HSC10 SCIENCE Physics NAME:

Practical Investigation: Distance and Speed

 Introduction
The aim of this investigation is to design an experiment to investigate one of the following possible
problems:
 1) How fast does grass grow?
2) What conditions affect how fast grass grows?
 1) How fast can you throw a ball?
2) Does technique affect how fast you can throw a ball? Does the shape/weight of a ball affect how fast it can be
thrown?
 1) How fast do fingernails grow?
2) Does diet change the rate at which fingernails grow?
 1) Do all objects fall at the same distance at the same time?
2) What if you performed the same experiment on a different planet?
 1) How fast can a soccer ball be kicked?
2) Does technique affect how fast you can kick a soccer ball?
 1) How fast can you bowl a cricket ball?
2) Does technique affect how fast you can bowl a cricket ball?
 1) How fast can you run 100 meters?
2) What is the most useful training to help you improve your 100m sprint time?

Design an experiment which has a part 1) which can be tested in class and a part 2) which you can
research and design a hypothetical experiment for. It may be too long or too hard to do in class.
Other experiments could be performed which you will need to do in your own time outside of class.
 How fast can dogs run?
 What is the average rate at which escalators move?
 How fast do lifts go up and down?
 What is the average speed of cars as they pass your house?
 How much difference is there between the rate at which people cross the road at pedestrian crossings and the rate
at which they cross at other places.
 Some other experiment of your choosing as negotiated with the teacher.

 Task
Part A: Experimental Design
Students work individually to deconstruct the problem and design an experimental procedure to
investigate the problem. They:
- consider how various factors could affect the outcome of the investigation
- write a hypothesis
- identify the dependent and independent variables
- consider factors that should be held constant and explain why and how they will attempt to
control these factors
- identify factors that may not be able to be controlled
- prepare a list of materials required
- write a procedure to test the hypothesis
- consider how the data will be displayed and analysed
- identify safety considerations.
The design is submitted to the teacher at the end of the lesson.
Part B: Investigation
Students work in pairs. In consultation with the teacher, one of the two students’ procedures will be
selected, and modified if appropriate, for the investigation. Students will then submit a materials and
equipment request form if needed.
Each student should record their own data.

Part C: Report
Each student writes an individual report using the following headings:
Introduction – an outline of the purpose of the investigation, the hypothesis, and identification of
variables.
Results – presentation of data and observations in a table and graph.
Discussion – analysis of the data identifying trends, and evaluation of the method with suggestions for
improvements to the method.
Part 2 of research question – research factors relating to additional part of research question and
outline a possible experiment that could be conducted to investigate this.
Conclusion –a conclusion, with justification, relating to the hypothesis.

Assessment Conditions for this task:

Part A – One double lesson supervised in class.
Part B – A single lesson to undertake the practical in pairs.
Part C – Each student to complete an individual practical report and will be given one double lesson in
class and any additional work needs to be done at home.

Word Count: maximum of 1000 words or 6 minutes for an oral presentation for the introduction,
discussion and conclusion sections only of the report.
  Introduction

The aim of this investigation is to design an experiment to investigate the following problem:
The aim of this investigation is to design an experiment to investigate how fast lifts go
up and down.

Research some information about the topic you have chosen and write dot points of information to be
turned into at least a paragraph of information introducing the topic you are investigating and the
science behind calculating the speed or distance involved. Be sure to record the sources of information
you have used.
 Lift is a type of vertical transportation that moves people between floors of building, vessel or other structure.

References: <Title of article/website, Author name, date of publication and URL.>

 PART A: Experimental Design

 State the purpose or aim of the investigation.

 State a testable hypothesis for the investigation.

 Identify the independent and dependent variables in the investigation.

 State at least two factors that are deliberately held constant during the investigation.
Explain how they are kept constant and why they are kept constant.
Factor 1
How:

Why:
Factor 2
How:

Why:

 State at least two factors that may not be able to be held constant during the investigation.

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 Prepare a list of materials required.

 Outline a basic method for the experiment.

Include at least four experimental steps in the procedure. (Numbered steps, in past tense)
You may wish to include a diagram of the experimental apparatus.

 List at least 3 safety considerations.

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 Results
Construct a suitable table for the recording of all results.
Include the average(s) from the trials.

 PART B: Investigation
Complete selected method, recording all results and writing a brief analysis of results, discussion of
errors and conclusion to the practical.

Teacher’s Signature:
Limited evidence

Strong evidence
Some evidence

Good evidence

Exemplary
evidence

Skill Comment E D C B A
Working effectively in a group

Manipulating equipment
accurately and effectively
Safety and organisation of the
workspace
Time management

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 Analysis & Discussion
 Calculate the speed of the object/thing(s) you are investigating and compare the results obtained
for the experiment.

 Commenting on any modifications and improvements that have been made to the original
procedure and explain why these changes have been made.

 Evaluation of Procedure – Potential Source of Error

List all possible potential sources of error (at least three), label them as either a random or systematic
error and comment on the likely impact on results as either a minimal, moderate or large effect.

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 Improvements
Suggest at least three improvements to the experiment design.

 Conclusions
Draw conclusions from the analysis and discussion above.
Relate findings to original hypothesis to be tested.

 Part 2 of research question

Research factors relating to the additional part 2 of your research question and design an additional
experiment to test this.
Include any additional materials required, method steps and variables to be kept the same.

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Ensure you submit the following on the due date:

1. Part A: Experimental Design

2. Part C: Report Printed and stapled to your experimental design

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 ACARA Assessment Content Descriptors
Rubric Student Name: Teacher: C Kusznir
Covered: ACSSU229
Distance and Speed
Name of Topic: Science - Physics Year Level: 10 Name of Task:
Investigation
Achievement
Performance Criteria A B C D E
Knowledge of all the definitions & Sound knowledge of the Knowledge of most the Basic knowledge of the
Limited knowledge of the
concepts. definitions & concepts. definitions & concepts. definitions & concepts.
definitions & concepts.
Fluency: Knowledge Excellent ability to carry out Thorough ability to carry out Sound ability to carry out Basic ability to carry out
Practical tasks attempted or
practical tasks safely and practical tasks safely and practical tasks safely and mostly practical tasks safely and
not done
accurately consistently consistently somewhat effectively

Excellent ability to analyse and Thorough ability to logically Sound ability to undertake some Basic ability to describe data
Proficiencies

interpret data and evidence to analyse and interpret data and analysis and interpretation of and undertake some basic Limited ability to describe
Understanding formulate logical conclusions with evidence to formulate suitable data and evidence to formulate interpretation to formulate a results and/or interpret data to
detailed justification conclusions with reasonable generally appropriate conclusions basic conclusion formulate a basic conclusion
justification with some justification

Comprehensive ability to apply Sound ability to apply

Thorough ability to apply Basic ability to apply Limited ability to apply
understanding to challenging new understanding to new scenarios.
understanding to new scenarios. understanding to simple new understanding to simple new
Problem-solving scenarios. Designs a logical, Designs a considered and
Designs a well-considered and scenarios. Prepares the outline scenarios. Identifies a simple
coherent, and detailed scientific generally clear scientific
clear scientific investigation. of a scientific investigation scientific investigation.
investigation. investigation.

Use of sophisticated language to Use of accepted forms of Competent use of language to Use of basic language to Limited use of language to
Literacy
communicate ideas language to communicate ideas communicate ideas communicate ideas communicate ideas

Precise and accurate use of Accurate use of numerical Sound use of numerical Basic use of numerical Limited use of numerical
Numeracy
numerical conventions conventions conventions conventions conventions
Capabilities

Thorough & perceptive reflection Sound reflection on solutions & Some reflection on solutions and Basic reflection on solutions & Little reflection on solutions or
Critical & Creative Thinking on solutions & methods; substantial methods; significant evidence of methods; evidence of some methods; evidence of limited methods; no evidence of
evidence of creative thinking creative thinking creative thinking creative thinking creative thinking

Varied & effective use of

Thorough use of technology to Sound use of technology to find & Basic use of technology to find Limited use of technology to
ICT technology to find & express
find & express solutions express solutions & express solutions find & express solutions
solutions
Evidence of thoroughly considered
Evidence of considered responses Evidence of sound ethical Limited evidence of ethical Limited evidence of ethical
Ethical Behaviour* & responsible attitudes to ethical
to ethical issues behaviour behaviour behaviour
issues
* Ethical issues covers aspects such as plagiarism, fair distribution of tasks in group-work and consideration of social impacts of issues discussed, etc.

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