L1

A
Use
apparatus
skilfully and
safely

i) Apparatus and
materials are handled
correctly and safely and
manipulative techniques
are used in an
appropriate and safe
manner.

L4/5

Personal safety
precautions considered
Some care taken to
follow safety
procedures.

L3
Some elements of risk involved
in using equipment and
chemicals is considered
Personal safety precautions
considered

L5
Full risk assessment in using
equipment and chemicals is
considered and safety precautions
are prepared before investigation
Investigation carried out with safety
as a priority.

Appropriate techniques
attempted.

Investigation carried out

safely with effort given to
appropriate use of techniques

All manipulative techniques used with

skill

Student follows
teacher's plan

Student follows teacher's plan

and makes attempts to enhance
the plan with their own ideas
based on their experience and
research.

Student generates a plan with their own

ideas based on their experience and
research. Controls and/or placebos are
considered and the use of blind and
double blind trials are evaluated.

Appropriately precise
equipment is used to make
measurements over an
appropriate range

Appropriately precise equipment is

justified in its use and is used to
make measurements over an
appropriate range

All measurements are

performed with accuracy and
the methods used to acquire
these are justified e.g.
measure at eye level

All measurements are performed with

accuracy and the methods used to
acquire these are justified e.g.
measure at eye level

NONE
B
Produce and
record reliable
and valid
results

i) Measurements and
observations are made
with precision and
recorded in a structured
manner; variables are
identified and the validity
and reliability of results
are justified.

Independent and
Dependent variables
identified.
Appropriate equipment
is used to make
measurements over an
inappropriate range
Most measurements
are performed with
accuracy but the
methods used to
acquire these are not
justified e.g. measure at
eye level

L5

An appropriate number
repeats are planned for
but not completed
A table of results is built
but has errors on
decimal places and/or
units and is
disorganised

An appropriate number
repeats are planned for and
completed
A detailed, neat and complete
table of results is built but has
errors on decimal places
and/or units

A detailed, neat and complete table of

results is built
Student conducts research into
published data to support their
conclusions and therefore enhance
the validity of their findings (all
references annotated correctly)

Student refers to published

data to support their
conclusions and therefore
enhance the validity of their
findings
L3/4

C
Present and
analyse data

L3/4

ii) Possible systematic

errors and random errors
in generating results are
identified and explained.

i) Use appropriate
methods to analyse
results, present data and
identify trends, patterns
and/or observations.

Student identifies a
possible confounding
variable and describes
how it's effect can be
reduced

All possible 'confounding'

variables are identified and
efforts described to reduce their
effects (Random errors)

Inappropriate or
incomplete graph drawn

Appropriate (bar chart for

categoric data, histogram, line
graph for continuous data)
and complete graph
(SLAPU'd) drawn

Student makes use of:

descriptive statistics
e.g. mean
Student identifies
relationships in graphic
representation to
identify patterns and
relationships (eg
correlation and cause)

All possible 'confounding' variables

are identified and efforts described to
reduce their effects (Random errors)
Systematic errors (e.g. zero error) are
identified and how these can be
reduced considered

Student makes use of:

descriptive statistics e.g.
mean
Student identifies
relationships in graphic
representation to identify
patterns and relationships (eg

Student makes use of: descriptive

statistics (mean, mode and median,
error bars, standard deviation
identification of outliers and range)

Mathematical operations are used to

support observations e.g. % change and
% difference

L4/5

ii) Any apparent

anomalies and
inconsistencies are
described, the
methodology is evaluated
and suggestions are
made to improve or
further the work of the
investigation.

Student uses the

observed data to
support their
statements

correlation and cause)

Validity, Accuracy,
Precision, Reliability
(VAPR) are not fully
evaluated or are
incomplete/confused.

Student attempts to evaluate

the validity of inferences
made from data in terms of
the methods, techniques and
processes (Validity, Accuracy,
Precision, Reliability - VAPR)
used to collect and analyse
the data

Student fully evaluates the validity of

inferences made from data in terms of
the methods, techniques and processes
(Validity, Accuracy, Precision, Reliability
- VAPR) used to collect and analyse the
data, recognising any systematic or
random errors present or conflicting
evidence.

Student attempts to explain

why there is a lot of variability
in their repeated
measurements AND/OR
identifies and attempts to
explain outliers and anomalies
in their measurements in an
effort to reduce their effects in
the future

Student explains why there is a lot of

variability in their repeated
measurements and explains outliers
and anomalies in their measurements in
an effort to reduce their effects in the
future

Student identifies
outliers and/or
anomalies but is unable
to explain why they
occur or how to improve
the technique to reduce
them next time

Basic subtraction mathematical

operations are used to support
observations

Student suggests extensions to the

current investigation to acquire more
data in similar contexts to support
their conclusions e.g. effect of
caffeine on the number of leg
twitches in brine shrimp

Create a full write-up using the resources you have been given. Include:
introduction and science,
hypothesis,
equipment,
plan,
safety,
table of results,
graph (table and graph should be hand-drawn and uploaded into your GDrive
folder - Embed OR create a link to them in your write-up doc),
analysis,
conclusion,
evaluation,
references/bibliography
Self Assessment
Use the rubric to remind yourself of what needs to be included.
Self assess yourself against the rubric and include the score at the end of your writeup.
Use the commenting features to identify your point allocation.

Investigating the water-potential of potato cells

Osmosis Practical
Introduction to Osmosis:
Osmosis is known as the movement of water particles through a partially permeable membrane from an area
of high concentration of water particles to an area of low concentration of water particles until equilibrium is
reached. The purpose of this experiment is to investigate the movement of water in and out of plant cells. The
plant cells chosen for this experiment is potato cells. Osmosis travels passively and therefore, doesnt require
any energy. We had measured the mass of the potato before and after the experiment because the mass of
the potato would have changed as osmosis occured, if the water particles had either move in or out of the
potato cell.
The aim for this experiment is to predict the water potential of the potatoes by seeing where the percentage
change in mass of the potatoes before and after the experiment is 0%, which suggests that there isnt much
movement from inside the potato to the outside or vice versa as the water potential inside the potato is equal
to the water potential outside the potato. This is because water,at this particular concentration, enters and
leaves the cell at the same rate. Thus, by knowing the concentration of salt where there is no percentage
change, we can assume that that is the water potential of the potato as the concentration would be the same
on both sides of the cell membrane. The percentage change would then be plotted in a graph to gage where
the percentage is equal to 0%. The percentage change was plotted, rather than the actual mass before and
after the experiment because the masses of the potato before they were placed into the salt solution is are all
different and to achieve the exact mass for all the potato samples would have been time consuming and by
doing so, the surface area of the potato could also be compromised, which would affect the results.
Ethical issues:
There were no ethical issues concerning this experiment as there were no tests on humans or animals that
were involved.
Hypothesis :
I predict that if the potato was left in a solution that had a concentration that was higher than the potato itself,
the mass of the potato would increase and if they had a similar water potential, there would be no change in
mass of the potato. If the potato was left in a solution that had a lower concentration than the potato itself, then
the mass of the potato would decrease.
Official Time Frame of Experiment :
Start time (time the potatoes were inserted into test tube with different solutions) :
17th of September 2014 : 10.53 a.m.
End time (time of extraction of potatoes from solution) : 17th September 2014 : 11:13 am
Equipment Used:
25 ml Measuring Cylinder
Cork Borers
Tissue Paper
18 Test Tubes
Different concentrations of NaCl solution (0.1M, 0.2M, 0.3M, 0.4M, 0.5M)
Distilled Water

1 clear ruler
1 stopwatch
1 electronic balance
Scalpel
Tongs

Plan:
The experiment was to test Osmosis on the potatoes by having them submerged in salt solutions of different
concentration. Each potato was to be cut up to the same specific length ( the width of the potato was kept the
same as we used the same borers to cut out the potato pieces) and have the mass measured and inserted
into different test tubes that have the different concentrations of solutions in them. Then, we measured the
mass of the potatoes after the experiment, and calculated the percentage change in mass and plotted a graph.
The independent variable would be concentration of the salt solution and the dependent variable would be the
mass of the potato after it has been extracted out of the salt solution. Variables such as the pH of the solution,
the temperature of the salt solution, the type of potato (if possible - take all the potato samples from the same
potato), the length of each potato (2 cm), time that the potato samples were left for; must be kept the same.
This is because many of these variables can affect the rate of osmosis, which could affect our results. Besides,
the temperature of the atmosphere and the humidity also affects the osmosis rate as an increase in humidity
means there are more water molecules in the air, which means that there is a higher water concentration on
the outside of the cell membrane, which reduces the rate of osmosis.The more detailed plan is as follows;
1. Label 6 boiling tubes; one with Distilled water and the rest with the other salt solutions of
different concentrations. Then, add 25 ml of the solution into its respective tube. Label another 12 test
tubes and repeat the same procedure as before. This basically means that there would be 3 test tubes
with distilled water, 3 test tubes with the salt solution of 0.1M concentration and 3 test tubes with the
salt solution of 0.2M concentration and so on. Make sure that the test tubes are labelled with the
concentration of solution that it holds, with a smudge and water proof marker pen, correctly. This is to
prevent any confusion later on. This ensures that the experiment is repeated and improves the
reliability of the results as we take an average from the 3 results and cancels out the possibility of an
outlier if the result differs hugely with the other 2 results (verifies the results). Again, by taking an
average, it makes the results more reliable and identifies any anomalies. When pouring the salt
solution, as the salt solution was in a conical flask, we poured the solution into a smaller beaker first
(100 ml) and then poured it into the measuring cylinder, to measure the solution, which was then
poured into the test tube. This was done to prevent any spillage of the salt solution that could cause
some accidents if the other students had slipped on it. A 25 ml measuring cylinder was used because
we were measuring exactly 25 ml of liquid. This was to ensure that, when measuring the solution to be
poured into the test tube, it was as accurate and as precise as possible and to prevent any reading
errors that could occur with a larger measuring cylinder (such as a 50ml measuring cylinder) as the
scales would usually be bigger on a larger measuring cylinder. If we were to use a smaller measuring
cylinder (10 ml), we would have to measure and pour the solution a couple of times, which could be
time consuming. Also, to ensure that we get the most accurate and precise volume of salt solution as
possible, we read the bottom of the meniscus. This happens when the water molecules are attracted to
the sides of the container and therefore, we read from the bottom of the meniscus to reduce the
possibility of measuring the wrong volume of solution.
2.
Next, use the cork borer and cut the potato pieces from the potato itself. When cutting the
potato, ensure that you are cutting away from your hand as the cork borers are quite sharp and you
could possibly injure yourself while cutting into the potato. Cut the potato pieces into 2 cm of length
using a scalpel. Also, when cutting with a scalpel, make sure that you are careful and do not cut
yourself with the scalpel. The length has to be kept the same as the volume of the potato differs, which
would affect the rate of osmosis. Also, the cork borers are used to cut the potato to ensure that the
potato pieces have the same surface area. This is because a different surface area could also affect

the rate of osmosis. Also, when cutting the potato pieces, ensure that the skin of the potato pieces is
cut off as the skin of the potato is harder than the inside of the potato and this could affect the rate of
osmosis by reducing the movement of water through it due to its hard cell wall.
3.
Next, use a tissue paper and blot each of the cylindrical potato pieces to remove excess water,
which could affect the mass of the potato pieces when measuring it. Make sure this is done quick and
to prevent the tissues of the potato from drying out. As the tissues have dried out, this would also affect
the rate of osmosis as there would be more absorption of water by the dry tissues and this would not
portray the actual water potential of the potato, which would affect the accuracy of our results. You
need to also act quick to prevent evaporation of water from the potato cells from happening, which
could also reduce the water potential of the potato cells.
4.
Next, carefully record the mass of each of the cylinder potato pieces. When using the balance,
ensure that the balance starts off with 0.00g to prevent a miscalculation of the mass of each potato
piece. This could be a systematic error which results in the masses of the potatoes bring greater than
they actually are. When taking a reading from the balance, take at least 2 decimal places to ensure a
more accurate result. This is because the potato pieces are so small that if one decimal place was
used, then most of the masses of the potato pieces of before and after the experiment would be the
same. (An example of this would be the actual result obtained; the mass before of one of the potato
pieces was 0.73g and the mass after was 0.74g. If only one decimal place was taken, then both the
masses of the potatoes would be 0.7g and that means there would be no percentage change in mass
observed when in actual fact, there was a change in mass). Also, ensure that the balance is clean
before using it to prevent any miscalculation of the masses by taking account of the extra masses of
the dirt on the balance.
5.
Next, transfer each potato piece into a respective test tube. Make sure it is known that which
potato is placed in which test tube (check the label on the test tube) as they would all have different
masses to prevent a miscalculation further on when the reading of the mass of the potato after the
experiment is taken. Start a stopwatch as soon as the potatoes are transferred into the test tubes.
Leave the potatoes for 20 minutes.
6.
Put the test tubes into a test tube rack and place it into a water bath. This is to ensure that the
temperature that all of the potatoes are facing is the same. This is done to eliminate the fact that
different temperatures could affect the rate of osmosis by either speeding up the rate (when the
temperature is high, the kinetic energy of the particles increase and they move faster, and thus the rate
of osmosis increases) or slowing it down (when the temperature is low and the particles do not have as
much kinetic energy, and move slower which slows down the rate of osmosis). If the temperature is too
high, it could also denature the tissues which would lower the water potential of the potato. They are
placed in a water bath to prevent the temperature of the environment and the surrounding from
changing and affecting the temperature of the solutions in the test tube. Ensure the temperature of the
water bath is an optimum temperature for the potatoes and not too hot or too cold. Ensuring the water
is not too hot is also a safety precaution, to prevent scalding of a students hand when placing the test
tube rack into the water bath.
7.
After 20 minutes, use a tong to remove the potato pieces from the test tubes. Place them onto a
tissue paper and blot them to remove excess water, which could affect the measuring of the mass of
the potato pieces by adding a surplus weight. This then affects the accuracy of our results. Then, weigh
the masses of the potatoes and record the mass into a table. Record the difference in masses in the
table and work out the percentage change in mass of the potato pieces. This can be calculated by the
change in mass divided by the initial mass multiplied by 100%. (Some numbers may be in negative but
this is only because there has been a loss in mass)
8.
Next, draw out a table and record all the results. Calculate the average results and plot them
onto a graph with the y-axis labelled as percentage change in mass and the x-axis labelled as the

different concentrations of salt solution (molarity of salt solution). Draw a line of best fit.
9.
Find the concentration of solution when the percentage change in mass is 0%. This can be
done by noting where the line of best fit crosses the x-axis. This can be predicted as the water potential
of the potato as there was the same amount of movement of water that entered and left the cell.

Safety Measures:
As per every experiment, make sure that long hair is tied back, and all chairs are pushed under the table, to
prevent anyone from tripping over the chairs. Also, make sure that safety glasses are worn to prevent any
liquid from splashing into your eyes, even though none of them are acidic.
As mentioned before, pour the salt solution into a beaker before pouring it into the measuring cylinder to
prevent any spillage of the solution on the floor that could cause accidents. Besides that, also make sure that
all chairs are pushed under the table to prevent any students from slipping and also make sure that there are
no books or electrical items on the tables in which the experiment is conducted to prevent an electric shock if
the water accidentally spills onto the electronic items and also to prevent the damage of books.
Also, ensure that when cutting the potato cylinders, ensure that you are cutting away from your hand to
prevent any injuries caused by the cork borers. The salt solution doesnt have to be handled as carefully as
other acidic solutions as if it touches your hand, it wouldnt cause any immediate injuries. However, do not
ingest the solution as it could be very concentrated and wash off immediately when the solution touches skin
to prevent any unexpected injuries (such as the concentrated salt solution entering any wounds on skin).
Handle the test tubes carefully to prevent them from falling and breaking, which could cause injuries if stepped
on.

Table of Results:

Graph:

Analysis of graph:
The mean of the results altogether is -8.49%. The anomaly in the graph is the result of the percentage of
change in mass when the concentration of the salt solution is 0.1M as it doesnt fit the trend and it increases
from the previous percentage of mass change, which differs with all the other results. This could be due to a
systematic (the balance wasnt tared before using it). It could also be a because we didnt leave the potato for
a longer period of time to allow osmosis to take place fully.
Analysis:
The results were reached by taking the change in mass divided by the initial mass, multiplied by 100%. Then,
to produce an accurate result, we had taken the averages of the repeats we did ( the 3 test tubes for each
concentration) and used that as our result when plotting the graph.
From the results, we can clearly see that the average percentage change in mass of the potato has decreased
to a negative number as the concentration of salt solution increases. This shows that the results are in a
negative correlation. When the number is a positive number, as exhibited by the Distilled Water and the salt
solution of 0.1 M concentration, it shows that the potato had gained mass by 16.52% and 16.85% respectively,
which suggests that the water molecules had travelled from the salt solution or distilled water (the outside of
the cell membrane) and into the potato piece (the inside of the cell membrane). From this, we can predict that
the potato pieces has a higher salt concentration and a lower water concentration than the solution it is

immersed in.
When the number is a negative, the opposite is concluded. This is exhibited by the results of 0.3M, 0.4M and
0.5M of salt solution. This shows that there has been a negative loss in mass of the potato, which results in a
negative percentage change in mass. This suggests that the water molecules from inside the potato cell has
left the cell and entered the solution in the test tube it was immersed in. This could only be because the water
concentration outside the cell is lower than the water concentration inside the cell, which means that the water
molecules would move out of the cell to enter the salt solutions to reach equilibrium.
My results do match the initial prediction, with the prediction that if the concentration of the solution was higher
than the concentration inside the cell, there would be a negative percentage change in mass as the the potato
loses mass while trying to achieve equilibrium in concentration.

Conclusion :
After cross- referencing my results with other practicals, I can conclude that the water potential of potato 0.205
M. The graph also supports this statement as we can see that the line of best fit crosses the x-axis at this
point. This suggests that the percentage change of mass is 0% and this can only be possible because the
water potential on both sides of the membrane (the outer part - which is the salt solution, or the inner part which is the potato cell) is equal which suggests that water enters and leaves the cell at the same rate. It also
shows us that concentrations that were below that amount were lower than the concentration of the potato and
concentrations that were higher than that amount was higher than the concentration of the potato. This is
because when the concentration of the salt solution is lower than that of the potato cell, there are more water
particles in the solution than there are in the cytoplasm of the cell. This then leads to the water particles in the
cell to leave the cell and, through osmosis, cross the partially permeable membrane and mix with the solution
on the other side of the cell membrane, to reach equilibrium (same concentration on both sides).
The graph is in a negative correlation and this is because as the concentration increases, the percentage
change in mass decreases. And the higher the concentration, the more the water particles in the potato cells
would have to leave the cell, in order to reach equilibrium, which leads to a higher decrease in mass.
According to http://faculty.clayton.edu/Portals/466/Content/BIOL%201107%20Labs/sample%20lab%20report
%202.pdf , through their experiment, they had reached to the conclusion that the water potential of the potato
was 0.283M. Even though this differs slightly to my results, they had also seen the general trend of the higher
the concentration of the solution, the more the negative percentage change in mass and the lower the
percentage. The reason why they have a different answer to the water potential could be due to the fact that
they have conducted this experiment in a different region of the world, which could mean that the potatoes that
they have experimented on is of a different type or species to the ones that were conducted for this
experiment. The higher prediction they got for their result compared to mine, could suggest that they are in a
region that has a higher humidity. This is because if they are in a region of higher humidity. then the potatoes
would probably have a higher water potential

Evaluation:
This experiment had helped us to gauge the water potential of potato cells. However, to further investigate the
effects of osmosis in plant cells, we could use another type of plant cell, such as a turnip cell, to see if the
effect of osmosis also applies to those cells. By repeating the experiment with another plant cell and receiving
similar results, it would further validate the results of this experiment. Besides that, other experiments that are
held in the same context can also be used to support our conclusion. An example of this would be to use
sucrose solution instead of salt solution. However, it is possible that different types of potatoes have a different
water potential. Therefore, to ensure that our results are reliable, it is best if we took all the potato samples
from one type of potato. We also cannot say that the water potential of the potato that we had predicted from
this experiment applies to all potatoes as different potatoes would have a different water and salt
concentration, which would affect the rate of osmosis in a different way.

After we had taken out the potato pieces from the 0.2M solution, we realised that we had forgotten to peel off
the skin of one side of 2 of the potato pieces. This would have affected the experiment as the rate of osmosis
would have been affected and slowed down at the side where the peel wasnt cut off because the skin of the
potato was hard and thus wouldnt have allowed the water molecules to pass through as effectively as the
sides that did not have the potato peel on them. This meant that the validity and accuracy of the experiment
has been interfered with and would not show an accurate result. Even though the skin is edible, it is hard due
to many reasons, with one of them being for protection and another to stop there being much water loss from
the inside of the potato. Due to the fact that we had not cut the skin of the potatoes that were in the 0.2M
solution, the results were quite varied and was had ranged from -1.28% to 1.37%. Interestingly, it was the
potato with the 1.37% and 0% and the change in mass that did not have the skin cut off. This further evaluates
the statement that, if the skin wasnt cut off, it would be harder for the water molecules to pass through, which
would decrease the rate of osmosis and maybe only allow osmosis to travel one way and only slightly in the
other way. This might be an anomaly as the potato with the skin cut off was a negative percentage change in
mass.
We could have also repeated the experiment more than 3 times to ensure the reliability of the results and to
identify any anomalies as with just 3 results, it is hard to conclude or see if there are any anomalies.
References/bibliography:
http://dpbiologyiszl.wikispaces.com/file/view/Sample+Lab+Report-+Potato+Osmosis.pdf
http://www.123helpme.com/view.asp?id=122116
http://faculty.clayton.edu/Portals/466/Content/BIOL%201107%20Labs/sample%20lab%20report%202.pdf
MR MULLAN

Rubric rating submitted on: Mon Sep 29 2014 18:37:11 GMT-0400 (EDT) by mmullan.ep@alice-smith.edu.my

A
Use apparatus skilfully and
safely

i) Apparatus and materials

are handled correctly and
safely and manipulative
techniques are used in an
appropriate and safe
manner
Your score: 4.5

Personal safety precautions

considered

Some elements of risk

involved in using equipment
and chemicals is
considered

Full risk assessment in

using equipment and
chemicals is considered
and safety precautions are
prepared before
investigation

Some care taken to follow

safety procedures.
Personal safety precautions
considered

Investigation carried out

with safety as a priority.

Appropriate techniques
attempted.
Investigation carried out
safely with effort given to
appropriate use of
techniques

All manipulative techniques

used with skill

A
Use apparatus skilfully and
safely

A brief comment on the

ethical issues involved in
the context of the
investigation

Most of the ethical issues

involved in the context of
the investigation are
considered and evaluated

ii) The practical work is

carried out in an organised,
methodical and safe
manner, with due
consideration of the wellbeing of living organisms
and the environment.

Full consideration of the

ethical issues involved in
the techniques with regards
to humans and animals.

E.g. treatment of daphnia in

caffeine investigation OR
the social, moral and
economic implications of
using the antimicrobial
properties of plants

Your score: 0
B
Produce and record reliable
and valid results

i) Measurements and
observations are made with
precision and recorded in a
structured manner;
variables are identified and
the validity and reliability of
results are justified.

Student follows teacher's

plan

Independent and
Dependent variables
identified.

Appropriate equipment is
used to make
measurements over an
inappropriate range

Your score: 4.5

Most measurements are
performed with accuracy
but the methods used to
acquire these are not
justified e.g. measure at
eye level

An appropriate number
repeats are planned for but
not completed

A table of results is built but

has errors on decimal
places and/or units and is
disorganised

Student follows teacher's

plan and makes attempts to
enhance the plan with their
own ideas based on their
experience and research.

Independent and
Dependent variables
identified.

Appropriately precise
equipment is used to make
measurements over an
appropriate range

All measurements are

performed with accuracy
and the methods used to
acquire these are justified
e.g. measure at eye level

An appropriate number
repeats are planned for and
completed

A detailed, neat and

complete table of results is
built but has errors on
decimal places and/or units

Student generates a plan

with their own ideas based
on their experience and
research. Controls and/or
placebos are considered
and the use of blind and
double blind trials are
evaluated.

Independent and
Dependent variables
identified.

Appropriately precise
equipment is justified in its
use and is used to make
measurements over an
appropriate range

All measurements are

performed with accuracy
and the methods used to
acquire these are justified
e.g. measure at eye level

An appropriate number
repeats are planned for and
completed

A detailed, neat and

complete table of results is
built

Student refers to published

data to support their
conclusions and therefore
enhance the validity of their
findings

B
Produce and record reliable
and valid results

Student identifies a possible

confounding variable and
describes how it's effect can
be reduced

All possible 'confounding'

variables are identified and
efforts described to reduce
their effects (Random
errors)

ii) Possible systematic

errors and random errors in
generating results are
identified and explained.

Present and analyse data

i) Use appropriate methods

to analyse results, present
data and identify trends,
patterns and/or
observations.
Your score: 3

Inappropriate or incomplete
graph drawn

Student makes use of:

descriptive statistics e.g.
mean

Student identifies
relationships in graphic
representation to identify
patterns and relationships
(eg correlation and cause)

Student uses the observed

data to support their
statements

C
Present and analyse data

ii) Any apparent anomalies

and inconsistencies are
described, the methodology

All possible 'confounding'

variables are identified and
efforts described to reduce
their effects (Random
errors)

Systematic errors (e.g. zero

error) are identified and
how these can be reduced
considered

Your score: 5
C

Student conducts research

into published data to
support their conclusions
and therefore enhance the
validity of their findings (all
references annotated
correctly)

Validity, Accuracy,
Precision, Reliability
(VAPR) are not fully
evaluated or are
incomplete/confused.

Appropriate (bar chart for

categoric data, histogram,
line graph for continuous
data) and complete graph
(SLAPU'd) drawn

Appropriate and complete

graph drawn

Student makes use of:

descriptive statistics e.g.
mean

Student makes use of:

descriptive statistics (mean,
mode and median, error
bars, standard deviation
identification of outliers and
range)

Student identifies
relationships in graphic
representation to identify
patterns and relationships
(eg correlation and cause)

Student identifies
relationships in graphic
representation to identify
patterns and relationships
(eg correlation and cause)

Basic subtraction
mathematical operations
are used to support
observations

Mathematical operations
are used to support
observations e.g. % change
and % difference

Student attempts to
evaluate the validity of
inferences made from data
in terms of the methods,
techniques and processes
(Validity, Accuracy,
Precision, Reliability VAPR) used to collect and

Student fully evaluates the

validity of inferences made
from data in terms of the
methods, techniques and
processes (Validity,
Accuracy, Precision,
Reliability - VAPR) used to
collect and analyse the

is evaluated and
suggestions are made to
improve or further the work
of the investigation.
Your score: 3

Student identifies outliers

and/or anomalies but is
unable to explain why they
occur or how to improve the
technique to reduce them
next time

analyse the data

Student attempts to explain

why there is a lot of
variability in their repeated
measurements AND/OR
identifies and attempts to
explain outliers and
anomalies in their
measurements in an effort
to reduce their effects in the
future

data, recognising any

systematic or random errors
present or conflicting
evidence.

Student explains why there

is a lot of variability in their
repeated measurements
and explains outliers and
anomalies in their
measurements in an effort
to reduce their effects in the
future

Student suggests
extensions to the current
investigation to acquire
more data in similar
contexts to support their
conclusions e.g. effect of
caffeine on the number of
leg twitches in brine shrimp
Self-assessment

Basic points

Some points are thoroughly

evaluated and relate to the
rubric

Thorough consideration of
why the point has been
awarded or not

Basic points

Some points are thoroughly

evaluated and relate to the
rubric

Thorough consideration of
why the point has been
awarded or not

Your score: 5
Peer-assessment
Your score: 0

Comments:
Snageeta,
Awesome first write-up; well done.
Read my comments to see where you can tweak.
Target: work on the analysis and evaluation.
Cheers, MrM.