STAGE 6 SCIENCE

DEPTH STUDY
GUIDELINES
What are Depth Studies?
A depth study is any type of investigation/activity that a student completes individually or
collaboratively that allows the further development of one or more concepts found within or
inspired by the syllabus. It may be one investigation/activity or a series of investigations/activities.

Depth studies provide opportunities for students to pursue their interests in Biology, Chemistry,
Earth and Environmental Sciences and Physics, acquire a depth of understanding, and take
responsibility for their own learning.

Depth studies must address at least one Knowledge and Understanding outcome to a greater depth,
the Questioning and predicting and Communicating outcomes, and at least two additional Working
Scientifically skills outcomes. Depth studies allow for the demonstration of a range of Working
Scientifically skills.

Requirements for Depth Studies

The two Working Scientifically outcomes of “Questioning and Predicting’ and ‘Communicating’
must (mandatory) be addressed in both Years 11 and 12.

A minimum of two additional Working Scientifically skills outcomes, and further development
of at least one Knowledge and Understanding outcomes, should be addresses in all depth studies.

• 11/12-1 Questioning and Predicting

Students:
o develop and evaluate inquiry questions and hypotheses to identify a concept that can be
investigated scientifically, involving primary and secondary data (ACSPH001,
ACSPH061, ACSPH096)
• 11/12-7 Communicating
Students:
o select and use suitable forms of digital, visual, written and/or oral forms of
communication
o select and apply appropriate scientific notations, nomenclature and scientific language to
communicate in a variety of contexts (ACSPH008, ACSPH036, ACSPH067,
ACSPH102)
o construct evidence-based arguments and engage in peer feedback to evaluate an argument
or conclusion(ACSPH034, ACSPH036)
Ideas for Depth Studies
Practical Investigations
• Design and conduct experiments
• Test a claim

• Test a device.

Secondary-sourced Investigations
• Make a documentary or media report
• Conduct a literature review

• Develop an evidence-based argument W
• rite a journal article
• Write an essay – historical or theoretical

• Develop an environmental management plan

• Analyse a work of fiction or lm for scientific relevance
• Create a visual presentation
• 
Investigate emerging technologies.
• Design and invent
• Create a working model
• Create a portfolio.

Fieldwork
Fieldwork may be a starting point for a practical investigation or secondary-sourced study and
could be initiated by the following stimuli:
• an excursion

• engagement with community experts.

Data Analysis
Data analysis may be incorporated into a practical investigation or secondary-sourced
investigation. For example:
• construction and analysis of graphs/tables

• data analysis from a variety of sources
• research analysis, eg of longitudinal data, resource management data.
Depth study report format
Title
Write an appropriate name for the exercise that conveys information about the topic being investigated.

Abstract
Write an abstract, as a brief summary, of the particular subject of your investigation.

What is an abstract?
An abstract summarizes four essential aspects of the report: the purpose of the experiment (sometimes
expressed as the purpose of the report), key findings, significance and major conclusions. The abstract
often also includes a brief reference to theory or methodology. The information should clearly enable
readers to decide whether they need to read your whole report. The abstract should be one paragraph of
100-200 words.

Outcome 11/12-1 Questioning and predicting

Outcome: develops and evaluates questions and hypotheses for scientific investigation PH11/12-1
Students:
• develop and evaluate inquiry questions and hypotheses to identify a concept that can be
investigated scientifically, involving primary and secondary data (ACSPH001, ACSPH061,
ACSPH096)
• modify questions and hypotheses to reflect new evidence

Students need to complete all sections for questioning and predicting below:

Inquiry Question
Write an inquiry question.
You are required to create and answer, using secondary sources or first-hand evidence a question that can
be answered using a variety of strategies. The end result is that you become more connected to your
learning and guide it in a direction led by your own enquiry.

Example: How does the length of a pendulum affect its period?

What is an inquiry question?

A question that relates to the content studied in class. This question should examine the relationship
between a variable and an effect. Ensure you refer to secondary sources or your own experimental
information to answer this question. Ideally, you should develop the question first and then refer back to
it after your fieldwork or first-hand investigation.

Aim
Write a brief statement outlining what is being investigated. Some investigations require more than one
aspect of a topic to be investigated. This requires separate statements.

Example: To investigate…

Hypothesis
Write a relevant hypothesis for your investigation.
Example: The colder the temperature of water in a bottle, the less time it will take to freeze. It establishes
the variables, temperature of the water and time to freeze, and predicts effects, the colder the water the
quicker it will freeze. It identifies the independent variable, the temperature of the water and the
dependent variable, the time it takes for the water to freeze.

What is a hypothesis?
A hypothesis is a theory or assumption that attempts to explain certain facts or observations. This is what
is being tested in your investigation.

Background
The scientific knowledge we have today has been developed largely by subjecting hypotheses to strict
and comprehensive testing. A hypothesis is a possible explanation for an observation or an educated
guess to account for what is observed. When a hypothesis is tested under controlled conditions, the
experimental results either support or disprove the hypothesis. When a hypothesis is supported by
experimental data it does not necessarily mean that it will always hold true. Later evidence may disprove
the hypothesis or provide new information that means the original hypothesis needs to be modified or
retested.

Outcome 11/12-2 Planning investigations

Outcome: designs and evaluates investigations in order to obtain primary and secondary data and
information
Students:
• assess risks, consider ethical issues and select appropriate materials and technologies when
designing and planning an investigation (ACSPH031, ACSPH097)
• justify and evaluate the use of variables and experimental controls to ensure that a valid procedure
is developed that allows for the reliable collection of data (ACSPH002)
• evaluate and modify an investigation in response to new evidence

A student needs to write a procedure. See below for more information on how to complete all sections of
a procedure.

Procedure
What is a procedure?
A summary of the procedure is important as a reference when there is doubt about experimental error
and provides a clear method for others to follow if required.

This section includes: -

Method
Outline the steps followed in completing your investigation. All steps must be carefully
described.

Apparatus and Materials

List all items of laboratory equipment, chemicals, specimens and miscellaneous materials that are
to be used in the completion of the activity. Accurate measurements must be included; eg salt
water (100 ml), liver (25 g), string (1.25 m)
Variables
Write the independent variable, dependent variable and controlled variables for your
investigation. Somebody complete this section? On Independent, dependant and controlled
variables
Independent Variable
Same style and format as other variables

Dependant Variable

Controlled variables

Write information on how you will ensure the experiment will be valid and reliable. Your
experiment may implement a control. If is control is used, outline the control you used.

What is a control?
A controlled experiment involves setting up two experiments that are the same in every respect,
except one, the factor being examined. This factor is often called the independent variable. In
one experiment, all factors are kept constant while measurements are taken in the second
experiment. This is called the control experiment. In the other second experiment, one factor is
varied. This will ensure that any results obtained are due to the variable being tested and not
caused by some other random factor.

What is validity?
Validity refers to the accuracy of an assessment, whether or not it measures what it is supposed to
measure. Even if a test is reliable, it may not provide a valid or true measure. Scientists must be
careful to ensure that personal bias does not enter into their experimental method. Valid
conclusions can only be made when experimental procedures are controlled and objective.

What is reliability?
The reliability of scientific testing does not just lie in the setting up of a single controlled
experiment. Experiments must be able to be conducted repeatedly with the same results. When the
same results are obtained repeatedly by following the same procedures, the hypothesis being
tested is further supported. Repetition, especially by other scientists, is an important part of
ensuring reliability in scientific testing. This is because the objectivity of the experiment is
reinforced when the same results are obtained.

Safety precautions/risk assessment

Write all the precautions needed to perform your investigation in a safe manner. Use the blank
template at the end of this document.

Example: see end of this document for risk assessment on pendulum.

Ethical issues
When deciding on an investigation, identify all possible ethical issues and consider their relevance
and ways to address them. Some investigations require an ethics approval; consult with your
teacher.

The following questions relate to some ethical issues that might arise.
• How might this research affect the wider society?
• Who will benefits/applications of this research be available to?
• Will one individual or group of individuals benefit at the expense of another?
 • Does this research prevent anyone from obtaining their basic needs?
• How might it impact on future ethical issues? For example, even if your investigation is
ethical, could it clear a path to other applications that are unethical?

Scientific research involving humans or animals must be approved by an ethics committee before
it can commence. All research involving animals in Australia must comply with the Australian
Code of Practice for the Care and Use of Animals for Scientific Purposes.

Outcome 11/12-3 Conducting investigations

Outcome: conducts investigations to collect valid and reliable primary and secondary data and
information
Students:
• employ and evaluate safe work practices and manage risks (ACSPH031)
• use appropriate technologies to ensure and evaluate accuracy
• select and extract information from a wide range of reliable secondary sources and acknowledge
them using an accepted referencing style

A student needs to collect information in a journal or log book during the research and acknowledge
secondary sources using an accepted referencing style. See below for more information.

Record keeping
Accurate record keeping is a vital part of the scientific process. It enables other scientists to read, analyse
and repeat the experimental procedures. When formal reports are required there are particular elements
that should be included. These key elements remain essentially the same. The suggested format should be
followed.

What should be in your Log Book? When you begin your experiment you need to record the following in
your logbook:

1. All of your research prior to and during planning stages of your investigation. (Include all books,
websites and other sources that you researched)

2. Drawings or illustrations- Illustrate the experimental design and work in progress. Include sketches and
diagrams of the setup of your experiment.

3. Raw data/results - record everything that happens in your experiment neatly.

• Please date all entries when they occur.

• Include photos and drawing if it helps show what has occurred.
• If problems occur, record the problem and how you plan to solve the problem.
• Include question and ideas for further experiments or questions for your teacher.
• All your derived results, analysis and graphs in raw form.

Your logbook is not a neat record BUT it is a complete record detailing your progress.

Referencing style
All the quotations, documents, publications and ideas used in the investigation need to be acknowledged
in a Reference list to ensure authors are credited for their work. References also gives credibility to the
study and allow the audience to locate information sources should they wish to investigate further.
When referencing a book, include (in this order) the:
• author’s surname and initials
• date of publication
• title
• place of publication
• publisher’s name

For example:
Rickard, G, et al. (2016). Pearson Science 9 Student Book (2nd ed.). Melbourne: Pearson Education.

When referencing a website, include (in this order):

• author’s surname and initials, or name of organisation, or title
• year the website was written or last revised
• title of webpage
• website address

For example:
National Geographic. (2015). Killer fungus that’s devastating bats may have met its match. Retrieved
from https://news.nationalgeographic.com/2015/05/150527-bats-white-nose-syndrome-treatment-
conservation-animalscience

Outcome 11/12-4 Processing data and information

Outcome: selects and processes appropriate qualitative and quantitative data and information using a
range of appropriate media
Students:
• select qualitative and quantitative data and information and represent them using a range of
formats, digital technologies and appropriate media (ACSPH004, ACSPH007, ACSPH064,
ACSPH101)
• apply quantitative processes where appropriate
• evaluate and improve the quality of data

Students need to complete all sections for processing data and information below:

RESULTS
Tabulate or present the findings or experimental observations of the investigation. You have to use
diagrams, tables/ photographs and/or graphs or a combination of these to articulate your results in a
scientific manner.

The convention when drawing tables is that the independent variable, the one you control, is placed in
the left-hand column, with the column at the right showing the dependent variable, the variable that
changes due to the independent variable. Values in a table should be written to the same number of
decimal places.

Qualitative and quantitative data

Qualitative data is data that is not easily reduced to numbers. Qualitative data tends to answer questions
about the ‘what’, ‘how’ and ‘why’ of a phenomenon, rather than questions of ‘how many’ or ‘how much’.
Quantitative data is any information that can be reduced to a set of numbers. Any information from which
you can create averages, differences, or totals is quantitative data. Qualitative data can be turned into
quantitative data by assigning numbers to categories.
Secondary sources must be evaluated for their reliability and validity
Students are asked to “Identify data sources, gather, process, analyse and present information from
secondary sources”. When researching information, using articles from journals, mass media, textbooks,
it is important to identify your sources in the correct manner and the information must be accurate. To
ensure secondary sources are accurate, the information from the site or source must be both valid and
reliable.

Validity
To determine if the information you are gathering is valid, you must consider or evaluate whether the
information relates to the problem or hypothesis being investigated.

Reliability
To determine if the information you are gathering is reliable, you must consider or evaluate the following:
• the author of the article’s credentials (i.e. the author is qualified in this area). For example, was the
author a teacher, a scientist in that field?
• whether the article represents a biased point of view
• whether the site or publication is reputable, i.e. .gov or .edu, biology textbook
• whether the data was gathered using an appropriate method and measuring devices
• whether it is current (check the date). This means that if your information is current, written by an
expert in the area you are investigating, without bias and is in a reputable publication, then your
information could be considered reliable.

Accuracy
To determine if the information you are gathering is accurate, you must consider or evaluate the
following whether the information can be substantiated in more than one reliable source. (i.e. is the
information consistent with information from other reputable sources?). This means that if you can find
similar information in at least two valid and reliable sources, then your information could be considered
accurate.

Diagrams
Diagrams and photographs should enhance understanding of your method and or results. They must be
large enough to be easily legible, and should be clearly labelled. Any hand drawn diagrams should be
done in pencil, using a ruler for any straight lines.
Graphs
• Choose the correct graph for your data
• Have the correct scale (use the whole grid if you have one)
• Independent variable on horizontal axis and dependent on vertical axis
• Label both axes and include units
• Include error bars where appropriate
• Use appropriate scale so points fill the graph not taking up one small corner
• Use a line-of-best fit unless there is a mathematical correlation between the points.
• Single line that is joined completely (don’t leave any spaces)
• Don’t extrapolate unless asked.
• Don’t join it to “0” unless “0,0” is a valid point.
• Use a line graph for continuous data and column graph for discontinuous or grouped data.
• When drawing graphs, make sure you label axes clearly, including units if appropriate.
• Where interpolating or extrapolating from a graph, indicate this on the graph.
Results
The results of an investigation need to be analysed, interpreted and evaluated. In a scientific report, this
takes place in the Discussion section.
When analysing your data, it is important to ask the following questions:
• is there a pattern, trend or relationship between the independent and dependent variables?
• describe what kind of pattern you found and specify under what conditions it was observed
• are there any errors, uncertainty or limitations in the data you have collected?
• if yes, these need to be acknowledged and explained.
• have other researchers found similar or different results?
• discuss why the results of other investigations might be similar or different
• what is the relevance of your investigation?
• discuss why your investigation is important and the value that is has for society, the environment,
your local community or the advancement of scientific knowledge
• what are the future directions of this research?

The results of your data analysis will only be as good as the quality of the data. A well-designed scientific
experiment should produce accurate, precise, reliable and valid results. You should consider the following
factors when collect primary data:
• accuracy
• precision

Accuracy is the ability to obtain the correct measurement. To obtain accurate results, you must minimise
systemic errors.

Precision is the ability to consistently obtain the same measurement. To obtain precise results, you must
minimise random errors.

Outcome 11/12-5 Analysing data and information

Outcome: analyses and evaluates primary and secondary data and information
Students:
• derive trends, patterns and relationships in data and information
• assess error, uncertainty and limitations in data (ACSPH004, ACSPH005, ACSPH033,
ACSPH099)
• assess the relevance, accuracy, validity and reliability of primary and secondary data and suggest
improvements to investigations (ACSPH005)

DISCUSSION

Analyse and interpret your results in this section.

• Discuss the patterns/trends evident from your results/graphs. Is there any obvious
relationship between the variables investigated?
• Mathematical analysis of graphs using relevant calculations must be included in this section.
• You must include explanations for experimental errors [systematic and random],
uncertainity values in your data.
• Answers to set questions also form part of the discussion, as do labelled drawings and
diagrams.
• Compare results to accepted or theoretical values where appropriate accounting for
discrepancies. Comment on the reliability and validity of your source of reference.
 • Explain any trends in the results and refer back to results expected.
• Other comments, including factors that limited the work, are relevant in this section.
• Suggest improvements that will improve the accuracy of your investigation.

Outcome 11/12-6 Problem Solving

Outcome: solves scientific problems using primary and secondary data, critical thinking skills and
scientific processes PH11/12-6
Students
• use modelling (including mathematical examples) to explain phenomena, make predictions and
solve problems using evidence from primary and secondary sources (ACSPH006, ACSPH010)
• use scientific evidence and critical thinking skills to solve problems

Students need to complete all sections for analysing data and information below:

After the results have been analysed, critical thinking can be used to relate them to scientific
concepts to formulate conclusions. To make investigations more meaningful, it should be explained
within the right context - the related scientific ideas, concepts, theories and models. Within this
context, you can explain the basis for the hypothesis.

Using a theoretical context, you can compare your results with existing relevant research and
knowledge. After identifying the major findings of the investigation, ask questions such as:
• how does the data fit with the literature?
• does the data contradict the literature?
• do the findings fill a gap in the literature?
• do the findings lead to further questions?
• can the findings be extended to another situation?

Be sure to discuss the broader implications of the findings. Implications are the bigger picture.
Outlining them for the audience is an important part of the investigation. Ask questions such as:
• do the findings contribute to or impact on the existing literature and knowledge of the topic?
• are there any practical applications for the findings?

Outcome 11/12-7 Communicating

Outcome: communicates scientific understanding using suitable language and terminology for a
specific audience or purpose PH11/12-7
Students:
• select and use suitable forms of digital, visual, written and/or oral forms of communication
• select and apply appropriate scientific notations, nomenclature and scientific language to
communicate in a variety of contexts (ACSPH008, ACSPH036, ACSPH067, ACSPH102)
• construct evidence-based arguments and engage in peer feedback to evaluate an argument or
conclusion (ACSPH034, ACSPH036)

The way to approach communication of the results will depend on the audience. For example,
investigation results intended for a general audience may adopt the style of a news article or blog post that
doesn’t use too much scientific language.

You will need to present your research using appropriate scientific language and notation. There are many
different presentation formats, such as posters, oral presentations and reports.
For example, the decimal point is shifted eight places to the right to get from 3.8 to 380 000 000. The
latter number is therefore expressed as 3.8 × 108.
Scientific notation can also be used to express very small quantities conveniently and concisely.
To give one example, the mass of a proton is: 0.000 000 000 000 000 000 000 000 001 67 kg
In case you don’t feel like counting them, there are 26 zeros after the decimal point! In scientific notation,
the mass of the proton can be expressed as 1.67 × 10−27 kg. The power of 10 is obtained by counting the
number of places the decimal point in the number between 1 and 10 is shifted to the left to obtain the
small number.

CONCLUSION:
This is a brief statement outlining that summaries the results of the investigation. It should be phrased to
the investigation and state whether the hypothesis is supported.

Conclusion:
Here you would mention:
• what the results tell you
• discussion of any systematic or random errors
• restate your hypothesis and compare your conclusion to it
if your data agrees with what is commonly accepted and if not, why not
• if appropriate calculate the percentage error, that is the difference between your measured value and the
accepted value, for example, if your investigation was to measure the acceleration due to gravity and you
calculated 9.1 m s-2 then the percentage error would be (9.8 – 9.1)/9.8 x 100% = 7%

Evaluation:
Here you would mention:
• any difficulties you had
• the reliability of your data
• the closeness to the true value
• the accuracy of your measurements
• any weaknesses in the design and method of your investigation
• the precision of your measurements, that is how close they are to each other
• how you could modify your investigation to improve on it.
Risk assessment - pendulum
Activity Changing the length of a pendulum and measuring its period.
Hazard Falling objects. Being hit with a metre ruler.
Hazard information Falling mass. Falling retort stand.
Coming into contact with a metre ruler.
Summary of activity
A 100-gram mass is attached to a length of string by sticky tape. The string is fixed to a retort
stand and the mass allowed to oscillate. The period of oscillation is measured by a stopwatch. The
length of the
string is varied and measured with a metre ruler. The period is again measured.
Risk identification
Mass becomes detached from string. Retort stand topples over. Metre ruler pokes someone in the
face.

Likelihood very likely likely unlikely very unlikely

(tick box) √
Consequence extreme major moderate minor
(tick box) √
Control
Place a counterweight on the retort stand to minimise the chance of it toppling over. Ensure the
mass is attached to the string securely. When using the metre ruler take care to avoid hitting
people in the face.
Conclusion about risks Minimal if control measures followed.

Student involved in assessment: ………………………………………

Name of Assessor: …………………………………………………….
Signature: ……………………………………. Date: ……………… (of assessor)
Note the assessor is your teacher who has discussed with you and approved the risk assessment.

Risk assessment – Blank template

Activity
Hazard
Hazard information

Summary of activity

Risk identification

Likelihood very likely likely unlikely very unlikely

(tick box)
Consequence extreme major moderate minor
(tick box)
Control

Conclusion
about risks
Student involved in assessment: ………………………………………
 Name of Assessor: …………………………………………………….
Signature: ……………………………………. Date: ……………… (of assessor)
Note the assessor is your teacher who has discussed with you and approved the risk assessment.

Working scientifically glossary

accuracy A measurement is accurate if it is close to the true value.
anomalies Values that are unexpected and not caused by random variations.
calibration Marking a scale on a measuring instrument, for example, a thermometer in
melting ice is marked as 00C and the boiling point of water as 1000C.
data Information that has been collected.
fair test A fair test is where only the independent variable is changed to influence the
dependent variable.
hypothesis A suggestion to explain an observation. A hypothesis need to be both testable and
falsifiable.
investigation The scientific process of solving a problem that requires planning a course of
action, collecting data, interpreting data, reaching a conclusion and
communicating your findings.
law A statement which describes unchanging relationships between phenomena
often expressed mathematically, for example, F = ma.
model A description of a phenomenon. Models are often written mathematically.
outlier An abnormal measurement especially noticeable when graphing.
precision Precise measurements have little spread about the mean value. Precision
depends only on random errors, it does not mean that results are close to the true
value.
prediction A prediction is a statement suggesting what will happen based on observations or
experience.
random error Readings spread about the true value due to measurements varying in an
unpredictable way. The effect of random errors can be reduced by taking more
measurements and calculating the mean value.
range The maximum and minimum values of a variable. For example, a range of
temperatures may be given as 180C to 240C.
relationship Information that can be used to link two things together, for example, force and
acceleration.
repeatable A measurement is repeatable if the experiment is repeated using the same
method and equipment and gives the same values.
resolution The smallest change in measurement on a measuring instrument, for example,
most metre rulers have a resolution of 1 mm.
scale division The precision of a measuring instrument.
sketch graph A graph that shows the general shape of the relationship between two variables.
It does not have any points plotted.
systematic Readings which differ from the true value by a constant amount each time a
error measurement is made. Systematic errors are not improved by repeating the
measurements.
theory A set of concepts that can be used to explain and predict a wide range of related
phenomena.
uncertainty The range of values for a measurement.
valid A conclusion supported by data obtained from a valid investigation.
conclusion
validity The extent to which practical investigations measure what was intended.
zero error Occurs when the true value of a measured quantity is zero but a non-zero value is
measured, for example, a voltmeter not reading zero when the power supply is
switched off. A zero error can cause systematic errors.