QCE503 INNOVATIONS IN DESIGNS & PRACTICES FOR PRIMARY SCIENCE INVESTIGATIVE CASE BASED LEARNING (ICBL) PROJECT (A) CASE TITLE Case Title: Tony’s Broken Arm
“Ouch! That hurts!” Tony wailed, referring to his bandaged arm hanging in an arm sling. “Serves you right! Who told you to be so careless when you’re playing with your skateboard? You should have known better than to try to perform such dangerous stunts!” Mom lectured, feeling angry with Tony for failing to take care of himself. Tony had gone to the Skate Park at Somerset this afternoon with his friends. He was dared by his friends to perform a stunt where he had to skate up to the top of one of the ramps there, and skate back to the ground. Tony took up the challenge and was successful initially in skating to the top. However, he lost his balance at the top, and skidded down the slope, landing on his right arm instead, resulting in a broken arm that will take months to recover. “I didn’t want this to happen either, Mom! But, there’s something that is so strange!” Tony cried. “What is strange?” Mom asked. “My classmate, Samantha, had gone skating last weekend. She told us that she too, had performed the same skating stunt. Like me, she lost her balance at the top of the ramp, and skidded down the slope. But at least she didn’t break her arm!” Tony exclaimed. “Well, then what happened to her?” Mom questioned. “She only suffered some bruises and cuts on her right arm! Isn’t she lucky? But I don’t understand! Why is it that both of us skated at the same park, performed the same stunt, both failed to land well, but I ended up with a broken arm while she only suffered some cuts?” Tony cried. “Well, there’re many reasons to that, I guess. But right now, you need to go back into your room and rest that hand of yours well!” Mom exclaimed, and chased Tony back into his room.
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
1
(B) CASE ANALYSIS What Do I Know?
1. Both Tony and Samantha had gone skating at the Skate Park in Somerset on different days. 2. Both Tony and Samantha had performed the same stunt: skated up a ramp, made a flip, and land on the ground. 3. Both Tony and Samantha did not land well. 4. However, both of them ended up with very different injuries. 5.
Tony broke his right arm; while Samantha only suffered some cuts and bruises on her arm.
What Do I Need To Know?
1. Did Tony and Samantha perform the stunt at the same ramp? 2. What was the height at which each of them had fell from? 3. What was the posture of each of them when they had landed? (E.g., Fell on the bottom and grazed the arm / fell on a side of the body) 4. What was the texture of the ground at which each of them had landed on? (E.g., Hard concrete / Soft patches of grass) 5. What were Tony’s and Samantha’s weights? (E.g., Was Tony much heavier than Samantha?) 6. What were Tony’s and Samantha’s skill proficiency in skating? (E.g., Was Samantha a much more experienced and skilled skater than Tony?) 7. What was the weather condition like at the Skate Park on the days at which Tony and Samantha had skated? (E.g., Rainy / Sunny)
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
2
(C) LEARNING GOALS Pre-requisite Knowledge Students should have learnt about: 1. Identify a force as a push or a pull. 2. Show an understanding of the effects of a force : - A force can move a stationary object. - A force can speed up, slow down or change the direction of motion. - A force can stop a moving object. - A force may change the shape of an object. 3. Recognise and give examples of the different types of forces - magnetic force, gravitational force, elastic spring force & frictional force 4. Recognise that energy is required to make things work or move. 5. Recognise and give examples of the various forms of energy - kinetic energy, potential energy, light energy, electrical energy, sound energy & heat energy Key Learning Ideas, Skills, Processes & Values (a) Key ideas: 1. The higher the kinetic energy, the higher the resulting force of impact. 2. The higher the height of the ramp and the bigger the mass of the skater will result in a higher gravitational potential energy. A higher gravitational potential energy will result in higher kinetic energy, resulting in a larger force of impact. 3. Angle of slope, friction and hardness of landing ground may affect the conversion of gravitational potential energy to kinetic energy, resulting in a larger force of impact. (b) Skills: 1. Generating Possibilities 2. Formulating hypothesis 3. Using apparatus and equipment 4. Evaluating (assessing the reasonableness, accuracy and quality of information, processes or ideas) 5. Communicating (with group members) (c) Processes: 1. Decision-making 2. Investigation (d) Values (Ethics & Attitudes): 1. Curiosity 2. Creativity 3. Integrity (Handle and communicate data and information with integrity - after pupils have conducted their experiments and obtained the results)
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
3
(D) INVESTIGATION AND ACTIVITIES Aim To investigate how the different factors affect the impact of a fall. (Each group will investigate on a chosen factor.) 2 Possible Hypotheses 1. The greater the height an object falls, the greater the impact of the fall. 2. The greater the mass of the object, the greater the impact of the fall. Design of Experiment a) Rationale: To model the fall of a person from a ramp of various height as well as the fall of people with different mass. • A miniature version of the ramp was created using recyclable materials and available household objects. • Materials chosen and the design cum approach of the experiment were such that: ● the experimental results could be reproduced if required ● and were something available to the pupils ● and which they could handle. (the magnitude of it) b) Design considerations/Precautions: 1. The initial release positions of the falling item and the object to be moved are marked to ensure fairness and reliability of the results obtained, as they have to be positioned in the exact point in the setup in order to experience equal forces for same set of test values. 2. The steel ball bearings are positioned such that the center of gravity does not vary too much when different number of ball bearings are used. When repeating the experiment another time, a check is made to ensure the arrangement of the steel ball bearings has not changed. These precautions are to ensure that the descent of the falling object can be kept as uniform as possible. Similarly, this is to ensure fairness and reliability of the results obtained. Apparatus / Materials 1. scissors 2. penknife 3. measuring tape 4. lots of cardboard boxes for construction of the ramp 5. Two small boxes to represent the falling object and the force upon impact 6. glue 7. sticky tape 8. steel ball bearings Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
4
Photographs & Videos Please refer to Appendix 2 and attachments in DVD.
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
5
Testing Hypothesis 1: The greater the height an object falls, the greater the impact of the fall. Independent Variable Height of the object released Dependent Variable Distance travelled by the box pushed by the falling object Controlled Variables 1. Mass of the falling object, i.e. the box plus 20 steel ball bearings 2. Angle of the slope 3. Object that is being pushed by the falling object 4. Surface material of the slope and the ground level Procedure / Method 1. Mark five sets of vertical height along regular intervals on the slope using a marker, making sure that the line drawn extends parallel across the width of the slope. 2. Place a fixed number of steel ball bearings into the box representing the falling item (20 balls), in a fixed and regular arrangement. 3. Hold the box representing the falling item at its first marked starting position and the object to be moved in its marked position. 4. Release the falling item along the slide in a non-abrupt manner. 5. Measure the distance moved by the object hit by the falling item. 6. Repeat the experiment for the same height variable and record both readings. 7. Perform another four sets of experiment with various heights two times each. 8. Record and calculate the average. Plot graph. Tabulation of Results Test Data for Hypothesis 1: How varying height of released object affects the distance travelled Height/cm
Distance/cm 1st reading
2nd reading
3rd reading
Average
5
7.0
5.8
6.5
6.43
10
9.0
10.5
10.0
9.83
15
15.5
17.0
16.5
16.33
20
23.5
24.5
24.0
24.00
25
37.5
38.0
40.0
38.50
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
6
Inferences and Explanation of Results Increasing the height from which the box is released during the experiment models the increase in the height along the ramp where the victim might have slipped and fallen. An object at higher height will have higher potential energy than the same object but at a lower height as is evident from the results of the experiment. When the object is released, the gravitational potential energy is converted to kinetic energy as it travels down the slope. The kinetic energy is used to push the block and the larger the kinetic energy, the larger the force and thus the further the block moves. From the results, it can be inferred that at the greatest height, the amount of kinetic energy is largest and hence potential energy is also greatest. As energy is the ability to move and object and a force is a push or a pull, it can be further inferred that a higher height of fall would result in a great force as the distance moved by the object hit by the falling item shows an increase with the increase in height of fall. Incidentally, the force upon impact would correspond to the extend of an injury as the harder a part of the body is hit, the more serious would be the damage to it.
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
7
Testing Hypothesis 2: The greater the mass of the object, the greater the impact of the fall. Independent Variable Mass of the object released Dependent Variable Distance travelled by the box pushed by the falling object Controlled Variables 1. Height which the falling object is released, i.e. 25 cm from ground level 2. Angle of the slope 3. Object that is being pushed by the falling object 4. Surface material of the slope and the ground level Procedure / Method 1. Place a fixed number of steel ball bearings into the box representing the falling item (20 balls), in a fixed and regular arrangement. 2. Hold the box representing the falling item at its first marked starting position and the object to be moved in its marked position. 3. Release the falling item along the slide in a non-abrupt manner. 4. Measure the distance moved by the object hit by the falling item. 5. Repeat the experiment for the same number of balls variable and record both readings. 6. Perform another four sets of experiment with different number of steel ball bearings two times for each. 7. Record and calculate the average. Plot graph. Tabulation of Results Test Data for Hypothesis 2 : How varying mass of released object affects the distance travelled No. of steel balls
Distance/cm 1st reading
2nd reading
3rd reading
Average
0
4.0
4.0
3.5
3.8
5
14.0
12.0
13.0
13.0
10
14.5
17.0
16.0
15.8
15
18.0
20.0
21.0
19.7
20
39.0
38.0
38.5
38.5
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
8
Inferences and Explanation of Results Increasing the number of steel balls placed in the box during the experiment models the increase in various masses of possible falling victim. A larger mass will result in the object having more gravitational potential energy at the top of the slope. When the object is released, the gravitational potential energy is converted to kinetic energy as it travels down the slope. Hence a larger mass will result in a larger kinetic energy before it hits the block at the end of the slope. The kinetic energy is used to push the block and the larger the kinetic energy, the larger the force and thus the further the block moves. Conclusion It is safer to skate from a lower ramp than to play on the higher ramp. Also, the characters in the case studies probably suffered from different extend of injuries due to a difference in their mass if they had fallen from the same height and ramp.
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
9
(E) STUDENT RESOURCES The teacher provides the following resources for students to read before the investigation activities: Reading Materials What is Mass? http://auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte1.htm What is Force? http://auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte2.htm What is Energy? http://auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte8.htm Kinetic Energy http://auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte9.htm Simulation Activities Simulation of Forces in action http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml Simulation of Friction in action http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml Videos Force Energy, Work and Power http://www.youtube.com/watch?v=ynDq_lP5E7U Video of a person falling while skate boarding http://www.youtube.com/watch?v=SAZYb-qgg5c Conversion of potential energy to kinetic energy (Roller coaster example) http://youtu.be/Ehx1P4adv6I?t=43s Conversion of potential energy to kinetic energy (Cartoon by Eureka) http://www.youtube.com/watch?v=7K4V0NvUxRg Conversion of potential energy to kinetic energy (pendulum) http://youtu.be/0ASLLiuejAo?t=11s Inclined plane (slope) http://youtu.be/pG_kT565-XQ?t=42s Friction http://youtu.be/oWiZ_5qvs7I?t=3m36s Kinetic energy http://youtu.be/zhX01toLjZs?t=44s Hardness of surface http://www.monkeysee.com/play/21015-playground-safety-fall-surfacing
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
10
(F) STUDENT PRODUCTS The students will produce a poster as an artefact of their experimental results. Please refer to Appendix 1. (G) ASSESSMENT Assessment rubric: 15 marks + 15 marks = 30 marks (Total) Problem Analysis (15 Marks) 1
2
3
Issues Identified from Case
Students are able to identify issues only with guided questioning from teacher
Students are able to identify at least 1 issue relevant to the case
Students are able identify 2 or more suitable issue from the case
Collaboration
Displayed little collaboration or conflicts escalated that needs teacher’s attention and supervision.
Contributions were unidirectional. Some members were passive in the group contributing little to discussion.
Group mates made clear attempts to convince each other when sharing what they know and worked together to surface issues from the case.
Hypothesis
Students proposed investigation with little scientific basis
Students identified one independent variable for scientific investigation
Students identified a few hypothesis and chose an appropriate independent variable for scientific investigation
Alternative Approaches to Test Hypothesis
Alternative approaches to test hypothesis is not explored
Alternative approaches to test hypothesis is suggested and discussed, students chose an ineffective methodology to conduct investigation
Alternative approaches to test hypothesis is suggested and discussed, students made clear and logical choice of testing methodology
Conduct of Investigation
Students conducted investigation without proper planning leading to time wasted
Students made an attempt to plan an investigation but lacked details.
Students were detailed in the planning of steps to take to conduct the investigation.
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
11
Student Product: Poster and Presentation (15 Marks) 1
2
3
Layout of Poster
Poster missing key information such as aim, hypothesis or conclusion.
Aim, hypothesis and conclusion is presented in an unclear manner
Aim, hypothesis and conclusion is clearly and scientifically presented
Results
Repeat readings not taken AND results not tabulated clearly eg. - Only shows average reading. - Actual readings not presented - Inconsistent decimal places when recording results
Repeat readings not taken OR results not tabulated clearly
Results are tabulated clearly and reliable
Presentation
Student has serious misconceptions or is unable to explain the relationship between the independent variable tested with their problem case
Student is uncertain when explaining the relationship between the independent variable tested with their problem case
Student demonstrated ability to explain the relationship between the independent variable tested with their problem case
Evidence
Experimental data collected does not relate to hypothesis tested.
Experimental data collected is not reliable indicator of hypothesis tested.
Experimental data collected is scientific and reliable.
Conclusion
Conclusion is not supported by experimental data.
Conclusion is supported by experimental data but not presented scientifically.
Conclusion is supported and presented scientifically.
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
12
(H) IMPLEMENTATION (a) Target Group of Students The students are in Primary 5 and are of middle-high abilities in a neighbourhood school and most of them are visual and kinesthetic learners who enjoy investigative and hands-on application during their Science lessons. They have been exposed to conducting experiments, preparing posters and model-making in their previous Science lessons. (b) Task Implementation Description The ICBL Activities will span over 2.5 weeks of 12 Science periods during Term 3 of second Semester (assuming 5 periods per week). The students will accomplish the task according to the lesson schedule below: Day 1: Venue: Computer Lab Duration: 2 periods (1 hour) ● Teacher divides students into groups of 6 members each. The teacher asks some students to read through the case to the whole class while the rest listen attentively. ● He asks students to carry out the Phase I of ICBL Activity worksheet : Problem Posing given to each group. ● The students will gather information from the internet using the resources provided by the teacher. They will surf for additional information to help them find out more if necessary. Day 2: Venue: Classroom Duration: 1 period (30 minutes) ● The students have to discuss the aim, questions, hypothesis and variables which they are testing. They will use the guidelines provided in Phase II of ICBL Activity worksheet : Problem Solving – Investigating the Case. Each group will have to explore on a different hypothesis. The teacher provides the necessary scaffolding to guide the students through the different stages. He walks around to provide coaching to individual groups. Day 3: Venue: Science Lab Duration: 2 period (1 hour) ● The students design the experiment by planning their materials, equipment, procedures and methods using the guidelines provided in Phase III of ICBL Activity worksheet : Designing the Experiment. ● The students decide on the materials required which they will bring for the experimental stage in the next lesson. They will seek the teacher’s assistance to provide the materials when necessary.
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
13
Day 4: Venue: Science Lab Duration: 2 periods (1 hour) ● The students carry out the Science experiment to test their hypothesis using Phase IV of ICBL Activity worksheet : Conducting the Experiment. They document their results and draw graphs in the space provided in the worksheet. ● The students provide explanations for their results based what they have learnt during their Science lessons and the additional information they have gathered from the Internet. ● The students write their conclusion for their findings i.e. the answer to the question they have posed. Day 5: Venue: Classroom Duration: 2 periods (1 hour) ● The students create a poster as an artefact for their experiment findings using materials provided by the teacher e.g. Vanguard sheets, markers, and whatever tables, graphs and photos they have created or taken during the Scientific Investigation. ● The students document their experiment results, explanations and conclusion on the poster. Day 6 & 7: Venue: Classroom Duration: 3 periods (1 hour 30 minutes) ● Each group will take turns to present their posters, sharing their ICBL learning journeys and outcomes of their experiments. ● The teacher summarises the key learning. Next, the students write their reflections as a group using Phase V of ICBL Activity worksheet: ICBL Reflection.
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
14
NIE PRIMARY SCHOOL INVESTIGATIVE CASE BASED LEARNING (ICBL) ACTIVITY SHEET Group Members: ____________________________________________________________ ___________________________________________________________________________ Class : Pr 5 ______________ Phase I: Problem Posing – Analysing the Case and Generating Questions (1 hour) 1. Read the case below as a class. Case Title: Tony’s Broken Arm
“Ouch! That hurts!” Tony wailed, referring to his bandaged arm hanging in an arm sling.
“Serves you right! Who told you to be so careless when you’re playing with your skateboard? You should have known better than to try to perform such dangerous stunts!”
Mom lectured, feeling angry with Tony for failing to take care of himself. Tony had gone to the Skate Park at Somerset this afternoon with his friends. He was dared by his friends to perform a stunt where he had to skate up to the top of one of the ramps there, and skate back to the ground. Tony took up the challenge and was successful initially in skating to the top. However, he lost his balance at the top, and skidded down the slope, landing on his right arm instead, resulting in a broken arm that will take months to recover. “I didn’t want this to happen either, Mom! But, there’s something that is so strange!” Tony cried. “What is strange?” Mom asked.
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
15
“My classmate, Samantha, had gone skating last weekend. She told us that she too, had performed the same skating stunt. Like me, she lost her balance at the top of the ramp, and skidded down the slope. But at least she didn’t break her arm!” Tony exclaimed.
“Well, then what happened to her?” Mom questioned. “She only suffered some bruises and cuts on her right arm! Isn’t she lucky? But I don’t understand! Why is it that both of us skated at the same park, performed the same stunt, both failed to land well, but I ended up with a broken arm while she only suffered some cuts?” Tony cried. “Well, there’re many reasons to that, I guess. But right now, you need to go back into your room and rest that hand of yours well!” Mom exclaimed, and chased Tony back into his room. 2. Discuss as a group what the case is about and its potential issues and major Science topics in the case. Underline and list terms or phrases that seems to be important. 3. What specific questions do you have about these topics? Spend 5 minutes by yourself to think of ‘What do I know?’ and what would you like to learn more about i.e. ‘What do I need to know?’ before discussing them with your group members. Next, list them in the 2 columns: ‘What Do I Know?’ and ‘What Do I Need to Know?’. 4. Put a check mark next to the questions or issues in the ‘What Do I Need to Know?’ column which your group you think are most important to explore. 5. This is a list of resources which you can use to help you answer or explore the questions? Reading Materials What is Mass? http://auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte1.htm What is Force? http://auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte2.htm What is Energy? http://auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte8.htm Kinetic Energy http://auto.howstuffworks.com/auto-parts/towing/towing-capacity/information/fpte9.htm Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
16
Simulation Activities Simulation of Forces in action http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml Simulation of Friction in action http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml Videos Force Energy, Work and Power http://www.youtube.com/watch?v=ynDq_lP5E7U Video of a person falling while skate boarding http://www.youtube.com/watch?v=SAZYb-qgg5c Conversion of potential energy to kinetic energy (Roller coaster example) http://youtu.be/Ehx1P4adv6I?t=43s Conversion of potential energy to kinetic energy (Cartoon by Eureka) http://www.youtube.com/watch?v=7K4V0NvUxRg Conversion of potential energy to kinetic energy (pendulum) http://youtu.be/0ASLLiuejAo?t=11s Inclined plane (slope) http://youtu.be/pG_kT565-XQ?t=42s Friction http://youtu.be/oWiZ_5qvs7I?t=3m36s Kinetic energy http://youtu.be/zhX01toLjZs?t=44s Hardness of surface http://www.monkeysee.com/play/21015-playground-safety-fall-surfacing 6. List out other resources which you have found that will help you in answering the questions or issues you want to know more. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
17
What Do I Know?
What Do I Need to Know?
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
18
Phase II: Problem Solving – Investigating the Case (30 minutes) In your groups, discuss, plan and design a Science experiment to test your hypotheses using the guidelines below. (A) AIM: What is the aim of our experiment relating to the case? ___________________________________________________________________________ (B) QUESTION / PROBLEM: What are we trying to find out? ___________________________________________________________________________ ___________________________________________________________________________
(C) HYPOTHESIS: What is our hypothesis? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ (D) VARIABLES: What are our independent & controlled variables? Independent Variable (What will be changed in our experiment?)
Controlled Variables (What will be kept the same in our experiment?)
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
19
Phase III: Designing the Experiment (1 hour) (E) DESIGN OF EXPERIMENT Design an experiment that you can conduct to test out the hypothesis. What are the materials or equipment required?
What is the procedure or method to carry out the experiment?
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
20
Phase IV: Conducting the Experiment (1 hour) (F) RESULTS Conduct the experiments and record the results. Draw graphs if necessary.
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
21
(G) RESULT EXPLANATION What happened during the scientific investigation? What happened to the dependent variable when we changed the independent variable? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Why did this happen? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ (H) CONCLUSION What is our answer to our investigation? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
22
Phase V: Reflection (15 min)
Reflection Reflect on what we have learnt during ICBL. How well do we think we did the investigation? Can we improve the way we did the investigation and how?
Done by : Tee Mei Shan, Tee Ai Na, Tan Yuan Lin, Tan Yee Sheng & Tan Jian Liang (TG07)
23