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DEPTH STUDY
GUIDELINES
What are Depth Studies?
A depth study is any type of investigation/activity that a student completes individually or
collaboratively that allows the further development of one or more concepts found within or
inspired by the syllabus. It may be one investigation/activity or a series of investigations/activities.
Depth studies provide opportunities for students to pursue their interests in Biology, Chemistry,
Earth and Environmental Sciences and Physics, acquire a depth of understanding, and take
responsibility for their own learning.
Depth studies must address at least one Knowledge and Understanding outcome to a greater depth,
the Questioning and predicting and Communicating outcomes, and at least two additional Working
Scientifically skills outcomes. Depth studies allow for the demonstration of a range of Working
Scientifically skills.
A minimum of two additional Working Scientifically skills outcomes, and further development
of at least one Knowledge and Understanding outcomes, should be addresses in all depth studies.
Secondary-sourced Investigations
• Make a documentary or media report
• Conduct a literature review
• Develop an evidence-based argument W
• rite a journal article
• Write an essay – historical or theoretical
• Develop an environmental management plan
• Analyse a work of fiction or lm for scientific relevance
• Create a visual presentation
•
Investigate emerging technologies.
• Design and invent
• Create a working model
• Create a portfolio.
Fieldwork
Fieldwork may be a starting point for a practical investigation or secondary-sourced study and
could be initiated by the following stimuli:
• an excursion
• engagement with community experts.
Data Analysis
Data analysis may be incorporated into a practical investigation or secondary-sourced
investigation. For example:
• construction and analysis of graphs/tables
• data analysis from a variety of sources
• research analysis, eg of longitudinal data, resource management data.
Depth study report format
Title
Write an appropriate name for the exercise that conveys information about the topic being investigated.
Abstract
Write an abstract, as a brief summary, of the particular subject of your investigation.
What is an abstract?
An abstract summarizes four essential aspects of the report: the purpose of the experiment (sometimes
expressed as the purpose of the report), key findings, significance and major conclusions. The abstract
often also includes a brief reference to theory or methodology. The information should clearly enable
readers to decide whether they need to read your whole report. The abstract should be one paragraph of
100-200 words.
Students need to complete all sections for questioning and predicting below:
Inquiry Question
Write an inquiry question.
You are required to create and answer, using secondary sources or first-hand evidence a question that can
be answered using a variety of strategies. The end result is that you become more connected to your
learning and guide it in a direction led by your own enquiry.
Aim
Write a brief statement outlining what is being investigated. Some investigations require more than one
aspect of a topic to be investigated. This requires separate statements.
Example: To investigate…
Hypothesis
Write a relevant hypothesis for your investigation.
Example: The colder the temperature of water in a bottle, the less time it will take to freeze. It establishes
the variables, temperature of the water and time to freeze, and predicts effects, the colder the water the
quicker it will freeze. It identifies the independent variable, the temperature of the water and the
dependent variable, the time it takes for the water to freeze.
What is a hypothesis?
A hypothesis is a theory or assumption that attempts to explain certain facts or observations. This is what
is being tested in your investigation.
Background
The scientific knowledge we have today has been developed largely by subjecting hypotheses to strict
and comprehensive testing. A hypothesis is a possible explanation for an observation or an educated
guess to account for what is observed. When a hypothesis is tested under controlled conditions, the
experimental results either support or disprove the hypothesis. When a hypothesis is supported by
experimental data it does not necessarily mean that it will always hold true. Later evidence may disprove
the hypothesis or provide new information that means the original hypothesis needs to be modified or
retested.
A student needs to write a procedure. See below for more information on how to complete all sections of
a procedure.
Procedure
What is a procedure?
A summary of the procedure is important as a reference when there is doubt about experimental error
and provides a clear method for others to follow if required.
Dependant Variable
Controlled variables
Write information on how you will ensure the experiment will be valid and reliable. Your
experiment may implement a control. If is control is used, outline the control you used.
What is a control?
A controlled experiment involves setting up two experiments that are the same in every respect,
except one, the factor being examined. This factor is often called the independent variable. In
one experiment, all factors are kept constant while measurements are taken in the second
experiment. This is called the control experiment. In the other second experiment, one factor is
varied. This will ensure that any results obtained are due to the variable being tested and not
caused by some other random factor.
What is validity?
Validity refers to the accuracy of an assessment, whether or not it measures what it is supposed to
measure. Even if a test is reliable, it may not provide a valid or true measure. Scientists must be
careful to ensure that personal bias does not enter into their experimental method. Valid
conclusions can only be made when experimental procedures are controlled and objective.
What is reliability?
The reliability of scientific testing does not just lie in the setting up of a single controlled
experiment. Experiments must be able to be conducted repeatedly with the same results. When the
same results are obtained repeatedly by following the same procedures, the hypothesis being
tested is further supported. Repetition, especially by other scientists, is an important part of
ensuring reliability in scientific testing. This is because the objectivity of the experiment is
reinforced when the same results are obtained.
Ethical issues
When deciding on an investigation, identify all possible ethical issues and consider their relevance
and ways to address them. Some investigations require an ethics approval; consult with your
teacher.
The following questions relate to some ethical issues that might arise.
• How might this research affect the wider society?
• Who will benefits/applications of this research be available to?
• Will one individual or group of individuals benefit at the expense of another?
• Does this research prevent anyone from obtaining their basic needs?
• How might it impact on future ethical issues? For example, even if your investigation is
ethical, could it clear a path to other applications that are unethical?
Scientific research involving humans or animals must be approved by an ethics committee before
it can commence. All research involving animals in Australia must comply with the Australian
Code of Practice for the Care and Use of Animals for Scientific Purposes.
A student needs to collect information in a journal or log book during the research and acknowledge
secondary sources using an accepted referencing style. See below for more information.
Record keeping
Accurate record keeping is a vital part of the scientific process. It enables other scientists to read, analyse
and repeat the experimental procedures. When formal reports are required there are particular elements
that should be included. These key elements remain essentially the same. The suggested format should be
followed.
What should be in your Log Book? When you begin your experiment you need to record the following in
your logbook:
1. All of your research prior to and during planning stages of your investigation. (Include all books,
websites and other sources that you researched)
2. Drawings or illustrations- Illustrate the experimental design and work in progress. Include sketches and
diagrams of the setup of your experiment.
Your logbook is not a neat record BUT it is a complete record detailing your progress.
Referencing style
All the quotations, documents, publications and ideas used in the investigation need to be acknowledged
in a Reference list to ensure authors are credited for their work. References also gives credibility to the
study and allow the audience to locate information sources should they wish to investigate further.
When referencing a book, include (in this order) the:
• author’s surname and initials
• date of publication
• title
• place of publication
• publisher’s name
For example:
Rickard, G, et al. (2016). Pearson Science 9 Student Book (2nd ed.). Melbourne: Pearson Education.
For example:
National Geographic. (2015). Killer fungus that’s devastating bats may have met its match. Retrieved
from https://news.nationalgeographic.com/2015/05/150527-bats-white-nose-syndrome-treatment-
conservation-animalscience
Students need to complete all sections for processing data and information below:
RESULTS
Tabulate or present the findings or experimental observations of the investigation. You have to use
diagrams, tables/ photographs and/or graphs or a combination of these to articulate your results in a
scientific manner.
The convention when drawing tables is that the independent variable, the one you control, is placed in
the left-hand column, with the column at the right showing the dependent variable, the variable that
changes due to the independent variable. Values in a table should be written to the same number of
decimal places.
Validity
To determine if the information you are gathering is valid, you must consider or evaluate whether the
information relates to the problem or hypothesis being investigated.
Reliability
To determine if the information you are gathering is reliable, you must consider or evaluate the following:
• the author of the article’s credentials (i.e. the author is qualified in this area). For example, was the
author a teacher, a scientist in that field?
• whether the article represents a biased point of view
• whether the site or publication is reputable, i.e. .gov or .edu, biology textbook
• whether the data was gathered using an appropriate method and measuring devices
• whether it is current (check the date). This means that if your information is current, written by an
expert in the area you are investigating, without bias and is in a reputable publication, then your
information could be considered reliable.
Accuracy
To determine if the information you are gathering is accurate, you must consider or evaluate the
following whether the information can be substantiated in more than one reliable source. (i.e. is the
information consistent with information from other reputable sources?). This means that if you can find
similar information in at least two valid and reliable sources, then your information could be considered
accurate.
Diagrams
Diagrams and photographs should enhance understanding of your method and or results. They must be
large enough to be easily legible, and should be clearly labelled. Any hand drawn diagrams should be
done in pencil, using a ruler for any straight lines.
Graphs
• Choose the correct graph for your data
• Have the correct scale (use the whole grid if you have one)
• Independent variable on horizontal axis and dependent on vertical axis
• Label both axes and include units
• Include error bars where appropriate
• Use appropriate scale so points fill the graph not taking up one small corner
• Use a line-of-best fit unless there is a mathematical correlation between the points.
• Single line that is joined completely (don’t leave any spaces)
• Don’t extrapolate unless asked.
• Don’t join it to “0” unless “0,0” is a valid point.
• Use a line graph for continuous data and column graph for discontinuous or grouped data.
• When drawing graphs, make sure you label axes clearly, including units if appropriate.
• Where interpolating or extrapolating from a graph, indicate this on the graph.
Results
The results of an investigation need to be analysed, interpreted and evaluated. In a scientific report, this
takes place in the Discussion section.
When analysing your data, it is important to ask the following questions:
• is there a pattern, trend or relationship between the independent and dependent variables?
• describe what kind of pattern you found and specify under what conditions it was observed
• are there any errors, uncertainty or limitations in the data you have collected?
• if yes, these need to be acknowledged and explained.
• have other researchers found similar or different results?
• discuss why the results of other investigations might be similar or different
• what is the relevance of your investigation?
• discuss why your investigation is important and the value that is has for society, the environment,
your local community or the advancement of scientific knowledge
• what are the future directions of this research?
The results of your data analysis will only be as good as the quality of the data. A well-designed scientific
experiment should produce accurate, precise, reliable and valid results. You should consider the following
factors when collect primary data:
• accuracy
• precision
Accuracy is the ability to obtain the correct measurement. To obtain accurate results, you must minimise
systemic errors.
Precision is the ability to consistently obtain the same measurement. To obtain precise results, you must
minimise random errors.
DISCUSSION
• Discuss the patterns/trends evident from your results/graphs. Is there any obvious
relationship between the variables investigated?
• Mathematical analysis of graphs using relevant calculations must be included in this section.
• You must include explanations for experimental errors [systematic and random],
uncertainity values in your data.
• Answers to set questions also form part of the discussion, as do labelled drawings and
diagrams.
• Compare results to accepted or theoretical values where appropriate accounting for
discrepancies. Comment on the reliability and validity of your source of reference.
• Explain any trends in the results and refer back to results expected.
• Other comments, including factors that limited the work, are relevant in this section.
• Suggest improvements that will improve the accuracy of your investigation.
Students need to complete all sections for analysing data and information below:
After the results have been analysed, critical thinking can be used to relate them to scientific
concepts to formulate conclusions. To make investigations more meaningful, it should be explained
within the right context - the related scientific ideas, concepts, theories and models. Within this
context, you can explain the basis for the hypothesis.
Using a theoretical context, you can compare your results with existing relevant research and
knowledge. After identifying the major findings of the investigation, ask questions such as:
• how does the data fit with the literature?
• does the data contradict the literature?
• do the findings fill a gap in the literature?
• do the findings lead to further questions?
• can the findings be extended to another situation?
Be sure to discuss the broader implications of the findings. Implications are the bigger picture.
Outlining them for the audience is an important part of the investigation. Ask questions such as:
• do the findings contribute to or impact on the existing literature and knowledge of the topic?
• are there any practical applications for the findings?
The way to approach communication of the results will depend on the audience. For example,
investigation results intended for a general audience may adopt the style of a news article or blog post that
doesn’t use too much scientific language.
You will need to present your research using appropriate scientific language and notation. There are many
different presentation formats, such as posters, oral presentations and reports.
For example, the decimal point is shifted eight places to the right to get from 3.8 to 380 000 000. The
latter number is therefore expressed as 3.8 × 108.
Scientific notation can also be used to express very small quantities conveniently and concisely.
To give one example, the mass of a proton is: 0.000 000 000 000 000 000 000 000 001 67 kg
In case you don’t feel like counting them, there are 26 zeros after the decimal point! In scientific notation,
the mass of the proton can be expressed as 1.67 × 10−27 kg. The power of 10 is obtained by counting the
number of places the decimal point in the number between 1 and 10 is shifted to the left to obtain the
small number.
CONCLUSION:
This is a brief statement outlining that summaries the results of the investigation. It should be phrased to
the investigation and state whether the hypothesis is supported.
Conclusion:
Here you would mention:
• what the results tell you
• discussion of any systematic or random errors
• restate your hypothesis and compare your conclusion to it
if your data agrees with what is commonly accepted and if not, why not
• if appropriate calculate the percentage error, that is the difference between your measured value and the
accepted value, for example, if your investigation was to measure the acceleration due to gravity and you
calculated 9.1 m s-2 then the percentage error would be (9.8 – 9.1)/9.8 x 100% = 7%
Evaluation:
Here you would mention:
• any difficulties you had
• the reliability of your data
• the closeness to the true value
• the accuracy of your measurements
• any weaknesses in the design and method of your investigation
• the precision of your measurements, that is how close they are to each other
• how you could modify your investigation to improve on it.
Risk assessment - pendulum
Activity Changing the length of a pendulum and measuring its period.
Hazard Falling objects. Being hit with a metre ruler.
Hazard information Falling mass. Falling retort stand.
Coming into contact with a metre ruler.
Summary of activity
A 100-gram mass is attached to a length of string by sticky tape. The string is fixed to a retort
stand and the mass allowed to oscillate. The period of oscillation is measured by a stopwatch. The
length of the
string is varied and measured with a metre ruler. The period is again measured.
Risk identification
Mass becomes detached from string. Retort stand topples over. Metre ruler pokes someone in the
face.
Summary of activity
Risk identification
Conclusion
about risks
Student involved in assessment: ………………………………………
Name of Assessor: …………………………………………………….
Signature: ……………………………………. Date: ……………… (of assessor)
Note the assessor is your teacher who has discussed with you and approved the risk assessment.