Working Scientifically is the overarching concept in the new science syllabi produced for schools. (Although the K-6 syllabus needs to emphasise this more). If you look at the organisation of the 7-10 syllabus you can see that Working Scientifically encompasses both the Focus Areas and Depth studies. This article is the second of 4 (1 each term) which I hope will help teachers that need to clarify their ideas so that the Working Scientifically skills can be integrated into science lessons. We tend to concentrate on the content material rather than the skill and I hope these articles will bring a better balance so that Working Scientifically skills are developed as content is taught in science classrooms. NOTE: Just because a skill is not mentioned in a Focus Area does not mean that it can’t be developed during lessons in that Focus Area.
I am structuring the articles within the 4 issues of SEN as follows:
- Term 1 Observing, questioning, predicting (see SEN Vol 74 No. 1)
- Term 2 Planning investigations, conducting investigations.
- Term 3 Processing data, processing information, analysing data, analysing information.
- Term 4 Problem solving, communicating.
I would like to pose a question: How do we learn and develop a skill? If you are like me, I need to first learn the various aspects of the skill and practice each aspect several (or many!) times in order to master that particular skill so that I could perform the skill with competence. Can students learn and develop a skill with competence with just one try at a Working Scientifically skill?
NO. We need to allow students to practice Working Scientifically skills over as many relevant lessons as possible so that they can become competent in that skill.
It is very important that we allow students time to develop their Working Scientifically skills as we work through the new syllabi – Primary, 7-10 and Stage 6.
A resource used: NESA Resources Science 7-10 (2023) ‘Working Scientifically Processes Guide’.
Planning Investigations
Planning investigations is one of the most important Working Scientifically skills but the one that gets left on the shelf because of time. It takes time to plan but as seen in the dot points for this skill there are a lot of aspects to consider when planning an investigation. Students are used to getting recipes for an experiment and haven’t really considered the aspects of planning an experiment. The use of Depth Studies in the 7-10 syllabus should give teachers and students the time to explain and implement the Planning Investigations skills. However, these planning skills should be developed throughout the 7-10 experience, when possible, not just Depth Studies.
STAGE 4
- Identify the purpose of an investigation.
- Identify the independent, dependent and controlled variable(s).
- Identify the type of data that needs to be collected in a range of investigations.
- Outline the method and equipment needed to undertake an investigation.
- Outline steps to manage safety risks before, during and after an investigation.
Purpose of an investigation: Another term that is used is Aim. The NESA glossary doesn’t have these terms so I will try to clarify from my point of view. I tend to use aim as a more specific statement of an investigation (another term can be experiment). Our department gets students to use one sentence to indicate the Aim (purpose) of an experiment which includes the effect of the independent variable on the dependent variable. This requires an understanding of variables which was covered in the Part 1 article last term:
An example could be ‘To investigate the effect of different fertilisers on plant growth’. This means that the ‘types of fertilisers’ is the independent variable (IV). The plant growth is the dependent variable (DV). Controlled variables (CV) would be type of plant, amount of fertiliser applied, same soil, size of container, amount of water applied, etc. Another example could be ‘To investigate the time it takes for different amount of sugar to dissolve in water’. The independent variable (IV) is the amount of sugar. The dependent variable (DV) is the time to dissolve. Controlled variables (CV) would be size of container, amount of water, same stirring action, same timing equipment, etc. As you can see that teaching variables for understanding is crucial in the planning process. Note that the NESA glossary contains definitions for variable, independent variable, dependent variable and controlled variable.
Identify variables: This has been handled in the above dot point, but I want to emphasise that a good understanding of variables allows students to plan adequate and testable investigations.
Type of data collected: There are two types of data that can be collected. They are qualitative data and quantitative data. I like to equate these by asking what quality means if looking at an apple. Students will talk about its features i.e. good colour, taste, etc. This is qualitative data. I then ask what quantity means. For example, do I have more pencils or pens? How do we find out? We count them. This is using numbers to collect the data. So quantitative data is data that we collect, using numbers, and qualitative data is data that is gathered on characteristics or features of objects.
To collect data the student needs to design a data table into which the data can be placed. A table needs to have a heading row with columns for data to be entered into. If it is quantitative data the units need to be in the heading row, indicated as below, not in the column:
(note: colour is qualitative data, time and temperature is quantitative data)
I am also going to look at discrete and continuous data here as this leads to how graphs are constructed. These terms are in the NESA glossary. Discrete data is collected as categories such as the number of red, blue, green or black cars in the car park. Continuous data is data that is collected through a range of values. For example, the heights of students in the classroom. This data depends on the students in the room but if another student enters the room that height value will be added to the data at a different point in the range of numbers collected.
Method and equipment (materials) outlined: This does not mean to explain the stages of the scientific method! This means the step-by-step procedure/method that would be done to complete an investigation (experiment). Let me try to clarify procedure and method! There is an unclear and a debated difference but here goes! I use Procedure as the way that things will be done in an instructional manner whereas Method is more in past passive of how things were done. Thus, procedure can be written in draft form but after the investigation is complete it can be rewritten and considered a method.
Example of Procedure:
- Place 50 mL of water in two 250 mL beakers.
- Place 1 full cube of CSR sugar into one beaker, time and stir until it dissolves.
- Crush 1 full cube of CSR sugar into a powder then place into the other beaker, time and stir until dissolved.
Example of Method:
- 50 mL of water was placed in two 250 mL beakers.
- 1 full cube of CSR sugar was placed in one beaker, timed and stirred until dissolved.
- 1 full cube of CSR sugar was crushed into powder then placed into the other beaker, timed and stirred until dissolved.
The reason that method and equipment (including any materials) are put together in this dot point is that they need to be sorted out together during the planning process. It is important that students think through how they might do the investigation and include any amounts of equipment (materials) that are needed. Encourage students to do a draft of the method and include any equipment felt necessary. The draft is always refined until the method is finalised. As the method is refined the steps are made clear so that another person could accurately repeat the investigation. Also, the specifics of the amount and type of equipment that is needed is refined. Thus the list of equipment (anything needed) can be finalised.
For example:
- 1 x 250 ml beaker
- 3 x sheets of A4 photocopy paper
- 20 x medium size metal paper clips
- 5 x cubes of CSR sugar cubes
- 100 grams of Uncle Toby’s 2 minute oats, etc.
Equipment needs to be as specific as possible including the brand if that will make a difference. The step-by-step method then needs to be finalised so that it is clear to any person that would want to repeat the investigation.
Could you follow the method below? Is it a procedure or method? Can you turn it into a method?
- Wet your hands with clean, running water (warm or cold), turn off the faucet, and apply soap.
- Lather your hands by rubbing them together with soap.
- Scrub your hands for at least 20 seconds
- Rinse your hands well under clean, running water.
- Dry your hands with a clean towel or air dry them.
Manage safety risks (risk assessment): Note that this says before, during and after the investigation (experiment)
Once students have an idea of what their method will be and what equipment will be used then a Risk Assessment needs to be developed. One way to do this is to complete a table such as below:
Note: In a Risk Assessment the Hazard means what could happen to cause a safety problem, Risk means what could be the result of the hazard and Precaution/Prevention means what should be done to decrease the possibility of any safety problem.
Depending on the experiment, the person or group needs to identify any possible safety problem and how to prevent or decrease the possibility of any risk to anyone involved in the experiment before, during or after finishing the experiment. This means also the disposal of any chemicals that might be harmful.
STAGE 5
- Describe the purpose of an investigation.
- Explain the use of variables and experimental controls in a valid scientific investigation.
- Assess the types of data that need to be collected in a range of investigation types.
- Select and explain investigation methods, including fieldwork and laboratory experimentation, to collect reliable data.
- Identify risks, consider ethical issues and select suitable materials and technologies for a range of investigations.
- Modify an investigation in response to new evidence.
As you can see Stage 5 goes to the next level in the planning of an investigation. Note that most of this information can be synthesised and placed in a discussion section of an investigation report.
Describe purpose of investigation: Note the difference between Identify and Describe verbs.
NESA identify – recognise and name. NESA describe - provide characteristics and features. This indicates the need for students to be able to provide information about the purpose of an investigation by describing its importance and features in an introduction section.
Explain variables and controls in a valid investigation: Having discussed variables and controls, the importance of this dot point is the term valid. Validity of an investigation means that the investigation is a FAIR TEST or fair investigation. This means that students are conducting the experiment so that the Aim will be achieved through variables controlled and the planned method will achieve the aim. Students need to be able to explain -how and why- the investigation will achieve the Aim of the investigation so that a valid investigation results.
Assess the types of data: Assess means making a judgement. Students will need to show why they chose to collect a certain type of data for their investigation. This will be dependent on the type of investigation being done. It could be gathering data through a first-hand experiment, fieldwork, or secondary source investigation. The data will need to achieve the Aim of the investigation.
Explain methods to collect reliable data: The important word here is reliable. Reliability is how repeated observations/measurements are similar when done under repeated experimental procedures. Students will need to explain how their investigations are reliable due to how many similar trials (usually 3 for students) of the investigation are done.
Identify risks, ethical issues, suitable materials/technologies in an investigation: This is looking at not only a risk assessment but also any other issues that might be necessary to consider during an investigation. This dot point can also look at the accuracy of measurements by the use of equipment/technologies that are as sensitive as necessary when collecting data. Obviously human and animal experiments must be evaluated from an ethical stand point.
Modify investigations in response to new evidence: This requires students to evaluate their investigation. NESA glossary meaning of evaluate is ‘make a judgement based on criteria; determine the value of’. This might be looking at errors that could be corrected, improvements to a method could be identified and why an Aim is not achieved and might need to be modified in future investigations.
It is very necessary for the Planning skill to be developed in both Stage 4 & Stage 5. The dot points develop skills necessary for a good understanding of why it is important to have a valid, reliable and accurate investigation that provides a fair test. This transfers to the future even if students don’t take science in Stage 6.
Conducting Investigations
This is a skill which brings the teacher skills out also! Teachers must develop routines for conducting investigations so that students don’t treat investigations as a playtime. Making sure students understand the importance of safety, accuracy, recording results and focussing in an investigation will enable students to complete an investigation successfully.
These dot points are based on the ability of students to implement the skills learned in Planning Investigations. As you implement these skills give students a chance to gradually develop their ability in performing each dot point. Practice is very important.
STAGE 4
- Employ safe work practices and manage risks using work health and safety (WHS) practices.
- Assemble and use appropriate equipment and resources to perform an investigation.
- Follow the planned procedure, including the measurement and control of variables.
- Record observations and measurements accurately, using correct units for physical quantities.
- Use a wide range of reliable secondary sources and acknowledge their sources.
Employ safe work practices and manage risks using work health and safety (WHS) practices: This is based on the Planning dot point in Stage 4 shown above. It indicates that students need to be taught what Workplace Health and Safety regulations are and their importance in a science classroom.
The following is AI generated! There are several other aspects not given here:
Student Responsibilities: Students have a duty to take reasonable care for their own safety and the safety of others, follow instructions, and report any hazards or incidents.
The following link is to a NESA document that I believe is about 2013 on Working Scientifically. On page 2 there is a reference link to ‘safety in science’ which then takes you to pages 13 and 14 of the document: https://educationstandards.nsw.edu.au/wps/wcm/connect/76010d16-6f5b-4ac4-a6b7-5ddee336f496/sci_ws.doc?MOD=AJPERES&CVID=
This document goes through the Workplace, Health and Safety (WHS) Act, regulations and implications for safety in the Science classroom.
Assemble and use appropriate equipment and resources: Using an investigation plan developed, students need to obtain the materials and equipment that are required for the investigation. As they think through the investigation plan. students need to make sure that they add anything that has been missed into the equipment list and incorporate that into the method, making sure that any safety risks are also updated. A trial run at an investigation can also be helpful to catch any missing aspects or equipment but for time’s sake that is not always possible, so notes to update an investigation as it is performed can be beneficial.
Follow planned procedure including measurements and control variables: This uses an investigation plan developed and ensuring that the plan is followed. Measurements need to be accurate and controlled variables need to be recognised and controlled so only the Independent and Dependent variables are manipulated (changed). If there are any changes in the planned procedures or any variables that weren’t controlled that needs to be noted for future reference.
Record observations and measurements accurately, using correct measurement units: See the dot point above - Stage 4 Planning Investigations -Type of data collected. This looks at the designing of a Data Table for data to be entered during the investigation. The importance of designing a data table in the planning stage is so that data collection is organised during the conducting of the investigation. Remember a table can be designed for all relevant data, qualitative and quantitative. There are several ways to construct a Data table, but the basics are that the Heading Row needs to include units used. The columns should have no units in them, only numbers or qualitative observations.
Use a wide range of reliable secondary sources and acknowledge their sources: This is an indication of the need for research into information about the investigation. The important word here is reliable. Reliable sources need to be from reputable sources such as government or educational sources. It needs to be written by a qualified person, not biased and has reasonably current information. The main thing is that the sources relate to the investigation being done. Acknowledging a source means that there needs to be a format for a bibliography of sources. This depends on the school/department policy for developing a bibliography. The science department I work in uses the Harvard referencing format but there are others that can be sourced.
STAGE 5
- Implement safe work practices and manage risks
- Assemble, construct and manipulate identified equipment to perform the investigation
- Follow the planned procedure and identify and respond to errors if they occur
- Systematically and accurately collect and record data, information, evidence and findings
- Extract information from a wide range of reliable secondary sources and acknowledge these sources using an accepted referencing style
Implement safe work practices and manage risks: refer to the Stage 4 dot point above. Students should be able to develop their awareness and management of safety aspects when conducting an experiment or investigation. The skills for this Stage 5 dot point should be developed in Stage 4.
Assemble, construct and manipulate equipment in an investigation: The skills needed for this dot point have been developed in Stage 4. Note the verbs - assemble, construct, manipulate. This indicates that Stage 5 students should be able to make decisions themselves about how to carry out an investigation. Their ability to carry out the set-up of equipment for an investigation is the intent of this dot point.
Follow the planned procedure and identify and respond to errors if they occur: The difference in this dot point for Stage 5 is the ‘identify and respond to errors’. In the Stage 4 dot points it is important to note any errors and in Stage 5 students need to respond to those errors by modifying any procedure or part of an investigation in order to improve its ability to achieve the aim of the investigation.
Systematically and accurately collect and record data, information, evidence and findings in an investigation: Systematic relates to the validity of the investigation being done. This means making sure the variables are controlled in all aspects. Accurate means that any measurements are undertaken using instruments and procedures that are as accurate as possible when collecting data in the investigation.
The recording of data, information, evidence and findings needs to be carefully done so that the results of the investigation are clear to all that are reading the report of the investigation. This includes all qualitative or quantitative data collected as well as any other findings through research and observations during the investigation. All relevant material must be recorded in line with the expectations of presenting a true account of the investigation.
Extract information from a wide range of reliable secondary sources and acknowledge the sources using an accepted referencing style: As in Stage 4, sources need to be from reliable sources as indicated in the Stage 4 outcome. The referencing style is to be taught depending upon the school and/or department specifications for developing a proper bibliography for the investigation.
I hope that this information helps to clarify, a little, the dot points in these skills. These two skills are very important and crucial to a good investigation. It takes a lot of instruction, clarification of terms and time to develop the skills of Planning and Conducting a science investigation.
Make sure you look at the NESA resources for the new syllabus. There is one called Science 7-10 (2023) Working Scientifically Processes Guide’ link below: https://curriculum.nsw.edu.au/resources/teaching-resources?s=science_7_10_2023
