SCIENCE Extended Experimental Investigation Name: Teacher: UNIT SUMMARY Unit Focus Changes to object motion is caused by unbalanced forces acting on the subject. Conducting scientific investigations (Fair testing) TASK You are required to: Understand the science concepts related to the chosen topic. Design and carry out an investigation in groups of 3 to 4. Two long lab sessions will be provided. Use the findings from your investigation to write a scientific report. All sections of the scientific report must be completed either in class or at home. CONDITIONS Task Type: Extended Experimental Investigation (EEI) Time Allowed: 4 weeks Genre: Scientific Report Date Set: FINAL TASK DUE DATE: ASSESSABLE ELEMENTS Science Understanding Science Inquiry Skills TEACHER FEEDBACK Achievements Improvements Needed Teacher Signature: STUDENT REFLECTION ON FEEDBACK (Note: Refer to the criteria, don t simply restate the teacher comments) Page 1 of 11
Science Inquiry Skills YEAR 8 SCIENTIFIC REPORT CRITERIA SHEET- ROTOCOPTER Science understanding Planning and conducting Processing and analysing data and information Evaluating Communicating Communicates ideas, findings and solutions to problems using scientific language and representations through A B C D E Student demonstrates a thorough Student demonstrates a satisfactory Student demonstrates variable understanding of how a change to understanding of how a change to knowledge of how a change to an objects motion is caused by an objects motion is caused by an objects motion is caused by unbalanced forces acting on the unbalanced forces acting on the unbalanced forces acting on the subject. subject. subject. Decides which variable should Decides which variable should Identifies variables be changed Attempts to measure and record Measures and records data data are evident Student demonstrates a comprehensive understanding of how a change to an objects motion is caused by unbalanced forces acting on the subject. Decides which variable should be changed Measure and controls variables accurately measures and records data to represent and describe observations Use equipment and materials safely, identifying potential risks Constructs and uses a range of data representations Analyses patterns Summarises data from first and secondary sources to draw conclusions Reflects on method used to investigate a question/solve a problem Evaluates the quality of data Identifies improvements to the method Data tables drawn neatly with headings and units. Scientific terminology used appropriately and accurately. Use of past tense third person. Correct spelling, punctuation and sentence structure. Correct paragraphing and use of topic sentences be changed, Measure and controls variables accurately measures and records data to represent and describe observations Represents a range of data Analyses patterns Summarises data from own data Suggests improvements to the method Evaluates the quality of data Data tables drawn with heading and units. Good use of scientific terminology. Use of past tense third person. Mostly correct spelling punctuation and sentence structure. Attempt at topic sentences. Presents of data Description of observations present Suggests improvements to the method Recording of data in data tables. Use of scientific terminology. Use of past tense third person with minor errors. Student demonstrates a limited knowledge of how a change to an objects motion is caused by unbalanced forces acting on the subject. Follows procedures Little evidence of data collection Evidence of data collection No evidence of data collection Some information in data tables. Results may not be in tables. Units or heading maybe missing.. Problems in using scientific terminology. Use of past tense third person with minor errors. Makes a statement about the results. Information lacks clarity. Little evidence of use of scientific terminology. Page 2 of 11
Name: Clan: Partner: Teacher: Page 3 of 11
Introduction Helicopter manufacturers are always trying to improve the design of helicopters to ensure that if a malfunction occurs and the helicopter is about to crash, the helicopter will not fall too quickly. One way to do this is to increase the amount of time the helicopter remains in the air. Helicopters need to be constructed so that so that they can remain in the air as long as possible in case an accident was to occur. The forces pulling the helicopter down must be overcome to launch the helicopter and keep it in the air. (You must complete the Research Note Template. Use the information from these tables to write a paragraph here to explain the forces that have to be overcome to (i) launch a helicopter and (ii)keep it airborne. Remember to use scientific terminology and explain all forces.) Page 4 of 11
Variables that will influence the flight time of a helicopter are the length of the blades, blade width and total mass. In this extended experimental investigation, a rotor-copter will be made from paper to simulate helicopter flight. One variable (blade length) will be tested. To ensure that the experiment is a fair test, three trials for each blade length will be performed and average of the flight times recorded. More than one rotocopter may need to be constructed. The results of the experiment will be displayed in tables and line graphs. The results may influence helicopter designers in the future. Aim: (this is a description of what you are trying to achieve. Start with the word To ) Hypothesis: (this is the aim written as a statement. If then..) Risks: (Any possible hazards encountered during the experiment and specific ways to reduce the risk. Use a table with the following headings) Hazard (e.g. Hot water) enter text. enter text. enter text. enter text. enter text. Risk (e.g. Burns to skin) Safety Measures (e.g. Take care when handling hot liquids) Materials: (a list of equipment used during the experiment has been started for you. Add to it.) Cardboard Scissors Ruler Method: The steps carried out during the experiment. Part A: Making the Roto-copter: Part A has been done for you 1. The rotor-copter was cut along the solid lines and folded along the dotted lines. 2. Section A was folded in the opposite direction to section B. 3. Section C and D were folded over each other. 4. The bottom section of CD was folded upwards and secured with a paper clip. Page 5 of 11
Part B: Flying the Roto-copter: Part B requires you to unscramble the sentences/complete the sentences to make the method. 1. The rotor-copter was launched from 2. (The when stopwatch rotor-copter was started the launched was) 3. (ground The was when the rotor-copter stopped touched the stopwatch) 4. (were accurate were until three Steps 1-3 times recorded repeated) Part C: Changing the blade length: Part C needs to be done completely by you. The sentences must be written in past tense and third person. All verbs used must be past tense. Don t use personal pronouns such as I, we, they etc. Each step must be numbered.) 1. 2. 3. 4. Results: (use the table to record the data collected during the experiment. Repeat each trial 3 times and average the results. Draw a line graph of the results for the average flight time versus blade length. Put time on the Y axis and length on the X axis. Your teacher will show you how to use a graphing program on the computer.) Table 1: Flight time of rotor-copter for different blade lengths Blade Length (cm) 10 9 8 7 6 5 4 3 2 1 0 Flight Time of Roto-copter (s) Trial 1 Trial 2 Trial 3 Average Page 6 of 11
Graph (Graph the results of average time versus blade length using the excel computer program. Remember to label the axes and add a title) Discussion: Some of the discussion sentences have been started for you. Each paragraph explains what is required in that section. You need to complete each paragraph by using your results and thoughts about the experiment. Remember to use third person in your writing. Give scientific information in the explanations. You may need extra research to complete the paragraphs. Paragraph 1: restate the aim of the experiment (purpose), including background details and a summary of the method. This experiment investigated the relationship between the length of and the time taken. A rotor-copter was made and launched from and used to simulate the effect of a helicopter falling. The flight time was measured using a stopwatch which was started and stopped when enter text.. It was hypothesised that. Paragraph 2: summarise and explain the results using technical vocabulary. Compare the results to the hypothesis. The results of the experiment are displayed in Table 1 and Graph 1. The longest average flight time was when the blade length was. The shortest average flight time was when the blade length was. The trend shown in the graph is that as the blade length increases. This result can be explained because. Paragraph 3: discuss the errors that occurred during the experimental process. These results can be considered reliable because. Errors that occurred during the experiment were. These did/did not affect the results because. Paragraph 4: suggest any possible ways to improve your method. A better way of performing this experiment would be to. This would provide better results because. Paragraph 5: A paragraph discussing the real -life application of your results Page 7 of 11
A helicopter designer should use this information to design helicopters that stay in the air longer by. Conclusion: (One or two sentences, stating the aim/hypotheses was correct or incorrect.) Page 8 of 11
RESEARCH NOTE TEMPLATE ROTOCOPTER EEI FOCUS QUESTION What is aerodynamics? Web Address http://www.ehow.com/list_7488052_principles-helicopter-flight.html NOTES (bullet points, in your own words) FOCUS QUESTION What are the four forces acting on a helicopter? CITATION (Harvard) http://www.ehow.com/list_7488052_principles-helicopter-flight.html NOTES (bullet points, in your own words) FOCUS QUESTION What is a definition for these four forces? CITATION (Harvard) http://www.ehow.com/list_7488052_principles-helicopter-flight.html NOTES (bullet points, in your own words) FOCUS QUESTION How does the shape of the rotor blade cause lift? Web Address http://www.ehow.com/list_7488052_principles-helicopter-flight.html NOTES (bullet points, in your own words) Page 9 of 11
STUDENT CHECKLIST FOR EXTENDED EXPERIMENTAL INVESTIGATION (EEI) REPORT Instructions: The following checklist is designed for you to examine your EEI and identify areas for improvement. To use it correctly you should read through your report and anything that is correct and place a tick and anything that needs more work place a cross in the box. Once this is complete you need to use the list to determine how you can improve your report. Title TITLE PAGE (Communication) Does the title tell the reader what was done in the experiment? / Author Is your name and clan, and group members recorded? Diagram Is there a picture that informs the reader what the report is about? Aim INTRODUCTION (Knowledge and Understanding; Communication) Have you explained the purpose of the investigation? / Background Hypothesis Experimental design Variables Have you used the information you researched from the focus questions to give the scientific information about your topic? Have you written your hypothesis? Have you written a summary about what you did in the experiment? Have you identified the variables? Dependent (what was changed), Independent (what was measured) and Controlled (what you kept the same) Materials MATERIALS AND METHOD (Investigating and Reflecting; Communication) Have you written a list of all of the equipment you have used for your experiment? / Method Risk Assessment Have you written your method in 3 rd person and past tense? Have you written the method as a list of steps in complete sentences? Do your steps start with a noun and have an appropriate quantifier/qualifier? Have you included a labelled 2D diagram of your experimental setup? Does your explanation give enough detail to allow someone to perform the experiment exactly as you have? Have you identified all hazards, risks and safety measures needed for your experiment in the form of a table? RESULTS (Investigating and Reflecting; Communication) Does your data table have a title and a number? e.g. Table 1. / Data Tables Do all columns and rows have headings? Do all columns and rows have units of measurement (where required)? Is your data table on one page only? Have you recorded your observation in point form in a table? Page 10 of 11
Graphs Diagrams and Photographs Have you used the correct type of graph? (bar or line graph) Do you have a title and number for the graph? e.g. Graph 1 Is the Independent variable on the horizontal axis? Is the Dependent variable on the vertical axis? Have you labelled both axis including units of measurement? Are the points plotted in the correct place? Do you have a legend? Have you used the correct scale? Is there a line of best fit (if appropriate)? Are all diagrams and photographs clearly labelled? DISCUSSION (Knowledge and Understanding, Investigating and Reflecting; Communication) Does your discussion have the purpose of the experiment? / Structure Does your discussion have a summary of background information? Does your discussion have a brief summary of your method? Does your discussion have a summary of results? Does your discussion have an explanation of results? Does your discussion have the errors identified? Does your discussion have improvements? Does your discussion have the real life applications of knowledge from the experiment? Do your paragraphs have topic sentences? Structure CONCLUSION (Investigating and Reflecting; Communication) Have you restated the hypothesis? Do the results support the hypothesis and an explanation of why/why not? / Structure OVERALL REPORT (Communication) Do you have all of the parts of the scientific report? / Language Features Have you proofread your work to check for spelling, grammar and punctuation errors? Have you edited your work to check that it makes sense? Font Have you used size 12 font? Page 11 of 11