familiarisation with the relevant methods for abiotic and biotic tests that may be conducted on the day
What is the purpose of the abiotic and biotic tests conducted on the day
Construction of Aim, Hypothesis, Risk Assessment and relevant testing methods
Formation of groups that will promote positive working relationships and data collection
Field Study Students gather data for the Scientific Report
Students participate in the field study by visiting Longneck Lagoon
Students gather data on both abiotic and biotic factors related to the Green and Golden Bell Frog (in student booklet- hard copy will be provided for you on the day)
Students raw data can be shared with others/processed to assist in supporting individual research questions
Periods 8-11 Students will analyse the data and complete their report
Process the data collected from the Field Study to determine the suitability of Longneck Lagoon as an ecosystem for the Green and Golden Bell Frog
Complete the results (tables and graphs), discussion and conclusion
Discuss the importance of Longneck Lagoon for the Green and Golden Bell Frog from your research and findings
Consider what strategies may need to be implemented OR why it is not possible to ensure species numbers increase/remain stable related to the factors investigated as a logical ‘next step’
Components of a Scientific Report
Title: a simple statement that describes what is being investigated.
Research Question: A question that defines the focus point of the investigation. The research question is the stimulus of the aim and hypothesis and should show evidence that background research has been undertaken.
Abstract: A concise summary of the experiment/research project. It should be brief - typically under 200 words. The purpose of the abstract is to summarize the experiment/research project by stating the purpose of the research, the experimental method, the findings, and the conclusions.
Aim: a clear, single statement of what you are investigating using scientific terminology, referring to the independent and dependent variables, for example in the format:
The effect of (independent variable) on (dependent variable)
The relationship between (independent variable) on (dependent variable)
The relationship between (independent variable) on (dependent variable)
Hypothesis: a clear, single statement predicting the effect of the independent variable on the dependent variable. This should be based on observation or research. It must be scientifically testable, include variables, be linked to the aim and written in the third person. For example:
If (independent variable) is increased, then the (dependent variable) will decrease.
Equipment: a list of materials and equipment used to do the experiment.
In dot point format
Include quantities/sizes/amounts (eg sizes and descriptions of all equipment, volumes and concentrations of all chemicals etc)
Risk Assessment:
A comprehensive list of hazards, associated risks and relevant risk management strategies.
Method: a list of the steps you followed to conduct the experiments. It should:
Be numbered
Be logically sequenced
Be simple to read and enables the reader to repeat the experiment using your instructions without having to ask you.
Be written in third person, past passive voice.
Include references to reliability.
Include variables:
Independent variable – what you have changed in the experiment.
Dependent variable – what you are measuring in the experiment
Controlled variables – all the things you are keeping the same
Experimental controls – an element which remains unchanged or unaffected by other variables as a benchmark or point of comparison to measure the effects of the independent variable on the dependent variable.
Results: should include labelled and correctly formatted:
Raw Data (advised to create an appendix at the end of the report)
Processed Data
Tables
Statement(s) explaining trends, relationship between the variables
Graph(s)
Discussion: is where you interpret and describe the significance of your findings in light of what was already known about the investigation and to explain any new understanding or insights that emerged as a result of your study. It should include:
Analysis of your results and a logical explanation for any findings
Justification for the tests conducted (abiotic and biotic)
Any difficulties and possible sources of error
Analysis of the reliability and validity of the investigation
Analysis of the equipment selected and accuracy of the data collected
Suggestions for improvement in experimental design
Real world applications of the research undertaken and any logical ‘next steps’
Conclusion: is a finishing up statement that includes the following:
A description of the effect of the independent variable on the dependent variable (answers the Aim) and
Whether or not the hypothesis was supported or rejected.