2019 Sample questions Investigating Science

NSW Education Standards Authority

Investigating Science

Additional sample examination questions

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Contents

Introduction .................................................................................................... 3

Question List .................................................................................................. 4

Sample Questions

Module 5 Scientific Investigations ............................................. 8

Module 6 Technologies ............................................................ 29

Module 7 Fact or Fallacy? ........................................................ 47

Module 8 Science and Society .................................................. 65

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Introduction

The first HSC examination for the new Investigating Science Stage 6 syllabus will be held in 2019.

The syllabus and related assessment materials are available on the syllabus page of the NESA website.

The Assessment and Reporting in Investigating Science Stage 6 document provides the Investigating Science HSC examination specifications. The Investigating Science – Sample examination materials document indicates the layout and format of the HSC examination and provides examples of questions that may be found in HSC examinations, with annotations.

This document, Investigating Science – Additional sample examination questions, provides additional examples of questions that may be found in HSC examinations for Investigating Science. The document comprises new questions, as well as questions that have been published in the sample examination materials and some questions that have been drawn from previous HSC examinations.

The document has been developed to assist teachers to:

• create sample HSC examination papers • prepare revision exercises• model question design • consolidate understanding of the syllabus.

The sample questions are arranged by module. Examples of both objective-response questions and short-answer questions for each of the modules, Scientific Investigations, Technologies, Fact or Fallacy, and Science and Society, are provided.

Each sample question has been mapped to show how the question relates to content, syllabus outcomes and bands. Questions may require candidates to integrate knowledge, understanding and skills from different content areas. Each question is mapped to the main content area(s) being assessed but may be relevant to one or more content areas. When a question has been mapped to multiple content areas, it has been placed under the topic deemed to be most relevant.

Answers for the objective-response questions and marking guidelines for the short-answer questions are also provided. The sample questions, sample answers and marking guidelines provide teachers and students with guidance as to the types of questions that may be included in the examination and how they may be marked. They are not meant to be prescriptive.

Note:

• In this set of sample questions, some stimulus material is used in more than one question. This illustrates how the same content area can be examined in different ways.

• In this document, ‘Bands’ means the performance bands targeted by the question.

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Question List* denotes a multiple–choice question

Module 5 Scientific Investigations

Question Marks Content Syllabus Outcomes Bands

Mod 5 – 1* 1 Mod 5 Practical Investigations to Obtain Primary Data INS12–7, INS12–12 2–3

Mod 5 – 2* 1 Mod 5 Practical Investigations to Obtain Primary Data INS12–5, INS12–12 2–3

Mod 5 – 3* 1 Mod 5 Practical Investigations to Obtain Primary Data

INS12–2, INS12–4, INS12–12 3–4

Mod 5 – 4* 1 Mod 5 Practical Investigations to Obtain Primary Data

INS12–1, INS12–5, INS12–12 5–6

Mod 5 – 5* 1 Mod 5 Different Types of Scientific Investigations INS12–1, INS12–12 2–3

Mod 5 – 6* 1 Mod 5 Different Types of Scientific Investigations INS12–2, INS12–12 3–4

Mod 5 – 7* 1 Mod 5 Student Investigation INS12–2, INS12–12 4–5

Mod 5 – 8* 1 Mod 5 Reliability and Validity INS12–3, INS12–12 3–4




Mod 5 – 12* 1 Mod 5 Reliability and Validity INS12–3, INS12–5, INS12–12 3–4


Mod 5 – 14* 1Mod 5 Reliability and Validity Mod 6 Scientific Investigation and

Technology

INS12–2, INS12–6, INS12–12, INS12–13 5–6

Mod 5 – 15* 1 Mod 5 Reporting INS12–4, INS12–12 3–4

Mod 5 – 16 4 Mod 5 Different Types of Scientific Investigations INS12–6, INS12–12 3–6

Mod 5 – 17 (a) 3 Mod 5 Student Investigation Mod 5 Reliability and Validity

INS12–2, INS12–6, INS12–12 2–5

Mod 5 – 17 (b) 2 Mod 6 Scientific Investigation and Technology INS12–2, INS12–13 4–5

Mod 5 – 17 (c) 3 Mod 6 Scientific Investigation and Technology INS12–6, INS12–13 2–5

Mod 5 – 18 (a) 2 Mod 5 Reliability and Validity INS12–4, INS12–12 2–4

Mod 5 – 18 (b) 2 Mod 5 Reliability and Validity INS12–4, INS12–12 2–4

Mod 5 – 18 (c) 2 Mod 5 Reliability and Validity INS 12–4, INS12–5, INS12–12 4–6

Mod 5 – 19 (a) 5 Mod 5 Student Investigation Mod 5 Reliability and Validity

INS12–2, INS12–7, INS12–12 2–6

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Mod 5 – 19 (b) 3 Mod 6 Scientific Investigation and Technology

INS12–2, INS12–6, INS12–13 3–5

Mod 5 – 20 7 Mod 5 Student Investigation Mod 5 Reliability and Validity

INS12–1, INS12–2, INS12–12 2–6

Module 6 Technologies


Mod 6 – 1* 1 Mod 6 Scientific Investigation and Technology INS12–5, INS12–13 3–4

Mod 6 – 2* 1 Mod 6 Scientific Investigation and Technology INS12–4, INS12–13 3–4

Mod 6 – 3* 1 Mod 6 Scientific Investigation and Technology INS12–2, INS12–13 3−4

Mod 6 – 4* 1 Mod 6 A Continuous Cycle INS12–13 2–3



Mod 6 – 7 (a) 3 Mod 6 Scientific Investigation and Technology INS12–4, INS12–13 2–4

Mod 6 – 7 (b) 2 Mod 6 Scientific Investigation and Technology INS12–4, INS12–13 2–4

Mod 6 – 7 (c) 2 Mod 6 Scientific Investigation and Technology INS12–5, INS12–13 4–6

Mod 6 – 8 3 Mod 6 Scientific Investigation and Technology INS12–2, INS12–13 2–4


Mod 6 – 9 (b) 3Mod 6 Scientific Investigation and

Technology Mod 5 Reliability and Validity

INS12–2, INS12–12,INS12–13 3–5



INS12–5, INS12–6, INS12–13 5–6



INS12–2, INS12–6, INS12–13 3–5

Mod 6 – 12 8 Mod 6 A Continuous Cycle INS12–6, INS12–7, INS12–13 2–6

Module 7 Fact or Fallacy?


Mod 7 – 1* 1 Mod 7 Testing Claims INS12–2, INS12–14 3–4

Mod 7 – 2* 1 Mod 7 Impacts on Investigations INS12–2, INS12–14 3–4

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Mod 7 – 3* 1 Mod 7 Impacts on Investigations INS12–7, INS12–14 2–3

Mod 7 – 4* 1 Mod 7 Evidence-based Analysis INS12–5, INS12–14 4–5

Mod 7 – 5* 1 Mod 7 Evidence-based Analysis INS12–5, INS12–6, INS12–14 4–5

Mod 7 – 6* 1 Mod 7 Evidence-based Analysis INS12–5, INS12–14 5–6

Mod 7 – 7* 1 Mod 7 Reading Between the Lines INS12–6, INS12–14 3–4

Mod 7 – 8* 1 Mod 7 Reading Between the Lines INS12–7, INS12–14 3–4

Mod 7 – 9* 1 Mod 7 Science as Self-correcting – the Issues INS12–6, INS12–14 3–4

Mod 7 – 10 9 Mod 7 Testing ClaimsMod 5 Reliability and Validity

INS12–1, INS12–2, INS12–4, INS12–5, INS12–6, INS12–14

2–6

Mod 7 – 11 5 Mod 7 Testing Claims INS12–2, INS12–14 2–6

Mod 7 – 12 7 Mod 7 Testing Claims Mod 7 Impacts on Investigations

INS12–2, INS 12–6, INS12–7, INS12–14 2–6

Mod 7 – 13 4 Mod 7 Evidence-based Analysis INS12–6, INS12–7, INS12–14 3–6

Mod 7 – 14 3 Mod 7 Reading Between the Lines INS12–5, INS12–14 2–4

Mod 7 – 15 4 Mod 7 Reading Between the Lines INS12–7, INS12–14 2–6

Mod 7 – 16 7 Mod 7 Reading Between the Lines INS12–6, INS12–7, INS12–14 2–6

Module 8 Science and Society


Mod 8 – 1* 1 Mod 8 Incidents, Events and Science INS12–6, INS12–15 2–3

Mod 8 – 2* 1 Mod 8 Regulation of Scientific Research INS12–15 2–3

Mod 8 – 3* 1

Mod 8 Regulation of Scientific Research Mod 8 Influence of Economic, Social

and Political Forces on Scientific Research

INS12–15 3–4

Mod 8 – 4* 1Mod 8 Influence of Economic, Social


INS12–5, INS12–15 3–4

Mod 8 – 5* 1Mod 8 Influence of Economic, Social


INS12–15 3–4

Mod 8 – 6 (a) 2Mod 8 Influence of Economic, Social


INS12–15 2–3

Mod 8 – 6 (b) 5

Mod 5 Reliability and Validity Mod 5 Different Types of Scientific

Investigations Mod 8 Regulation of Scientific Research

INS12–2, INS12–12, INS12–15 2–6

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Mod 8 – 7 7

Mod 8 Regulation of Scientific ResearchMod 5 Different Types of Scientific

Investigations Mod 5 Reliability and Validity

INS12–6, INS12–12, INS12–15 2–6

Mod 8 – 8 7 Mod 8 Regulation of Scientific Research INS12–6, INS12–7, INS12–15 2–6

Mod 8 – 9 5Mod 8 Influence of Economic, Social


INS12–6, INS12–7, INS12–15 2–6

Mod 8 – 10 (a) 2 Mod 7 Impacts on Investigations INS12–2, INS12–14 3–5

Mod 8 – 10 (b) 2 Mod 7 Impacts on Investigations INS12–2, INS12–14 4–5

Mod 8 – 10 (c) 4 Mod 8 Regulation of Scientific Research INS12–6, INS12–7, INS12–15 3–6

Mod 8 – 10 (d) 3 Mod 5 Different Types of Scientific Investigations

INS12–5, INS12–6, INS12–12 4–6

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Module 5 Scientific Investigations

Mod 5 – Question 1

What type of scientific methodology did Marshall and Warren employ that resulted in a breakthrough when investigating the cause of peptic ulcers?

A. Survey

B. Simulations

C. Primary investigation

D. Secondary source investigation

Content Syllabus outcomes Bands KeyMod 5 Practical Investigations to Obtain Primary Data

INS12–7, INS12–12 2–3 C


The graph shows the relationship between volume and pressure.

Vol

ume

Pressure

How are the variables related?

A. As pressure is increased, volume decreases at a decreasing rate.

B. As pressure is increased, volume decreases at an increasing rate.

C. As volume is decreased, pressure increases at a decreasing rate.

D. As volume is decreased, pressure increases at a constant rate.


INS12–5, INS12–12 2–3 A

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An experiment was performed to investigate the effect of temperature on the time it takes for a tablet to dissolve. Five glasses of water of varying temperature were prepared. An effervescent tablet was then dropped into each of the glasses. The table below shows the temperature of each glass of water and the time taken for each of the tablets to dissolve.

Temperature of water (°C) Time taken to dissolve (seconds)

15 15

20 13

35 9

60 6

80 4

Which graph correctly represents the data from the experiment?

15

00 4 6 9 13 15

0 2 4 6 8 10 12 14 16

20

35

Tem

pera

ture

(°C

)

Time taken (s)

Time taken (s)

Tem

pera

ture

(°C

)

60

80

100

20304050607080

A.

0 15 20 35 60 80

Tim

e ta

ken

(s)

Temperature (°C)

4

0

6

9

13

15C.

0 10 20 30 40 50 60 70 80

Tim

e ta

ken

(s)

Temperature (°C)

20

468

10121416

B.

D.


INS12–2, INS12–4, INS12–12

3–4 B

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The scatter plot shows the relationship between heart disease and the percentage of saturated fatty acids in the diets of the populations of some different countries.

12

8

4

00 5 10

Saturated fatty acids in diet (%)

Hea

rt d

isea

se in

pop

ulat

ion

(%)

15 20

X

W

Y

Z

What hypothesis would a comparison of the data from ONLY country X and country Y support?

A. That heart disease is more common in country Y than in country X

B. That people in country X have a high intake of saturated fatty acids

C. That having more saturated fatty acids in the diet increases the risk of heart disease

D. That having more saturated fatty acids in the diet decreases the risk of heart disease


INS12–1, INS12–5, INS12–12

5–6 D

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Which of the following comments made by consumers about two bath soaps, OLOSOL and FLUX, could only be checked by asking the consumers?

A. OLOSOL costs more than FLUX.

B. FLUX cleans better than OLOSOL.

C. FLUX is found in more shops than OLOSOL.

D. OLOSOL and FLUX both make showering a pleasure.

Content Syllabus outcomes Bands KeyMod 5 Different Types of Scientific Investigations

INS12–1, INS12–12 2–3 D


Eratosthenes performed an investigation at Syene and Alexandria to estimate the circumference of Earth.

Which of the following could be an example of secondary data that Eratosthenes collected to complete his investigation?

A. The distance between Syene and Alexandria

B. The distance between Syene and the equator

C. The angles of shadows created by objects when the Sun was directly overhead

D. The angles of shadows created by objects in both the northern and southern hemispheres

Content Syllabus outcomes Bands KeyMod 5 Different Types of Scientific Investigations

INS12–2, INS12–12 3–4 A

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A student wanted to test the idea that the performance of students in Mathematics examinations would be worse if they did not eat breakfast.

Which of the following would be the best control group for this experiment?

A. A group that ate breakfast and attempted the same examination as the test group

B. A group that ate breakfast and attempted similar questions to those of the test group

C. A group that did not eat breakfast and attempted the same examination as the test group

D. A group that did not eat breakfast and attempted similar questions to those of the test group

Content Syllabus outcomes Bands KeyMod 5 Student Investigation INS12–2, INS12–12 4–5 A


A student carried out an investigation to measure the impact of a specific fertiliser on plant growth. At the end of the investigation, the student measured the height of a plant three times with a 30 cm ruler. He recorded the measurements in the table.

Measurement Height of plant (cm)

1 22.2

2 22.3

3 22.4

Which statement is the best explanation for the variation in the data?

A. The ruler was not suitable for this level of accuracy.

B. The student used a different ruler for each measurement.

C. The plant was growing while the student was measuring it.

D. The plant expanded and shrunk due to temperature changes at the time of measurement.

Content Syllabus outcomes Bands KeyMod 5 Reliability and Validity INS12–3, INS12–12 3–4 A

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A student wanted to investigate the water content of a variety of foods. The student weighed out exactly 5 g of a variety of food samples including apple, raw beef, celery and tomato. The foods were then placed in an incubating oven for 4 days, removed and then reweighed.

What would be the dependent variable in this investigation?

A. The types of food samples used

B. The temperature of the incubating oven

C. The amount of mass lost after 4 days in the incubating oven

D. The amount of mass of each sample prior to being placed in the incubating oven

Content Syllabus outcomes Bands KeyMod 5 Reliability and Validity INS12–2, INS12–12 3–4 C


A university conducted research on high blood pressure. A researcher claims that applications of this research have led to a halving of the number of strokes and to a reduced number of heart attacks.

What does this information suggest?

A. The more money we spend on research the more people we can save.

B. It is more important to spend money on research than on treating people with diseases.

C. If this research on high blood pressure were to cease, then people will have shorter lives.

D. Applying research findings on high blood pressure could reduce the incidence of strokes and heart attacks.

Content Syllabus outcomes Bands KeyMod 5 Reliability and Validity INS12–5, INS12–12 3–4 D

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A student plans to conduct an investigation to determine the effects of a soil pollutant on the growth of tomato plants. She designs a primary investigation and summarises her plan in the table below.

PlantWater

(mL/day)Sunlight

(hours/day)Pollutant

(g)

1 150 12 0

2 250 12 1

3 250 12 10

4 450 12 100

Which of the following makes this investigation invalid?

A. The experiment uses one type of plant.

B. The experiment does not have a control.

C. The amount of water is different for each plant.

D. The amount of pollutant is different for each plant.

Content Syllabus outcomes Bands KeyMod 5 Reliability and Validity INS12-2, INS12-12 4–5 C


A student performed an investigation that had an unexpected result. Before telling anyone about this result, the student decided to perform the investigation again.

Which of the following best explains why it was appropriate for the student to do this?

A. To average the results

B. To get different results

C. To use up extra equipment and chemicals

D. To make sure that the investigation could be replicated

Content Syllabus outcomes Bands KeyMod 5 Reliability and Validity INS12–3, INS12–5,

INS12–123–4 D

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An experiment was conducted to compare the effectiveness of two water treatments for purifying pond water. Three samples of pond water, A, B and C, were collected. Each sample was used to inoculate an agar plate. The plates were incubated at 25°C. The number of visible bacterial colonies on each plate was counted three days later.

Sample A B C

Treatment 5 grams of pool chlorine per litre of

water

Boiling for one minute

No treatment

Number of visible bacterial colonies

0 6 22

Which row of the table correctly identifies an independent variable, a dependent variable, a controlled variable and the purpose of Sample C in this experiment?

Independent variable

Dependent variable

Controlled variable

Purpose of Sample C

A. Quality of pond water

Temperature Number of bacterial colonies

To control the independent and dependent variables

B. Quality of pond water

Number of bacterial colonies

Treatment To ensure that the results reflect the effects of the water treatments

C. Treatment Pond water Temperature To control the independent and dependent variables

D. Treatment Number of bacterial colonies

Temperature To ensure that the results reflect the effects of the water treatments

Content Syllabus outcomes Bands KeyMod 5 Reliability and Validity INS12–2, INS12–12 5–6 D

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An investigation was carried out to measure how quickly substances dissolve at different temperatures.

The thermometer used for the investigation was faulty because a small part of the liquid column had become detached and stuck near the 70°C mark. In all other respects the thermometer was responding normally to changes in temperature. The diagram shows the thermometer when the actual room temperature was 18°C.

100

80

70

60

50

40

30

20

10

0

–10

Which statement is correct about the investigation carried out using this thermometer?

A. The investigation is valid because the thermometer is responding normally to temperature changes.

B. The investigation is reliable because consistent results can be obtained when the experiment is repeated.

C. The investigation is invalid because correct temperature readings can only be deduced if the temperature is 73°C.

D. The investigation is unreliable unless the person recording the measurements adds 3°C to each of the temperatures observed.

Content Syllabus outcomes Bands KeyM5: Reliability and Validity

M6: Scientific Investigation and Technology

INS12–2, INS12–6, INS12–12, INS12–13

5–6 B

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A student measured the time taken for three cars to travel particular distances. The student then calculated the average speed of each car, and put the information in the table below.

Car Distance(km)

Time(hours)

Average speed(km/h)

Car 1 100 1 100

Car 2 80 2 40

Car 3 150 3 50

Which of the following graphs best shows the average speed of each car?

020406080

100120140160

1 2 3Time (hours)

Average speed of cars

Ave

rage

spe

ed (

km/h

)

C.

Car 1Car 2

Car 3

0102030405060708090

100

1 2 3Car

Ave

rage

spe

ed (

km/h

)

A.

020406080

100120140

180160

0 20 40 60 80 100Average speed (km/h)

Average speed of cars

Dis

tanc

e (k

m)

D.

Car 1Car 2

Car 3

Average speed of cars B. Average speed of cars

Car 1

Car 2

Car 3

Content Syllabus outcomes Bands KeyMod 5 Reporting INS12–4, INS12–12 3–4 A

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Mod 5 – Question 16 (4 marks)

Identify an example of a known scientist who deviated from the traditional model of scientific methodology and explain how the scientist deviated from the traditional model.

Mapping grid:Content Syllabus outcomes BandsMod 5 Different Types of Scientific Investigations INS12–6, INS12–12 3–6

Marking guidelines:Criteria Marks• Outlines a relevant example

• Explains how the scientist deviated4

• Outlines a relevant example

• Outlines how the methodology differs from the traditional model3

• Outlines a relevant example

OR

• Shows some understanding of the traditional model

2

• Provides some relevant information 1

Sample answer:

In the early 1980s Warren found that 100 patients with gastritis all had a huge number of curved bacteria present in their intestines. These bacteria were not present in healthy people. Marshall was able to culture and identify these bacteria. They published their results and many microbiologists were convinced that there was a strong link between the presence of these bacteria and gastritis, but pharmaceutical companies and doctors believed that the gastritis made sufferers susceptible to infection.

Warren and Marshall wanted to show that it was H. pylori that caused gastritis, not that it was a consequence of gastritis. Animals did not develop gastritis when infected with H. pylori. Usually a research plan would be submitted to an ethics committee, funding would need to be acquired, stringent rules would be applied, many subjects would need to be found and screened and different testing protocols would be used. In a change from traditional scientific methodology, Marshall, who was perfectly healthy, deliberately infected himself by drinking a solution containing H. pylori. Marshall developed the symptoms of gastritis, then self-medicated with antibiotics targeting H. pylori and was cured. This unusual act proved that H. pylori caused gastritis and treating gastritis with antibiotics targeting H. pylori will cure gastritis.

4

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A student set up the following apparatus to measure the effect of temperature on volume of gas.

Clamp

Clamp

Syringe

Thermometer

250 mLErlenmeyer flask

Ice-water bath

Block

(a) Outline the different types of variable required in this investigation.

(b) Identify TWO ways that random errors could occur in this investigation.

(c) Explain how potential systematic errors may be reduced in this investigation.

Question 17 continues on page 20

3

2

3

– 20 –

Question 17 (continued)

Mapping grid (a):Content Syllabus outcomes BandsMod 5 Student Investigation

Mod 5 Reliability and Validity

INS12–2, INS12–6, INS12–12

2–5

Marking guidelines (a):Criteria Marks• Outlines the different types of variable required in the investigation 3• Outlines TWO types of variable required in the investigation 2• Provides some relevant information 1

Sample answer:

Independent variable: temperature of the gas in the conical flask.

Dependent variable: volume of gas pushed into syringe.

Controlled variables: • type of gas – different gases may behave differently so use the same gas for all trials, eg

air

• shape, type and arrangement of equipment – different shapes/sizes of equipment may influence the effect of changes in temperature, so use the same equipment for each trial.

Mapping grid (b):Content Syllabus outcomes BandsMod 6 Scientific Investigation and Technology INS12-2, INS12-13 4–5

Marking guidelines (b):Criteria Marks• Identifies TWO ways that random errors could occur 2• Identifies ONE way that random errors could occur 1

Sample answer:

Random errors can occur by accidentally knocking the seal on the flask causing gas to be lost. It can also occur when the rubber seal in the syringe gets worn over time as the experiment proceeds allowing gas to escape.


– 21 –


Mapping grid (c):Content Syllabus outcomes BandsMod 6 Scientific Investigation and Technology INS12-6, INS12-13 2–5

Marking guidelines (c):Criteria Marks• Explains how potential systematic errors may be reduced in this

investigation 3

• Identifies some potential systematic errors in this investigation

OR

• Explains how ONE potential systematic error may be reduced in this investigation

2


Sample answer:

Systematic errors can occur if the scale on the equipment is not properly zeroed or marked. It can also occur as a result of misreading the scale on the thermometer or syringe, eg through constant parallax error. These errors can be reduced by ensuring that the scale is correctly calibrated and by carefully reading scales at eye level.

End of Question 17

– 22 –


Some rats were being fed to determine the rate at which they put on ‘weight’. The table shows the average masses of male and female rats from birth to 26 months of age when they are fully grown.

Age(months)

Average mass of female rats(grams)

Average mass of male rats(grams)

birth 65 542 123 1006 211 164

10 320 40014 440 48518 550 63026 665 865

The change in the mass of female rats with age was graphed as shown.

(a) Label the axes and indicate the scales.

(b) On the same grid, construct a graph to show the change in the mass of male rats with age.

(c) Outline how to predict the average mass of male rats at 28 months. Include the predicted value in your answer.


2

2

2

– 23 –


Mapping grid (a):Content Syllabus outcomes BandsMod 5 Reliability and Validity INS12–4, INS12–12 2–4

Marking guidelines (a):Criteria Marks• Labels axes correctly, including correct units• Provides an appropriate scale

2


Mapping grid (b):Content Syllabus outcomes BandsMod 5 Reliability and Validity INS12–4, INS12–12 2–4

Marking guidelines (b):Criteria Marks• Plots points correctly• Draws line of best fit

2


Sample answer (a) and (b):

0 2 4 6 8 10 12 14Age (months)

Aver

age

mas

s (g

)

16 18 20 22 24 26 280

100

200

300

400

500

600

700

800


– 24 –


Mapping grid (c):Content Syllabus outcomes BandsMod 5 Reliability and Validity INS12–4, INS12–5,

INS12–124–6

Marking guidelines (c):Criteria Marks• Provides the correct mass

• Outlines a technique2

• Provides the correct mass

OR

• Provides a technique

1

Sample answer:

The predicated average mass of male rats is 930 g. This is determined by extending the line of best fit until it reaches 28 (extrapolation).

End of Question 18

– 25 –


Male crickets produce a chirping sound by rubbing the edges of their forewings together. A class wants to investigate the impact of temperature on the frequency of cricket chirping. The scientist hypothesises that chirping will become more frequent at higher temperatures, as chirping is used to attract mates and prime mating season is in summer.

(a) Design a procedure to test this hypothesis.

(b) Suggest a digital technology that can be used to collect data in this investigation, and justify the use of this technology in terms of its benefits.

Mapping grid (a):Content Syllabus outcomes BandsMod 5 Student Investigation


INS12–2, INS12–7, INS12–12

2–6

Marking guidelines (a):Criteria Marks• Designs a procedure that tests the hypothesis, by showing how the

independent variable can be changed and the dependent variable can be measured

• Shows how controlled variables will be managed

• Addresses reliability and validity of results to be obtained

• Follows a coherent and logical order

5

• Designs a procedure that tests the hypothesis, by indicating the independent and dependent variables

• Shows evidence of controlled variables

• Addresses reliability or validity of the results to be obtained

• Follows a logical, step-by-step order

4

• Designs a procedure that tests the hypothesis

• Shows evidence of repetition

• Follows a step-by-step order

3

• Provides some steps for testing the hypothesis 2• Provides some relevant information 1


5

3

– 26 –


Sample answer:1. Work in a group of 4 students for this investigation2. Collect a medium sized plastic container. Make a hole in the lid of the container, large

enough to insert a thermometer through the hole.3. Using whiteout, place small identifying marks on 4 adult male crickets.4. Place the crickets in the plastic container. Place the lid on the container and insert the

thermometer.5. Place the closed container on a frozen ice pack or brick. Ensure the container sits

level on the surface.6. Allow 3 minutes for the crickets to adjust to their surroundings.7. Record the temperature of the ‘environment’.8. Allocate a cricket to each group member. 9. Each member uses a magnifying glass to observe their marked cricket’s chirping

motion (rubbing forewings together).10. Record the number of chirps made by each cricket over a 5-minute period. 11. Repeat steps 5 to 10 by placing the plastic container on a container of cool water,

bench top (ambient temperature) and on a heat mat/hot water bottle (approx. 30°C). 12. Calculate the average number of chirps for each temperature.13. Students combine their results.

Mapping grid (b):Content Syllabus outcomes BandsMod 6 Scientific Investigation and Technology INS12–2, INS12–6,

INS12–133–5

Marking guidelines (b):Criteria Marks• Identifies an appropriate digital technology

• Justifies the use of the technology in terms of the benefits3

• Identifies an appropriate digital technology

• Justifies the use of the technology2


Sample answer:

A digital thermometer could be used to record the temperature in this investigation. Digital thermometers are more precise than alcohol thermometers as they can take measurements of up to two decimal places or eliminate observational errors due to reading. Digital thermometers also remove the confusing gradient scale present on the sides of many glass alcohol thermometers – the temperature can be easily read from the digital screen. Thus digital thermometers would increase the accuracy of the data.

End of Question 19

– 27 –


An advertisement is shown.

SAFETY IN A STICK

Wearing lipstick during summer is good for the lips, stopping them drying out and suffering from the effects of the sun.

A new creamy formulation gloss stick from NESS – the Moisture Lipstick – conditions, moisturises and protects the lips from harsh elements, both outdoors and in, and is available in six shades. It provides more protection than all other lipsticks.

State ONE claim made in this advertisement and design an investigation to test this claim.

Mapping grid:Content Syllabus outcomes BandsMod 5 Student InvestigationMod 5 Reliability and Validity

INS12–1, INS12–2, INS12–12

2–6

Marking guidelines:Criteria Marks• States ONE claim• Proposes a hypothesis to test the claim• Designs a procedure that

– tests the hypothesis, by showing how the independent variable can be changed and the dependent variable can be measured

– shows how controlled variables will be managed– addresses reliability and validity of results to be obtained– follows a coherent and logical order

7

• States ONE claim• Proposes a hypothesis to test the claim• Designs a procedure that

– tests the hypothesis, by indicating the independent and dependent variables

– shows evidence of controlled variables– addresses reliability or validity of the results to be obtained– follows a logical order

6

• States ONE claim• Proposes a hypothesis to test the claim • Designs a procedure that tests the hypothesis and shows evidence of

repetition • Follows a step-by-step order

4–5

• States ONE claim • Provides some steps for testing the claim

2–3



7

– 28 –


Answers could include:

Investigation: That ‘NESS’ is a more effective lip protection than other lipsticks.

Independent variable: • Using ‘NESS’ vs using another lipstick

Dependent variable: • Lip damage

Controlled variables: • Length of time exposed to the sun

• Severity of sun exposure

• Dryness of atmosphere

• Amount of ‘NESS’/lipstick used

• State of the participant’s lips at the start of the investigation

• Number of days taking measurements

Validity:• How to measure the effect of lipsticks on lip ‘health’

• How can controlled variables be maintained

Reliability:• Large number of participants

• Repeat experiments with a number of random groups

Data collection:• Take imprint of lips using sticky tape and compare imprints.

• Count lines/inconsistencies on lips – indicating lip damage

• Record data in table

Data presentation:• Present data in the form of a column graph, x-axis – type of lipstick used,

y-axis – level of lip damage.

End of Question 20

– 29 –

Module 6 Technologies


Which of the following is NOT likely to result in a systematic error in a primary investigation?

A. A thermometer consistently reads 107°C when placed in boiling water.

B. An electronic balance records a reading of 0.2 g despite nothing being placed on the scale.

C. A mechanical fault in a data logger used to record pH resulting in all measurements being out by 0.1.

D. A scientist reads the volume of a solution in a measuring cylinder from a different angle each time.

Content Syllabus outcomes Bands KeyMod 6 Scientific Investigation and Technology

INS12–5, INS12–13 3–4 D

– 30 –


Students conducted an investigation to measure the amount of hydrogen gas produced at different temperatures. They set up 4 flasks. Each flask was heated to a different temperature.

The students performed their calculations and recorded them in the table shown.

Flask Temp (°C) Volume gas produced (mL) Time (s)Reaction Rate

(mL/s)

1 10 8 180 0.056

2 20 17 180 0.083

3 30 22 180 0.12

4 40 27 180 0.16

For which flask was the reaction rate calculated correctly?

A. Flask 1

B. Flask 2

C. Flask 3

D. Flask 4


INS12–4, INS12–13 3–4 C

– 31 –


The apparatus was set up to investigate the relationship between pressure and volume.

10

9

8

7

6

5

4

3

2

1

0

ON OFF

ZERO

Gas

Mass

Ruler

Cylinder

900.00 g

The ruler is not correctly positioned.

Which row of the table correctly identifies the type of error and its subsequent effect on the calculated volume of gas?

Type of error Subsequent effect

A. Random It would be smaller than the actual volume.

B. Random It would be larger than the actual volume.

C. Systematic It would be smaller than the actual volume.

D. Systematic It would be larger than the actual volume.


INS12–2, INS12–13 3–4 C

– 32 –


Galileo built a device that made it possible for him to see the four largest moons of Jupiter. They are not visible to the naked eye because they are faint and appear very close to the much brighter planet.

What is the scientific basis for the device that Galileo built?

A. The law of refraction of light

B. The theory of electromagnetism

C. The principle of dispersion of light

D. The geocentric model of the solar system

Content Syllabus outcomes Bands KeyMod 6 A Continuous Cycle INS12–13 2–3 A


Which of the following conditions would produce a radioactive isotope?

A. Too many atoms in the sample provided

B. Too many protons and neutrons in the atom

C. Too many electrons in the outer shell of the atom

D. Too many electrons for the number of neutrons in the atom

Content Syllabus outcomes Bands KeyMod 6 A Continuous Cycle INS12–13 2–3 B

– 33 –


Which row of the table correctly matches a technology with the scientific understanding that was required for its development?

Technology Scientific understanding

A. Telescope Radioactivity

B. Microscope Refraction

C. Nuclear bomb Discovery of DNA

D. Radiotherapy Newton’s Law

Content Syllabus outcomes Bands KeyMod 6 A Continuous Cycle INS12−13 2–3 B

– 34 –


A student investigated the average rate of a chemical reaction over a period of time. She measured the amount of solid product produced over a 4-minute period, and tabulated her data as shown.

Time (s)Mass of product

produced (g)

0 0

30 1.4

60 2.1

90 2.8

120 3.1

150 3.5

180 3.6

210 3.6

240 3.6

(a) Graph the results of the student’s investigation on the grid provided.


3

– 35 –


(b) Use the graph and the formula given to find the average reaction rate between 40 and 100 seconds. Note that for this investigation, reaction rate is measured in (g s–1).

average reaction rate = change in masschange in time

(c) At what point is the reaction complete? Justify your answer.

Mapping grid (a):Content Syllabus outcomes BandsMod 6 Scientific Investigation and Technology INS12-4, INS12-13 2–4

Marking guidelines (a):Criteria Marks• Labels axes correctly including units

• Uses appropriate scale

• Plots points correctly

• Draws appropriate curve of best fit

3

• Provides a substantially correct graph 2• Includes TWO correct features 1

Sample answer:

4

3.5

3

2.5

2

1.5

1

0.5

00 50 100 150

Time (s)

Mas

s of

pro

duct

(g)

200 250 300


2

2

– 36 –


Mapping grid (b):Content Syllabus outcomes BandsMod 6 Scientific Investigation and Technology INS12-4, INS12-13 2–4

Marking guidelines (b):Criteria Marks• Provides both mass values from graph

• Correctly substitutes values into formula2


Sample answer:

Mass at 40 seconds = 1.7

Mass at 100 seconds = 2.9

Rate = 2.9 – 1.7100 – 40

= 0.02 g s–1

Mapping grid (c):Content Syllabus outcomes BandsMod 6 Scientific Investigation and Technology INS12-5, INS12-13 4–6

Marking guidelines (c):Criteria Marks• Correctly identifies time at which reaction stops

• Provides valid reason2


Sample answer:

The reaction appears to stop at approximately 180 seconds. This is when the gradient of the graph is zero, indicating that no more product is being produced.

End of Question 7

– 37 –


The apparatus shown was set up to investigate the relationship between pressure and volume.

10

9

8

7

6

5

4

3

2

1

0

ON OFF

ZERO

Gas

Mass

Ruler

Cylinder

900.00 g

Outline how TWO possible systematic errors could affect this investigation.

Mapping grid:Content Syllabus outcomes BandsMod 6 Scientific Investigation and Technology INS12–2, INS12–13 2–4


3

– 38 –


Marking guidelines:Criteria Marks• Outlines how TWO possible systematic errors could affect the

investigation 3

• Outlines how ONE possible systematic error could affect the investigation

OR

• Provides TWO possible systematic errors

2


Sample answer:

If the end of the ruler, rather than the zero mark, were used in measuring the length of the trapped gas in the cylinder, the measured length would always be less than the true length and so the calculated volume of gas would always be smaller than the actual volume. If the balance were not zeroed, the readings could be consistently higher or lower than the true mass, depending on whether the zero error was positive or negative.


The effect of friction between the piston and the cylinder.

End of Question 8

– 39 –


A student conducted an experiment to investigate the change in the speed of a car over time. The speed of the car at various times was measured and graphed.

Time (s)

Speed(m s–1)

5 10 15 20

6

12

18

(a) Describe, in words, the change in the speed of the car.

(b) Identify technologies that could have been used to measure both the dependent and independent variables and outline their limitations.

Mapping grid (a):Content Syllabus outcomes BandsMod 6 Scientific Investigation and Technology INS12–5, INS12–13 3–4

Marking guidelines (a):Criteria Marks• Correctly describes the change in the speed of the car 2• Provides some relevant information 1

Sample answer:

The speed increases at a constant rate for 10 seconds reaching a speed of 12 m s–1 which is maintained constant for 5 seconds. The speed then decreases quickly at a constant rate.


2

3

– 40 –


Mapping grid (b):Content Syllabus outcomes BandsM6: Scientific Investigation and Technology

M5: Reliability and Validity

INS12–2, INS12-12, INS12–13

3–5

Marking guidelines (b):Criteria Marks• Identifies appropriate technologies and outlines their limitations 3• Identifies an appropriate technology and outlines its limitations

OR

• Identifies technologies to measure both the independent and dependent variables

2


Sample answer:

Time could have been measured using a stopwatch. However, the measurements could be affected by the reaction time of the recorder.

Speed could have been measured using a speedometer. However, the accuracy of the measurement would depend on how well it was calibrated.

End of Question 9

– 41 –


A student carried out a first-hand investigation to identify the relationship between the mass of a metal used in a reaction and the volume of gas produced. The first-hand investigation was carried out at 25°C and 100 kPa. In each trial, 200 mL of hydrochloric acid was added to some zinc, and the volume of gas produced was recorded. The diagram shows the equipment used, and the table contains the student’s results.

200 mL HCl(aq)

Zinc

Freely slidingpiston

Mass of zinc (g)

Volume of gas collected (mL)

0.12 45

0.33 125

0.56 115

0.83 315

0.96 365

1.22 380

1.64 380

1.93 380

(a) Draw an appropriate graph to represent these results.

(b) Predict the volume of gas that would be produced in this experiment if 3.00 g of zinc is used. Justify your answer.


3

2

– 42 –



Marking guidelines (a):Criteria Marks• Labels axes correctly including units• Uses appropriate scale• Plots points correctly• Draws appropriate curve of best fit

3

• Provides a substantially correct graph 2• Includes TWO correct features 1

Sample answer:

0 0.10 0.30 0.50 0.70 0.90 1.10 1.30Mass of Zn (g)

Volu

me

of g

as (m

L)

1.50 1.70 1.900

50

100

150

200

250

300

350

400


INS12–135–6

Marking guidelines (b):Criteria Marks• States correct value and provides appropriate supporting evidence 2• Identifies the volume 1

Sample answer:

380 mL. Reaction is complete, HCl is used up.

End of Question 10

– 43 –


Students were asked to perform a first-hand investigation to determine the heat of combustion of alcohol.

The following extract is from the practical report of one student.

Apparatus used:

Thermometer

Tripod

500 mL beakerWire gauze

Spirit burner containing ethanol

Lab data:

Mass of water = 250.0 gInitial mass of burner = 221.4 gFinal mass of burner = 219.1 gInitial temperature of water = 19.0°CFinal temperature of water = 59.0°C

(a) After completing the calculations correctly, the student’s answer did not agree with the value found in data books. Suggest ONE reason for this.

(b) Explain TWO adjustments that the student could make to the apparatus or experimental method to improve the accuracy of the results.


1

3

– 44 –



Marking guidelines (a):Criteria Marks• Provides ONE reason for variation 1

Sample answer:

Heat was lost to the environment.


INS12–133–5

Marking guidelines (b):Criteria Marks• Explains TWO adjustments that could increase accuracy 3• Identifies TWO appropriate adjustments

OR

• Explains ONE appropriate adjustment

2


Sample answer:

Accuracy can be improved by reducing the systematic errors in measurement. Using a digital thermometer that has been properly zeroed can increase accuracy.

Accuracy can also be improved by reducing random errors through the experimental set-up eg reduce heat loss by using a conical flask to heat the water instead of a beaker.

End of Question 11

– 45 –


The development of technology has allowed scientists to gather new evidence which can lead or contribute to the further development of new scientific theories, models and laws.

To what extent is this statement accurate? Support your answer with reference to TWO specific technologies.

Mapping grid:Content Syllabus outcomes BandsMod 6 A Continuous Cycle INS12–6, INS12–7,

INS12–132–6

Marking guidelines:Criteria Marks• Demonstrates comprehensive knowledge of TWO specific technologies

with reference to the work of scientists

• Comprehensively relates the technology to the further development of scientific theories, models and laws

• Provides the evidence gathered using/through the technology

• Makes an informed judgement on the accuracy of the statement

8

• Demonstrates sound knowledge of TWO specific scientific technologies with reference to the work of scientists

• Relates the technology to the further development of scientific theories, models and laws

• Provides some evidence gathered using/through the technology

• Makes a judgement on the accuracy of the statement

6–7

• Demonstrates some knowledge of specific technology(ies) with reference to the work of scientists

• Relates the technology(ies) to the further development of scientific theories, models or laws

4–5

• Links the use of technology(ies) to the development of scientific theories, models or laws 2–3



8

– 46 –



• X-Ray diffraction: to explore the structure of the DNA molecule to determine the arrangement of atoms within a crystalline molecule. The first clear evidence of a helical structure lead to the rise of modern molecular biology, which is mainly concerned with genetic research and understanding how genes control chemical processes within cells. Our understanding of DNA structure has led to discoveries in the areas of recombinant DNA research, genetic engineering and biotechnologies.

• Large Hadron Collider – an enormous ring-shaped machine that sends beams of charged particles moving in opposite directions at speed, forcing them to eventually collide. The trajectories of these subatomic particles leave tracks that scientists can study, and the collisions have shown the presence of Higgs boson particles. Some scientists believe that this discovery will help them gain insight into concepts such as dark matter and the development of useful new atomic particles.

End of Question 12

– 47 –

Module 7 Fact or Fallacy?


A scientist is conducting an experiment on a group of organisms.

Which of the following could help eliminate discrepancies caused by variation within the group?

A. Observe one individual continuously

B. Use many organisms of the same species

C. Conduct breeding experiments on the organisms

D. Repeat the experiment on one individual many times

Content Syllabus outcomes Bands KeyMod 7 Testing Claims INS12–2, INS12–14 3–4 B

– 48 –


An experiment was conducted to compare the effectiveness of two water treatments for purifying pond water. Three samples of pond water, A, B and C, were collected. Each sample was used to inoculate an agar plate. The plates were incubated at 25°C. The number of visible bacterial colonies on each plate was counted three days later.

Sample A B C

Treatment 5 grams of pool chlorine per litre of

water

Boiling for one minute

No treatment

Number of visible bacterial colonies

0 6 22

What is the purpose of Sample C?

A. To ensure that the experiment can be repeated at a later time

B. To provide control of the independent and dependent variables

C. To improve the accuracy of the count of visible bacterial colonies

D. To ensure that the results reflect the effect of the water treatments

Content Syllabus outcomes Bands KeyMod 7 Impacts on Investigations INS12-2, INS12-14 3–4 D


Which of the following is NOT a feature of a double-blind trial?

A. The researcher ensures that only female participants receive the control

B. The participants are unaware of the specific treatment they each receive

C. Some participants receive the treatment while others receive the control

D. The researcher is unaware of the specific treatment each trial participant receives

Content Syllabus outcomes Bands KeyMod 7 Impacts on Investigations INS12–7, INS12–14 2–3 A

– 49 –


The following is a graph showing lottery ticket sales and number of people killed by snakes.

Millions ($)

2

3

1

30Deaths

20

0

10

2008 2009 2010 2011 2012

Year

2013 2014 2015 2016 2017 2018

Number of people killed by snakes Number of lottery tickets sold

Which of the following best describes the relationship present in the graph?

A. Causation – the more money you win in the lottery, the more likely you are to be killed by a snake

B. Correlation – the more money you win in the lottery, the more likely you are to be killed by a snake

C. Causation – the more lottery tickets you buy, the more people killed that year by snakes

D. Correlation – the number of lottery tickets sold and the number of deaths from snakes follow the same trend

Content Syllabus outcomes Bands KeyMod 7 Evidence-based Analysis INS12–5, INS12–14 4–5 D

– 50 –


The graph shows information related to the consumption of a particular painkiller and death from heart disease in a city.

4000

3000

2000

1000

2000

1500

1000

500

1990 1995

Num

ber

of p

eopl

e ta

king

the

pain

kille

r

Number of people taking the painkiller

Deaths from heart disease

Deaths from

heart disease

Year

2000 2005 2010

Which deduction CANNOT be made from this graph?

A. There is a correlation between taking the painkiller and deaths from heart disease.

B. The number of deaths from heart disease in the city quadrupled from 1990 to 2010.

C. The number of people in the city taking the painkiller more than doubled in the 20 years.

D. The increase in deaths from heart disease was caused by the consumption of the painkiller.

Content Syllabus outcomes Bands KeyMod 7 Evidence-based Analysis INS12–5, INS12–6,

INS12–144–5 D

– 51 –


The diagram shows some changes in Earth’s atmosphere.

04080

Years before present (1000s)

120160

2.5

0

–2.5

–5.0

–7.5

–10.0

280

260

240

220

200

180

CO2

°C

Atm

ospheric temperature (°C

)C

arbo

n di

oxid

e co

ncen

trat

ion

(ppm

)

Which of the following is supported by the information in the graph?

A. The temperature on Earth, 160 thousand years ago, ranged from 8°C to 10°C.

B. The amount of carbon dioxide in Earth’s atmosphere decreased between 80 and 40 years ago.

C. For most of the last 160 thousand years the amount of carbon dioxide in the atmosphere has been decreasing.

D. There is no relationship between the amount of carbon dioxide in the atmosphere and the temperature of the atmosphere.

Content Syllabus outcomes Bands KeyMod 7 Evidence-based Analysis INS12–5, INS12–14 5–6 C

– 52 –


If many scientists perform several different experiments and obtain results which do not agree with a certain theory, we could conclude that

A. the theory has been disproved.

B. no change in the theory is needed.

C. the experiments are poorly designed.

D. the theory should not have been proposed.

Content Syllabus outcomes Bands KeyMod 7 Reading Between the Lines INS12–6, INS12–14 3–4 A


Why is the atomic theory considered a scientific theory?

A. It has not yet been proved correct.

B. There is conflict between it and some beliefs.

C. There are other competing explanations for the same evidence.

D. It accounts for the evidence and enables predictions to be made.

Content Syllabus outcomes Bands KeyMod 7 Reading Between the Lines INS12–7, INS12–14 3–4 D


How does sharing research and ideas through peer-reviewed articles help advance science?

A. Experiments in the articles do not need to be repeated.

B. Ideas in the articles always support and strengthen dominant scientific theories.

C. Scientists reading the articles may come up with new questions to study and research.

D. The articles are only published when the ideas they contain have been accepted by most of the scientific community.

Content Syllabus outcomes Bands KeyMod 7 Science as Self-correcting – the Issues

INS12–6, INS12–14 3–4 C

– 53 –


An investigation was carried out to disprove the hypothesis that a single model can be used to express the relationship between voltage and the current flowing through any resistor.

The resistors used for the investigation were an incandescent light globe and a wire-wound resistor encased in a ceramic block. The resistive component of both of these devices consisted of a thin, coiled wire.

The measurements taken for each resistor are tabulated below.

Incandescent light Wire-wound resistor

Current (A) Voltage (V) Current (A) Voltage (V)

0.0 0.0 0.0 0.0

0.5 0.2 0.5 5.0

1.0 1.0 1.0 10.01.5 2.4 1.5 15.0

2.0 4.5 2.0 20.02.5 7.2 2.5 25.0


9

– 54 –


Analyse the investigation to determine whether it disproves the hypothesis. In your answer, refer to graphical evidence and features of validity, reliability and accuracy to strengthen your conclusion.

Mapping grid:Content Syllabus outcomes BandsMod 7 Testing Claims


INS12–1, INS12–2, INS12–4, INS12–5, INS12–6, INS12–14

2–6


– 55 –


Marking guidelines:Criteria Marks• Provides a thorough analysis of the investigation

• Draws correct and clearly labelled graphs for the two sets of data

• Makes an informed judgement about whether the hypothesis is rejected

• Refers to features of validity, reliability and accuracy

9

• Draws correct and clearly labelled graphs for the two sets of data

• Determines whether the hypothesis is rejected based on analysis of the investigation

• Refers to features of at least two of these areas: validity, reliability and accuracy

7–8

• Draws correct graphs for the two sets of data

• Provides some analysis of data and/or the investigation

• Refers to features of validity and/or reliability and/or accuracy

5–6

• Draws correct graphs for the two sets of data

AND/OR

• Provides some analysis of the data and/or investigation and/or features of validity and/or reliability and/or accuracy

3–4

• Provides some relevant information about the hypothesis and/or the data and/or the investigation and/or validity and/or reliability and/or accuracy 1–2

Sample answer:

The graph shows that the voltage across the wire-wound resistor is directly proportional to the current through it. The gradient of the graph is 10 volts/ampere. Within the range of the measured data, the equation V = 10 I models the relationship and can be used to predict interpolated and extrapolated values. The data for the incandescent light globe shows a non-linear relationship in which the voltage increases at an increasing rate as the current increases. Support of a hypothesis requires that each test undertaken supports the hypothesis. Just one case of data not supporting the hypothesis means that the hypothesis must be rejected. Hence this hypothesis is rejected as different mathematical models are required for the two sets of data and hence to make predictions.

The reliability of the investigation can be improved by replicating the measurements and achieving comparable results. Assuming that the meters were correctly calibrated, repetition could be carried out using other resistors of each type with the same nominal values as each of those used to collect this data.

The validity of the investigation can be improved by ensuring the suitability of the controlled variables, eg making sure that the type of wire used is the same for both experiments and the gauge (thickness) of the wires is the same, as these factors will affect the resistance of the wires. The readings should also be taken at the same time intervals as the longer the current flows through the wires, the hotter they become and this too will affect the resistance of the wires.


– 56 –


Accuracy can be established by testing that the meters are zeroed and calibrated. The validity and accuracy of the relationships could be improved by replicating the experiment and increasing the number of data points within the current range already used to confirm that the interpolated data fits the model deduced. The models could be further tested by extrapolating the range of the independent variable and measuring the corresponding voltages.

2.5 3.02.01.51.00.500

2

4

6

8

10

12

14

16

18

20

22

24

26V

I

Current (A)

Volta

ge (V

)

Wire-wound resistor

Incandescent light

End of Question 10

– 57 –


Explain the importance of random sampling, repetition and replication in experimental design.

Mapping grid:Content Syllabus outcomes BandsMod 7 Testing Claims INS12–2, INS 12–14 2–6

Marking guidelines:Criteria Marks• Explains the importance of random sampling, repetition and replication in

experimental design 5

• Demonstrates sound understanding of random sampling, repetition and replication 4

• Demonstrates sound understanding of TWO of random sampling, repetition and replication in experimental design 3

• Shows some understanding of random sampling and/or repetition and/or replication 2


Sample answer:

Choosing a random sample in scientific investigations reduces the effect of bias. Absence of bias increases the reliability of the data collected. It will also increase the validity of the data by controlling random variables. Repetition – increasing the number of trials and replication and having other investigators carry out the investigation could increase the reliability of the investigation, if the results obtained are consistent. Repetition of the investigation will increase the number of trials. If an average of the results is found this will reduce the effect of outliers. Independently replicating an investigation and obtaining similar results increases the validity of the investigation by suggesting that the stated investigation is what is being tested. Replication also increases the reliability by obtaining similar results.

5

– 58 –


It is widely claimed that taking vitamin C tablets can prevent the development of the common cold.

Explain how this claim can be tested using a double-blind, placebo-controlled investigation.

You may assume that the necessary approvals to conduct the investigation have been obtained and that the safety of the participants has been considered.

Mapping grid:Content Syllabus outcomes BandsMod 7 Testing Claims

Mod 7 Impacts on Investigations

INS12–2, INS12–6, INS12–7, INS12–14

2–6

Marking guidelines:Criteria Marks• Shows thorough understanding of planning an investigation that takes

into account validity and reliability

• Shows thorough understanding of how a double-blind investigation can be carried out in this scenario

• Shows thorough understanding of how to handle samples, gather data and analyse results in this placebo-controlled investigation

7

• Shows sound understanding of planning an investigation that takes into account validity and/or reliability

• Shows sound understanding of how a double-blind investigation can be carried out in this scenario

• Shows sound understanding of how to handle samples, gather data and analyse results in this placebo-controlled investigation

6

• Shows thorough understanding of how a placebo-controlled investigation can be carried out in this scenario with some consideration of validity and/or reliability

OR

• Shows thorough understanding of how a double-blind investigation can be carried out in this scenario with some consideration of validity and/or reliability

OR

• Shows sound understanding of how a double-blind, placebo-controlled investigation can be carried out in this scenario

4–5

• Shows some understanding of planning an investigation and/or double-blind investigations and/or placebo-controlled investigations 2–3



7

– 59 –


Sample answer:

Enlist a sufficiently large number of people into the investigation to ensure that the results would be statistically meaningful.

Prepare bottles containing either vitamin C or the placebo (inert substance). Each bottle should have enough tablets to last the planned duration of the investigation period. It would be important that the vitamin C and the placebo be presented so that a person taking or dispensing either had no way of telling which they were taking.

Label the bottles with a number sequentially and use the number to identify which substance the bottle contains. The bottles are then given to people (say doctors) who dispense them to the people who are the subjects of the trial. The doctors record the number on the bottle and the names of the subjects receiving each bottle.

The subjects take the tablets for the duration of the trial and record whether they develop any colds. The duration needs to be the same for both groups. It would probably need to be a long time to cover ‘cold season’ when people are more likely to get colds. One uncontrolled variable is exposure to viruses. Possibly one way to reduce this effect is to have all the participants working under similar conditions, eg all office workers, all school teachers.

Because neither the doctors nor the subjects of the trial know whether they are getting a placebo or the vitamin C, this is a double-blind investigation.

At the end of the trial period, the doctors would send back the data. This data would include the identifying number from the bottle and how many colds the person taking the tablets recorded during the investigation period. The number of colds reported by the people taking the vitamin C would then be compared with the number reported by the people taking the placebo to determine whether taking vitamin C resulted in significantly fewer people getting colds.

End of Question 12

– 60 –


Contrast correlation and causation. Provide a real-world example of each.

Mapping grid:Content Syllabus outcomes BandsMod 7 Evidence-based Analysis INS12–6, INS12–7,

INS12–143–6

Marking guidelines:Criteria Marks• Clearly shows the difference between correlation and causation

• Provides a real-world example of each4

• Outlines features of correlation and causation

• Provides an example3

• Outlines features of correlation and/or causation 2• Identifies a feature of correlation or causation 1

Sample answer:

‘Correlation’ refers to a relationship between two or more things, or is a measure of how two disparate things are related. Correlation indicates that a relationship exists. An example of correlation would be a link between more hours spent studying and a higher mark on an exam. While there may be a clear relationship between hours spent studying and results achieved, the data does not take into account additional factors such as natural student ability, the type of study being undertaken or additional support given by the tutors or teachers.

‘Causation’ is the relationship between the cause of an issue and the effect. In other words, a change in one variable directly affects the other variable. To determine causation, scientific investigations must be carried out to limit the influence of external factors. For example, if a pharmaceutical company wants to know if a new drug is having a positive impact on the health of patients, specific variables need to be controlled to ensure it is the drug having the positive impact, not other factors like an improved diet or increase in exercise.

4

– 61 –


An advertisement for a soft drink, featuring a popular athlete, is shown below.

LOOK GOOD. FEEL

GOOD. DRINK VITA!

Vita!

Why should consumers take a sceptical approach when considering this advertisement?

Mapping grid:Content Syllabus outcomes BandsMod 7 Reading Between the Lines INS12–5, INS12–14 2–4

Marking guidelines:Criteria Marks• Shows a thorough understanding of why consumers should take a

sceptical approach 3

• Provides feature(s) of the advertisement that justifies consumers taking a sceptical approach 2


Sample answer:

The advertisement markets the soft drink by creating perceptions based on emotions (image of a healthy and active bike rider) and cherry-picked facts (‘Look good. Feel good.’). No objective data about the product such as nutritional information is provided for consumers to make an informed judgement. The athlete is likely to have been paid to endorse the product and so consumers should treat any positive claims as having low credibility and validity.

3

– 62 –


Describe the strategies that an industry could use to influence the design, conduct and publication of scientific research.

Mapping grid:Content Syllabus outcomes BandsMod 7 Reading Between the Lines INS12–7, INS12−14 2–6

Marking guidelines:Criteria Marks• Describes strategies that an industry could use to influence the design,

conduct or publication of scientific research 4

• Identifies strategies that an industry could use to influence the design, conduct or publication of scientific research

• Describes at least one of the strategies3

• Outlines a strategy that an industry could use to influence the design, conduct or publication of scientific research

OR

• Identifies relevant strategies

2


Sample answer:The industry may provide funding to universities, research institutions and individual researchers to conduct and publish studies that support its position. It may also fund research to discredit studies that are unfavourable to its reputation. Within its own research funding scheme, it may seek to suppress studies that have obtained undesirable results.

In some cases, it may seek to change the standard for scientific research. For example, the satisfactory level of toxicity may be slightly lifted to make the results look more acceptable. The industry may also choose what type of data to release and to whom they release the information (eg politicians and interest groups who are sympathetic to their causes).

4

– 63 –


The timeline shows the use of asbestos in Australia.

1930

1950

1970

1990

Use of asbestos banned in Australia

Asbestos no longer used in building supplies

Mesothelioma and cancer found among a significant number of asbestos workers

Major study linking asbestos and cancer

Warning of cancer risk from asbestos exposure

Asbestos commonly used in the manufacture of residential building materials

Asbestos cement materials first manufactured

2010

With reference to the timeline, explain the length of time from the warning of cancer risk to the banning of asbestos.

Mapping grid:Content Syllabus outcomes BandsMod 7 Reading Between the Lines INS12–6, INS12–7,

INS12−142–6


7

– 64 –


Marking guidelines:Criteria Marks• Shows an extensive understanding of the use of asbestos with reference

to the timeline

• Relates the length of time to factors such as the usefulness of asbestos, industry influence, conflict of interest, limitation of technology and research and the disease itself

7

• Shows a thorough understanding of the use of asbestos with reference to the timeline

• Links the length of time to factors such as the usefulness of asbestos, industry influence, conflict of interest, limitation of technology and research and the disease itself

6

• Shows a sound understanding of the use of asbestos with reference to the timeline

• Links the length of time to some factors such as the usefulness of asbestos, industry influence, conflict of interest, limitation of technology and research and the disease itself

4–5

• Shows some understanding of the use of asbestos with reference to the timeline 2–3



• Cancer takes a long time to develop

• Other factors can cause cancer (eg smoking)

• Technology in cancer diagnosis was less advanced at the time

• Conflict of interest

– big industrial companies could have funded research

– results from studies could have been misinterpreted

– evidence could have been suppressed

– big industrial companies might have attempted to avoid compensation costs

• Companies might not want to fund research and development of an alternative

• Building supplies were in high demand due to urbanisation

• There was no alternative to asbestos

• The benefit of asbestos as a fire retardant could have been considered to outweigh its risk factors

• Funding for scientific research was limited

• Revenue from the sale of asbestos could have outweighed the danger to the public.

End of Question 16

– 65 –

Module 8 Science and Society


Hydroelectricity is created by damming rivers and waterways, and using this water to push turbines.

What is a potential negative impact of this process?

A. It consumes too much water.

B. It produces toxic waste that must be disposed of carefully.

C. It destroys the habitat of wildlife that live in the waterways.

D. It causes the water in the dams to stagnate and become eutrophic.

Content Syllabus outcomes Bands KeyMod 8 Incidents, Events and Science INS12–6, INS12–15 2–3 C


In the 18th century, cowpox was a non-fatal disease while smallpox was fatal to about 30 per cent of people who contracted it. Dr Edward Jenner tested the idea that having had cowpox afforded protection against smallpox. Jenner took material from a cowpox sore, and inoculated it into a boy’s arm. Months later, Jenner exposed the boy a number of times to the smallpox virus, but the boy did not develop smallpox. More experiments followed, and, in 1801, Jenner published his discoveries that smallpox could be eliminated through vaccination.

Why would Jenner’s investigation NOT be acceptable in today’s society?

A. The risk to society far outweighs its benefits.

B. Subjecting a child to a deadly virus is unethical.

C. No reliable vaccine can be developed using a single participant.

D. Cowpox is an animal disease and should not be transferred to people.

Content Syllabus outcomes Bands KeyMod 8 Regulation of Scientific Research INS12–15 2–3 B

– 66 –


Gina has been offered funding by a soft drink company to conduct research to prove that its products do not cause tooth decay. Gina is uncertain whether to accept the offer.

Which of the following should Gina consult before making her decision?

A. Chemical safety data

B. Scientific codes of conduct

C. Regulation of scientific research

D. Work health and safety guidelines

Content Syllabus outcomes Bands KeyMod 8 Regulation of Scientific Research

Mod 8 Influence of Economic, Social and Political Forces on Scientific Research

INS12−15 3–4 B


Which of the following is NOT an outcome of wastewater treatment?

A. Production of reusable water

B. Reduction in energy consumption

C. Reduction in pollution of waterways

D. Production of fertiliser for agriculture

Content Syllabus outcomes Bands KeyMod 8 Influence of Economic, Social and Political Forces on Scientific Research

INS12−5, INS12–15 3–4 B

– 67 –


Since the cloning of animals such as sheep and pigs was first reported, there has been widespread community debate on the ethics and risks associated with the research. These discussions have led to strengthening of regulations on animal research and applications of biotechnology.

What does this example best demonstrate?

A. The importance of research

B. The influence of society on scientific research

C. The ethical issues that researchers must consider

D. The way science helps us understand the natural world

Content Syllabus outcomes Bands KeyMod 8 Influence of Economic, Social and Political Forces on Scientific Research

INS12–15 3–4 B

– 68 –


In the 18th century, smallpox was fatal to about 30 per cent of people who contracted the disease whereas cowpox was not a fatal disease.

In 1796 Dr Edward Jenner observed that milkmaids who had contracted cowpox in the past did not show any symptoms of smallpox when exposed to it. Jenner tested the idea that having had cowpox afforded protection against smallpox in an experiment involving two children, Sarah and James.

Dr Jenner took material from a cowpox sore on Sarah’s hand and inoculated it into James’s arm. Months later, Jenner exposed James a number of times to the smallpox virus, but James did not develop smallpox. More experiments followed, and, in 1801, Jenner published his discoveries and expressed his hope that smallpox would be eliminated through vaccination.

(a) A commentator argues that parents should have their children fully vaccinated.

Using a scientific argument, justify the commentator’s point of view.

(b) Evaluate the design of Jenner’s investigation.

Mapping grid (a):Content Syllabus outcomes BandsMod 8 Influence of Economic, Social and Political Forces on Scientific Research

INS12–15 2–3

Marking guidelines (a):Criteria Marks• Justifies the viewpoint using a scientific argument 2• Provides some relevant information 1

Sample answer:

Since vaccines are never 100% effective or 100% safe, there is a benefit, called ‘herd immunity’, to people who are not protected if the majority of the population is successfully vaccinated.


2

5

– 69 –


Mapping grid (b):Content Syllabus outcomes BandsMod 8 Reliability and Validity

Mod 5 Different Types of Scientific Investigations

Mod 8 Regulation of Scientific Research

INS12–2, INS12–12, INS12–15

2–6

Marking guidelines (b):Criteria Marks• Makes an informed judgement (implicitly or explicitly) about the design of

Jenner’s investigation

• Shows thorough knowledge and understanding of the ethical, safety, validity and reliability considerations associated with the investigation

5

• Makes some judgement (implicitly or explicitly) about the design of Jenner’s investigation

• Shows sound knowledge and understanding of the ethical and safety considerations associated with the investigation

• Shows sound understanding of validity and/or reliability considerations

4

• Shows some understanding of ethical and/or safety and/or validity and/or reliability considerations associated with the investigation 2–3


Sample answer:

Jenner needed to improve his investigation in the areas of validity, reliability, safety and ethical considerations.

Validity: There were no control patients, ie patients who went through the inoculation process without any matter from the cowpox sore. This would ensure that it was actually the matter from the sore that caused the immunity and not the inoculation process. Having control patients would mean that people would be exposed to a potentially fatal disease. Today we would carry out many trials on various mammalian species and only bring in human subjects when we were sure that the procedure would protect or if we were in the middle of a devastating epidemic.

Reliability: Jenner carried out his trial on one individual. To improve reliability the trial should have been carried out on many participants.

Risk assessment: Exposing people to smallpox would almost certainly result in their developing smallpox which would lead to disfigurement and probably death. While this risk was probably considered worthwhile at the time, a full risk assessment would need to be carried out today.

Ethics: Using a child (rather than an adult) brings up the issue of consent. Is a child able to give consent? Did Jenner ask for parental consent? Deliberately infecting a person with a virus known to cause a fatal disease would never be considered acceptable today. Many tests on other mammals would be expected before human testing would take place.

End of Question 6

– 70 –


Would it be ethically acceptable for modern scientists to replicate Priestley’s experiment involving oxygen? Justify your answer.

Mapping grid:Content Syllabus outcomes BandsMod 8 Regulation of Scientific Research

Mod 5 Different Types of Scientific Investigations


INS12–6, INS12–12, INS12–15

2–6

Marking guidelines:Criteria Marks• Demonstrates a comprehensive understanding of ethical issues and

regulations in scientific research

• Relates modern ethical issues and regulations to Priestley’s experiment

• Describes Priestley’s experiment

7

• Demonstrates a thorough understanding of ethical issues and regulations in scientific research

• Links modern ethical issues and regulations to Priestley’s experiment

• Describes Priestley’s experiment

6

• Demonstrates a sound understanding of ethical issues and regulations in scientific research

• Links modern ethical issues and/or regulations to Priestley’s experiment

• Outlines Priestley’s experiment

4–5

• Links modern ethical issues and/or regulations to Priestley’s experiment

• Outline Priestley’s experiment2–3


Sample answer:

Priestley set up an air-tight container with a mouse and burning candle. The mouse would die soon after the flame went out.

Priestley’s experiments involved research using animals. At the time, there was no ethical guidelines with regards to animal testing, and it is likely that Priestley would have killed several mice over the course of his experiments – it was acceptable to use animals in research during this time period.

Today scientists would have to follow strict ethical guidelines, and would need to ensure that the animals used in the testing were not exposed to undue harm or death. In Australia, these scientists would be expected to follow the Australian code for the care and use of animals for science purposes, which promotes the responsible and humane care and use of animals for scientific purposes. Consequently, scientists would most likely not be able to follow Priestley’s methods without some modification to ensure the welfare of the animal subjects.

7

– 71 –


Analyse the ethical and social issues arising from the development of new technologies such as biotechnologies, mining practices etc.

Mapping grid:Content Syllabus outcomes BandsMod 8 Regulation of Scientific Research INS12–6, INS12–7,

INS12–152–6

Marking guidelines:Criteria Marks• Demonstrates thorough knowledge of new technologies

• Demonstrates thorough knowledge of relevant social and ethical issues

• Draws out and relates implications of social and ethical issues in relation to new technologies

7

• Demonstrates sound knowledge of new technologies

• Demonstrates sound knowledge of relevant social and ethical issues

• Relates some implications of social and ethical issues to new technologies

6

• Demonstrates some knowledge of new technologies

• Demonstrates some knowledge of social and ethical issues4–5

• Identifies some technologies

• Demonstrates some understanding of a social and/or ethical issue2–3



Results of developments in new technologies:• genetic modifications leading to GM foods • targeted treatment of disease• biological weaponry

Concerns:• Social:

– feeding the population– effect on employment– affordability – available to sectors who really need/could benefit

• Ethical:– are changes harmful in short term vs long-term– who controls the genetic information – safeguards to privacy– are changes considered moral

• Analysis:– positive vs negative effects– structures/laws to ensure ethical behaviour

7

– 72 –


How can ‘scientific knowledge’ be distinguished from ‘opinion’? Support your answer with examples.

Mapping grid:Content Syllabus outcomes BandsMod 8 Influence of Economic, Social and Political Forces on Scientific Research

INS12–6, INS12–7, INS12–15

2–6

Marking guidelines:Criteria Marks• Demonstrates a thorough understanding of the characteristics of

scientific knowledge, including a relevant example

• Demonstrates a thorough understanding of the characteristics of opinion, including a relevant example

• Shows how scientific knowledge and opinion can be distinguished

5

• Demonstrates a sound understanding of scientific knowledge

• Demonstrates a sound understanding of opinion

• Provides an example of each of scientific knowledge and opinion

4

• Demonstrates some understanding of scientific knowledge and/or opinion

• Provides an example of scientific knowledge or opinion3

• Demonstrates some understanding of scientific knowledge and/or opinion 2• Provides some relevant information 1

Sample answer:

‘Scientific knowledge’ consists of facts, laws and theories that have been acquired through testing by the use of the scientific method. It has been developed through rigorous and independent testing and will often have a measurement of potential or actual error. This information has been published, often peer reviewed and gained a degree of acceptance from the scientific community.

Scientific knowledge may change with the development of technologies which enable new information to come out, eg disease was thought of as a divine punishment until Louis Pasteur did a series of experiments using the technology of the light microscope to show the presence of microbes. Since then there have been many causes of disease found as technologies develop.

‘Opinion’ is a personal view. It may or may not be based on scientific evidence. If the opinion has not been based on scientific evidence it often cannot be supported or tested, eg that vaccines cause autism. This opinion may be popular in certain circles but when subjected to scientific testing, no correlation has been found.

To distinguish between ‘scientific knowledge’ and ‘opinion’ there needs to be evidence that supports or disproves the idea. Scientific knowledge would have supporting evidence collected by scientific investigation, opinion would not.

5

– 73 –


Some people have difficulty getting enough blood to their leg muscles during exercise. A research scientist wanted to test if a new drug could increase blood flow to leg muscles during exercise. The research scientist gave ten volunteers one tablet each. The tablets all looked the same and tasted the same.

• Five of the tablets contained the drug.

• The other five tablets were placebos.

A doctor measured blood flow in the legs of all the volunteers before and after exercise. The research scientist recorded which tablet was given to each of the volunteers but the volunteers and the doctor were NOT told which type of tablet was given.

(a) Why is it necessary to include the five people who were given placebos in the experiment?

(b) Explain why the doctor and the volunteers were NOT told which type of tablet was given.

(c) Describe the ethical issues arising in this investigation.

(d) Describe how the researcher could improve the reliability and validity of this investigation.

Mapping grid (a):Content Syllabus outcomes BandsMod 7 Impacts on Investigations INS12–2, INS12–14 3–5

Marking guidelines (a):Criteria Marks• Provides why those given placebos were included 2• Provides some relevant information 1

Sample answer:

Placebos are included as a control to make sure that people do not know whether they are being treated. Investigators determine whether it is the actual drug that has an effect, rather than the psychological effect of taking a tablet.


2

2

4

3

– 74 –


Mapping grid (b):Content Syllabus outcomes BandsMod 7 Impacts on Investigations INS12–2, INS12–14 4–5

Marking guidelines (b):Criteria Marks• Explains the use of a double-blind trial 2• Provides some relevant information 1

Sample answer:

Neither the doctor nor the volunteers know whether they are providing/receiving treatment. This method eliminates research bias, increasing the validity of the data.

Mapping grid (c):Content Syllabus outcomes BandsMod 8 Regulation of Scientific Research INS12–6, INS12–7,

INS12–153–6

Marking guidelines (c):Criteria Marks• Describes relevant ethical issues arising in this investigation 4• Identifies ethical issues and describes at least one 3• Identifies ethical issues

OR

• Describes an ethical issue

2



• Those taking the drugs may have adverse effects.

• The exercise regimes must be effective enough to show variations but not so rigorous that they may be harmful to the participants.

• The methods for testing blood flow to the muscles should be examined to ensure that the methods used are not harmful to the subjects.

• Volunteers to be screened for possible interactions with other drugs that they may be taking.


– 75 –


Mapping grid (d):Content Syllabus outcomes BandsMod 5 Different Types of Scientific Investigations INS12–5, INS12–6,

INS12–124–6

Marking guidelines (d):Criteria Marks• Describes ways to improve the reliability and validity of the investigation 3• Outlines ways to improve the reliability and validity of the investigation

OR

• Describes ways to improve the reliability or validity of the investigation

2


Sample answer:

Increase the sample size to reduce the effect of random errors and to increase reliability.

Replicate the testing by using random groups to increase validity and reliability.

Screen participants to gauge other factors which may influence the results eg blood pressure, other medications. This increases the validity.

End of sample questions

© 2019 NSW Education Standards Authority

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2019 Sample questions Investigating Science

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