Global context Identities and relationships Form 5 Biology Unit 1: Control-crucial for survival!

Summative task

Summative Assessment task

SoI: Health and well-being of a system can be affected if there is no effective interaction
to create a balance.

(Criterion B- Inquiring and Designing Criterion C- Processing and evaluating

Name:_____________________________Class:______Deadline:________ Respected:

Respiration is defined as the chemical reactions in cells that break down nutrient
molecules and release energy for metabolism.

This task is about factors that affect respiration, a process that generates energy
for our systems to be healthy and work in a balanced way. We will use yeast to
investigate RESPIRATION.

TASK: Design, carry out, process data and evaluate an experiment that will investigate any
factor that affects respiration.

The task is divided in two parts

Part 1: Your design should include the following:

Criterion B

● Explain a problem or question to be tested by a scientific investigation.

● Formulate and explain a testable hypothesis using correct scientific reasoning.

● Selects appropriate materials and equipment.
● Explain how to manipulate the variables,
✔ Independent
✔ Dependent
✔ Controlled
● Design a logical, complete and safe method.
● Explain how sufficient, relevant data will be collected

On the following pages you will find more information on the different parts of the design, ATL skills
and the criteria descriptors.
Global context Identities and relationships Form 5 Biology Unit 1: Control-crucial for survival!Summative task

Background Information
• Be brief and only include relevant information: stick to the point
Aim
• State exactly what you want to find out. The reader should be able to imagine and understand your
experiment after reading this and looking at your diagram.
• It can often be written in the form: Investigate the effect of the independent variable on the dependent
variable for a … (perhaps state an important controlled variable).
Variables
• Independent – what you are changing on purpose
• Dependent – what you are measuring. It is what depends/changes because of the independent variable
• Controlled –what you keep the same in order to have a fair test, remember these are measurable quantities not
pieces of equipment (include at least 2)
Prediction/Hypothesis:
• What you think the outcome will be?
• Why you think this will occur?
You can often write it in the following way: As the independent variable increases (or otherwise changes)
the dependent variable will ________________ because ___________________

Equipment List
• A vertical list of every piece of equipment in columns and how many.
Diagram (if possible)
• Of main set-up only
• It should include labels clearly showing the independent, dependent and controlled variables.

Method
• Needs to be clear and in a logical sequence, use numbered steps.
• Do not use the words “I” or “we”. It should not be written in order form instead use the “passive voice”
• Ex. Do not say: “I will measure the temperature every 30 seconds” only say “The temperature will be
measured every 30 seconds.”
• State the number of measurement (repeats) you will make and the range of exercise.
Include: At least two precautions, limitations and improvements.

ATL skills that would be in use in Criterion B are:

In order for the students to explain a problem or question to be tested by a scientific

investigation, they must apply existing knowledge to generate new ideas, products or
processes[ATL Category: Thinking, ATL Cluster: Creative-thinking]

In order for the students to formulate a testable hypothesis and explain it using scientific
reasoning, they must make guesses, ask “what if” questions and generate testable hypotheses
[ATL Category: Thinking, ATL Cluster: Creative-thinking]

In order for the students to explain how to manipulate the variables, and describe how data will
Global context Identities and relationships Form 5 Biology Unit 1: Control-crucial for survival!Summative task

be collected, they must practise observing carefully in order to recognise problems [ATL
Category: Thinking, ATL Cluster: Critical-thinking]

In order for the students to design scientific investigations, they must consider ideas from
multiple perspectives [ATL Category: Thinking, ATL Cluster: Creative-thinking]

Criterion B: Inquiring and designing

Maximum: 8

Achievement Task specific clarifications Teacher’s Comment and improvements

level
The student does not reach a standard
0 identified by any of the descriptors below.
The student is able to:
i. state a problem or question to be tested
by a scientific investigation
1–2 ii. outline a testable hypothesis
iii. outline the variables
iv. design a method, with limited success
to investigate respiration in yeast.

The student is able to:

i. outline a problem or question to be
tested by a scientific investigation
ii. formulate a testable hypothesis using
scientific reasoning
3–4 iii. outline how to manipulate the
variables, and outline how relevant data
will be collected
iv. design a safe method in which he or
she selects materials and equipment to
investigate respiration in yeast.

The student is able to:

i. describe a problem or question to be
tested by a scientific investigation
ii. formulate and explain a testable
hypothesis using scientific reasoning
iii. describe how to manipulate the
5–6 variables, and describe how sufficient,
relevant data will be collected
iv. design a complete and safe method in
which he or she selects appropriate
materials and equipment to investigate
respiration in yeast.

The student is able to:

i. explain a problem or question to be
7–8 tested by a scientific investigation
ii. formulate and explain a testable
hypothesis using correct scientific
reasoning
Global context Identities and relationships Form 5 Biology Unit 1: Control-crucial for survival!Summative task

iii. explain how to manipulate the

variables, and explain how sufficient,
relevant data will be collected
iv. design a logical, complete and safe
method in which he or she selects
appropriate materials and equipment to
investigate respiration in yeast.

Part 2: After conducting the experiment you should be able to:

Criterion C

● Collect, organize, transform and present data in numerical and/ or visual forms correctly
● Interpret data and explain results using correct scientific reasoning accurately
● Evaluate the validity of a hypothesis based on the outcome of a scientific investigation
● Evaluate the validity of the method based on the outcome of a scientific investigation
● Explain improvements or extensions to the method that would benefit the scientific investigation.

ATL skills that would be in use in Criterion C are:

In order for the students to present collected and transformed data, they must collect, record
and verify data [ATL Category: Research, ATL Cluster: Information-literacy skills]

In order for the students to interpret data and describe results using scientific reasoning, they
must interpret data [ATL Category: Thinking, ATL Cluster: Creative-thinking]

In order for the students to evaluate the validity of a hypothesis based on the outcome of the
scientific investigation, they must recognise unstated assumptions and bias [ATL Category:
Communication, ATL Cluster: Communication]

In order for the students to evaluate the validity of the method, they must evaluate evidence and
arguments [ATL Category: Thinking, ATL Cluster: Critical-thinking skills]

In order for the students to explain improvements or extensions to the method, they must
recognise and evaluate propositions[ATL Category: Thinking, ATL Cluster: Critical-thinking
skills]
Global context Identities and relationships Form 5 Biology Unit 1: Control-crucial for survival!Summative task

Criterion C: Processing and evaluating

Maximum: 8

Achievemen Task specific clarifications Teacher’s Comment and improvements

t level
The student does not reach a standard identified by
0 any of the descriptors below.

The student is able to:

i. collect and present data in numerical and/or visual
forms
ii. interpret data to find a relationship between the
investigated factor and respiration in yeast.
1–2
iii. state the validity of a hypothesis based on the
outcome of a scientific investigation
iv. state the validity of the method based on the
outcome of a scientific investigation
v. state improvements or extensions to the method.

The student is able to:

i. correctly collect and present data in numerical
and/or visual forms
ii. accurately interpret data and explain results on
the relationship between the investigated factor and
respiration in yeast.
3–4
iii. outline the validity of a hypothesis based on the
outcome of a scientific investigation
iv. outline the validity of the method based on the
outcome of a scientific investigation
v. outline improvements or extensions to the method
that would benefit the scientific investigation.

The student is able to:

i. correctly collect, organize and present data in
numerical and/or visual forms
ii. accurately interpret data and explain results using
scientific reasoning on the relationship between the
investigated factor and respiration in yeast.
5–6
iii. discuss the validity of a hypothesis based on the
outcome of a scientific investigation
iv. discuss the validity of the method based on the
outcome of a scientific investigation
v. describe improvements or extensions to the method
that would benefit the scientific investigation.

The student is able to:

i. correctly collect, organize, transform and present
data in numerical and/ or visual forms
ii. accurately interpret data and explain results using
correct scientific reasoning on the relationship between
the investigated factor and respiration in yeast.
7–8
iii. evaluate the validity of a hypothesis based on the
outcome of a scientific investigation
iv. evaluate the validity of the method based on the
outcome of a scientific investigation
v. explain improvements or extensions to the method
that would benefit the scientific investigation.
Global context Identities and relationships Form 5 Biology Unit 1: Control-crucial for survival!Summative task

Command terms

Organize: Put ideas and information into a proper or systematic order

Present: Offer for display, observation, examination or consideration.

Collect: Gather

Transform: Process raw data into a form suitable for visual representation

Outline: Give a brief account or summary.

Design: Produce a plan, simulation or model

Describe: Give a detailed account or picture of a situation, event, pattern or process.

Discuss: Offer a considered and balanced review that includes a range of arguments, factors
or hypotheses. Opinions or conclusions should be presented clearly and supported by
appropriate evidence.

Explain: Give a detailed account including reasons and causes.

Evaluate: Make an appraisal by weighing up the strengths and limitations.