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Unit 3 & 4 Biology Logbook
Name: Mark Deacon
Partners: Tarik & Harry

You will get a total of 4 double periods to design and conduct your investigation and complete your
poster. The first 3 sets of double periods will involve you recording information into a logbook. The
information recorded into this book will be the only resource you have when constructing your poster in
the final double period.
First double period

Step 1 (50 minutes) Aim and Hypothesis
During this time you need to outline an aim and hypothesis for your investigation. This should be an
informed decision and you need to perform some background research on previous investigations that
have been completed and also the theories that will support your investigation. Throughout the process
of collecting information you need to ensure that you keep a record of your resources to form a reference
list when you construct your poster.
Your aim may be the same for all group members but your hypothesis may differ depending on what you
are aiming to find from the investigation.
Step 2 (50 minutes) Methodology
You need to outline a step-by-step methodology for your investigation. This should include all equipment,
identification of you IV and DV and steps that ensure safety for your investigation.
Second double period
Conducting your investigation and recording results
During this time you will need to conduct your investigation and record your results. You will need to
make sure that everything is recorded in your log book and if you have time, you need to ensure that you
repeat steps if they need to be refined. Within this time you may like to ensure you have the correct tables
or graphical representations completed to feed into the next lesson.
Third double period
Analyse results and discussions
During this double period you will work with your group to discuss the finding of your investigation. You
may discuss points of contention and the limitations to your investigation as well as the main findings
from your investigation. You will need to ensure that your work from this section is your own, even
though you are discussing points, you must record your own thoughts and dialogue.
In this time you may also prepare any graphical representations you would like to add to your poster
(whether it be hand drawn or through excel) and also any diagrams you wish to use on your poster. You
can take photos of these and upload them to your device.
Fourth double period
Poster construction
This process will be completed on computers. During this time you will be given a poster template and
you will need to construct the poster within the 100 minute period. You will have access to your logbook
as the only source of information.
Copyright © Pearson Australia 2016 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4886 1123 0 Page 1
Marking scheme
Section Content and activities (100 marks)
Title Question under investigation is the title (2 marks).

(2 marks)
Introduction Explanation or reason for undertaking the investigation, including a
clear aim (2 marks), a hypothesis and/or prediction (2 marks),
(14 marks)
and relevant background biological concepts (5 marks).
Independent, dependent and controlled variables are outlined and
classified (5 marks).
Methodology Summary outlines the methodology used in the investigation and is
authenticated by detailed logbook entries (10 marks). Method is
(24 marks)
valid (4 marks) and reliable (4 marks).
Identification and management of relevant risks, including the
relevant health, safety and ethical guidelines followed in the
investigation (6 marks).
Results Collecting, recording and organising raw data/evidence in
appropriate format (including in logbook) to illustrate trends,
(20 marks)
patterns and/or relationships (8 marks).
Organisation and presentation of analysed data, including processed
data, graphs and tables, summary flow charts or other appropriate
format to illustrate trends, patterns and/or relationships (8
marks).
Conducting research safely and ethically—these marks cover
complying with the documented relevant health, safety and ethical
requirements for the investigation including appropriate and
responsible laboratory behaviour and completion of tasks without
hurting yourself or others physically or emotionally (4 marks).
Discussion Analysis and evaluation of primary data (6 marks).
(20 marks) Identification of outliers and their subsequent treatment
(3 marks).
Identification of limitations in data and methods, and suggested
improvements (5 marks).
Linking of results to relevant biological concepts (6 marks).
Conclusion Conclusion that provides a response to the question (5 marks).
(5 marks)
References and Referencing and acknowledgement of all quotations and sourced
acknowledgement content as they appear in the poster (5 marks).
s
(5 marks)
Organisation Clear and coherent structure, information inserted under
/presentation of appropriate headings. Scientific conventions are followed including
poster symbols, units and accurate use of terminology (10 marks).
(10 marks)
Designing and planning your investigation
STEP 1: Developing aims, hypotheses and predictions

(Title and Introduction)
Suggested time allocation: 50 minutes
Remember this
• A research question is a statement defining what is being investigated.
It ends with ‘?’.
• An aim is a statement describing in detail what will be investigated.
• A hypothesis:
• is a prediction of the outcome of an experiment based on previous
knowledge
• often takes the form of a proposed connection between two or
more variables in a cause-and-effect relationship.
• A practical investigation determines the relationship between variables,
measuring the results.
a. Complete the table below to assist you in developing and evaluating

your research question.
Date: 30/05/2022
Research Independent Dependent Controlled Potential

question variable variable variables hypothesis
What affect does Type of liquid Rate of Timing of Liquids with a

liquid type have respiration/ experiment, higher sugar
on rate of balloon balloon size concentration
cellular growth and shape, will lead to
respiration amount of higher rates
yeast, added of cellular
sugar and respiration.
liquid. The acidity of
each liquid
might also
have an
impact.
b. Complete the following table to refine your aim for the investigation.
Hypothesis Aim
When the liquid type changes from To investigate how different liquids affect
water the rate of cellular respiration the rate of cellular respiration in yeast as
will be lower evidence by the size of the balloons.
c. Complete the table below to assist you in classifying and planning what
to do with all your variables.
Planning your variables
List the independent variable (the The liquid type, this is qualitative and it is
variable that you will change in nominal
the experiment).
Is the variable quantitative (and
is it discrete or continuous)?
Or is it qualitative (and is it
nominal or ordinal)?
List the dependent variable(s). Rate of cellular respiration: will be measured
These are the variables that you by the amount of carbon dixide produced from
will measure/observe. the yeast. Will use measuring tape to find the
circumference of the balloon. Additional
observations may be made throughout the
expirent.
What equipment will you use to
measure these?
List the variables that you will -Amount of liquid in each test tube: will
control. measure with a beaker.
-Timing: Attentively keep track of the time on
a stopwatch and possibly denote a group
What will you do to control these member to this task.
-Amount of yeast: Measure the yeast in each
variables?
test tube.
d. Identify and summarise the relevant background biological concepts
relating to investigating your question. (More information about
referencing is included at the end of this logbook)
Relevant background biological concepts Credible reference,

including title and page
number/URL
(also include in step 5)
Cellular Respiration. Jacaranda

Cellular respiration occurs through a series of steps,
each controlled by a different enzyme. There are two
types of cellular respiration, both of which begin with an
initial step, called glycolysis, in the cytosol of cells.
Aerobic cellular respiration: glucose is broken down in
the presence of oxygen to produce carbon dioxide,
water and ATP. It includes the Krebs Cycle and the
electron transport chain, which both occur in the
mitochondria. Anaerobic cellular respiration: occurs in
the absence of oxygen. The products formed depend on
the type of organism this process occurs within. Plants
and yeasts carry out alcohol fermentation, whereas
animals carry out lactic acid fermentation.
Glucose Availability Effect on Cellular Respiration Jacaranda

As with all reactions, cellular respiration depends on a
continual supply of its reactant, glucose. The availability
of glucose will affect the speed or rate of the reaction.
No cellular respiration at very low glucose
concentrations. The rate of cellular respiration increases
as the concentration of glucose increases, but only when
glucose concentrations are at low–medium levels. At
very high glucose concentrations, the rate of cellular
respiration plateaus
PH Level Effect on Cellular Respiration

-pH affects cellular respiration. Enzymes play a vital role
in cellular respiration to catalyse the reaction. Enzymes
are said to have an optimum pH and at higher pH levels,
the enzymes are denatured and are no longer able to
catalyse the reaction.
STEP 2: Writing the methodology
Remember this
• Quantitative variables are measured, while qualitative variables are
observed but cannot be measured.
• The methodology is a step-by-step procedure that a reader can
follow.
• An investigation or experiment should be valid, reliable and
accurate:
• Validity refers to whether an experiment or investigation is in
fact testing the stated hypothesis and aims.
• Reliability refers to the notion that the experiment can be
repeated many times and that consistent results will be
obtained.
• Accuracy refers to the ability to obtain the correct measurement
using the correct instrument.
• Ethical and safety considerations must be of the highest priority at
all times during a practical investigation:
• Safety guidelines for biological materials.
• Safety Data Sheets need to be obtained for all chemicals
used.
• Safe Work Procedures outline how to use equipment safely.
• A risk assessment should be conducted prior to commencing
the investigation.
• Appropriate protective equipment including personal
protective equipment should be used according to the risk
assessment.
a. List the equipment and materials that you will need. For each item list
the source, accuracy of the instrument (if known), and any other source
of uncertainty associated with each measurement.
Type of materials: Source or supplier Limitations of materials

biological, chemical, or equipment (e.g.
equipment uncertainty of
measuring)
Balloons Woolworths Are the balloons the same?

5 tablespoons Dry Yeast Woolworths Type of dry yeast
5 Conical flasks RSC lab department No limitation
Measuring apparatus RSC lab department No limitation
50mL water Woolworths No limitation
50mL Coke Woolworths No limitation
50mL Coke Zero Woolworths No limitation
50mL Soy Milk Woolworths Type of soy milk
50mL Kombucha Woolworths Type of kombucha
50mL Black coffee Woolworths Type of black coffee
Marker Woolworths No limitation
5 Tablespoons sugar Woolworths Type of sugar
Ruler Woolworths No limitation
b. Write step-by-step instructions on how you intend to conduct the

investigation. Include notes about how you ensure your method is valid
and reliable
You may choose to include diagrams and/or present these steps as a flow
chart. If you are adapting a known method, give the reference details,
including page number. (see Step 5).
1. In 6 conical flasks, use the funnel to place 1 heaped teaspoon of active dry yeast.
2. Label each of the flasks with the name of the following liquids, Water, Coke,
Coke Zero, Soy Milk, Kombucha, Black Coffe
3. Pour 50mL of each liquid into seperate conical flasks, then quickly place a balloon
over the top
4. Use the marker to measure height of the solution in the conical flask
5. Use a ruler to measure the hight and circumference of the balloon above the
flask, every 5 minutes for 40 minutes
6. Record any other changes you notice over the experiment
d. Safety—risk assessment
List all biological materials and chemical reagents required for the
investigation. Obtain safety guidelines for biological materials and Safety
Data Sheets for each chemical to enable you to complete the following
table (include more rows as needed).
Biological Chemical Hazard statements Safety measures

material OR required (from Safety Data to be followed
equipment (including Sheets)
required concentration)
Include Hazchem
code if available
Balloons None None None
5 tablespoons None None Should be poured
Dry Yeast into the measuring
apparatus using
funnel
5 Conical None None None
flasks
Measuring None None None

apparatus
50mL water None None Should be poured

into the measuring
apparatus using
funnel
50mL Coke None None Should be poured
into the measuring
apparatus using
funnel
50mL Coke None None Should be poured
Zero into the measuring
apparatus using
funnel
50mL Soy Milk None None Should be poured
into the measuring
apparatus using
funnel
50mL None None Should be poured
Kombucha into the measuring
apparatus using
funnel
50mL Black None None Should be poured
coffee into the measuring
apparatus using
funnel
Marker None None None
5 Tablespoons None None Should be poured

sugar into the measuring
apparatus using
funnel
Ruler None None None
Teacher Checkpoint: _________
Conducting investigations and recording and presenting
data
STEP 3: Collecting and presenting your results (Results)

Remember this
Record all information objectively in your logbook, including data and
method during an investigation.
• Beware of potential errors when conducting an investigation,
including:
• mistakes—are avoidable AVOID THEM
• systematic errors—errors that are consistent and will occur
again if the investigation is repeated in the same way
• random errors—errors that occur in an unpredictable manner
and are generally small.
• Reduce errors as much as possible, and explain how
• Tables are often an efficient method of recording raw data. Tables
include:
• a descriptive title, column headings (including the unit)
• Processed data can be presented in tables, flow charts, diagrams or
graphs. Choose which will be the most appropriate and show your
findings clearly (you can always make more than you need and
choose the best)
Draw up table(s) and or diagrams to record your raw data. Use

appropriate headings for columns and rows. Include units (where
applicable).
20 Minutes
Liquid Balloon Circumference Height of Liquid
Water 13cm 8
Soy Milk 14cm 7.5cm
Coke Zero 11cm 4.5cm
Coke (Regular) 13cm Top of flask (10cm)
Kombucha None 3cm
Coffee 9cm 3.5cm
40 Minutes
Water 14cm Top of Flask (10cm)
Soy Milk 16cm Top of Flask (10cm)
Coke Zero 13cm 5cm
Coke (Regular) 15cm Top of Flask (10cm)
Kombucha None 3.5cm
Coffee 13.5 5cm
60 Minutes
Water 12.5cm Top of Flask (10cm)
Soy Milk 18cm 7cm
Coke Zero 11cm Top of Flask (10cm)
Coke (Regular) 17cm Top of Flask (10cm)
Kombucha None 4cm
Coffee 17cm Top of Flask (10cm)
b. Record any deviations from the method as you conduct the

investigation.
c. Draw up a table, graph or flow chart to summarise processed data.

Consider ways that best display your information (if applicable)
Teacher Checkpoint: _________
Discussing investigations and drawing evidence-based
conclusions
STEP 4: Analysing and evaluating your data

(Discussion and Conclusion)
Remember this
A discussion should:
• analyse and evaluate data (what does it tell us, how does it relate to the
aim)
• evaluate the investigative method, identify any issues with validity,
accuracy and precision and reliability
• make recommendations for improving the investigation method
• explain the link between investigation findings and relevant biological
concepts
• defining concepts and investigation variables
• discussing the investigation results in relation to the hypothesis
• linking the investigations’ findings to existing knowledge and
literature
• discussing the implications and possible applications of the
investigation’s findings
• suggest further investigations related to this question.
A conclusion should link the evidence collected to the hypothesis and research
question, indicating whether the hypothesis was supported or refuted.
• A strong conclusion is specific and directly refers to data analysed.
Complete the following tables. Use a highlighter to emphasise specific
examples when analysing and evaluating your data and explaining the
link to relevant biological concepts.
a. Analysing and evaluating data
Key ideas Specific example from your

investigation
Was a pattern, trend or

relationship observed between
the independent and dependent
variables?
If a pattern was observed,
describe the pattern
Were there any

deviations/outliers in the data?
Would a greater sample size

lead to a stronger conclusion?
If you made further changes to

the independent variable, could
this lead to a stronger
conclusion?
b. Evaluating the method
Key ideas Specific example from your investigation
Validity – was the

independent variable
the only variable that
changed?
Accuracy – what was
the unit of
measurement?
Accuracy – was the
uncertainty with your
measurements?
Did you repeat the
experiment? How many
repeat trials? Did you
record all
measurements?
Sources of error in the
investigation
What would you do to

improve the
investigation method if
you have the
opportunity to do so?
c. Relevant biological concepts
Key terms to be Cellular respiration, ATP,

defined
Relevant biological
principles (include
reference details)
d. Relating findings to your hypothesis and key biological concepts
Hypothesis The higher the glucose concentration of the
Was my hypothesis
supported or refuted?
Has my hypothesis been
fully answered? What could
be done to improve or
complement my
investigation?\
Link to relevant biological
principles (include reference
details)
How does my data fit with

the literature?
Do my findings lead to
further questions?
Are there any practical

applications/implications for
my findings?
e. Drawing evidence-based conclusions
Conclusion
Strong conclusion
(specific)
Weaker conclusion (as a

comparison)
STEP 5: Referencing
(References and acknowledgements)
Remember this
Suggested referencing style:
• Print book: author’s surname and initials, year of publication, title,
edition number, publisher’s name, city of publication
• Digital book: author’s surname and initials, year of publication, title,
edition number, publisher’s name, city of publication, date website
was accessed, website address
• Article: author’s surname and initials, date of publication (if
newspaper article), title of article, journal/magazine title, volume
and issue number, first and last page numbers
• Internet: author’s surname and initials, or name of organisation or
title of web page, year website was written or last revised, date
website was accessed, website address
• An in-text citation is included in the body of the report (e.g.
Commons, 2016).
• A bibliography or references list is included at the end of the report.
For each reference that you use (e.g. textbook, internet resource),
complete the appropriate details below to enable you to include in-text
citations and a bibliography for the poster.
References – Item 1
Date ______________________________
Bibliographic
information
Summary of content
Relevant findings and
evidence
Limitations, bias or
flaws within the article
Useful quotations
Additional notes
Date ______________________________
Bibliographic
information
Summary of content
evidence
flaws within the
article
Useful quotations
Additional notes
Date ______________________________
Bibliographic
information
Summary of content
evidence
flaws within the
article
Useful quotations
Additional notes
Date ______________________________
Bibliographic
information
Summary of content
evidence
flaws within the
article
Useful quotations
Additional notes
Date ______________________________
Bibliographic
information
Summary of content
evidence
flaws within the
article
Useful quotations
Additional notes

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Unit 3 & 4 Biology Logbook

Name: Mark Deacon

Partners: Tarik & Harry

First double period

Step 2 (50 minutes) Methodology

Second double period

Conducting your investigation and recording results

Third double period

Analyse results and discussions

Fourth double period

Title Question under investigation is the title (2 marks).

STEP 1: Developing aims, hypotheses and predictions

a. Complete the table below to assist you in developing and evaluating

Research Independent Dependent Controlled Potential

What affect does Type of liquid Rate of Timing of Liquids with a

Planning your variables

Relevant background biological concepts Credible reference,

Cellular Respiration. Jacaranda

Glucose Availability Effect on Cellular Respiration Jacaranda

PH Level Effect on Cellular Respiration

Type of materials: Source or supplier Limitations of materials

Balloons Woolworths Are the balloons the same?

b. Write step-by-step instructions on how you intend to conduct the

Biological Chemical Hazard statements Safety measures

Balloons None None None

Measuring None None None

50mL water None None Should be poured

5 Tablespoons None None Should be poured

Teacher Checkpoint: _________

STEP 3: Collecting and presenting your results (Results)

Draw up table(s) and or diagrams to record your raw data. Use

b. Record any deviations from the method as you conduct the

c. Draw up a table, graph or flow chart to summarise processed data.

Teacher Checkpoint: _________

STEP 4: Analysing and evaluating your data

a. Analysing and evaluating data

Key ideas Specific example from your

Was a pattern, trend or

Were there any

Would a greater sample size

If you made further changes to

Key ideas Specific example from your investigation

Validity – was the

What would you do to

c. Relevant biological concepts

Key ideas Specific example from your investigation

Key terms to be Cellular respiration, ATP,

Key ideas Specific example from your investigation

Hypothesis The higher the glucose concentration of the

How does my data fit with

Are there any practical

e. Drawing evidence-based conclusions

Weaker conclusion (as a

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