Assessment Type 1: Individual Practical Report Investigation Folio

Assignment Overview

1. Describe the plant species and its importance. Explain the context or the problem being addressed and the need for the research experiment (tolerance of pollution of mung bean Vigna radiata crops).

2. Explain the scientific background of the topic and relevant concepts (tolerance limits of NaCl in mung beans Vigna radiata) within the context of the experiment.

3. Provide fully labelled diagrams where possible (Figure 1 – with detailed description).

4. State the aim of the investigation, including both the independent and dependent variables.

5. Summarise the investigation, including what is being tested and how (2–3 sentences, future tense).

6. Use in-text references and Harvard-style referencing (in-text and end-text). Avoid unreliable sources.

Hypothesis Section

1. State the hypothesis.

2. Identify the independent variable (include units).

3. Identify the dependent variable (include units).

Factors Held Constant

1. For each factor held constant, describe its effect on the results if not held constant, using examples.

2. Identify factors that cannot be held constant and explain why.

3. Present the factors in table form if preferred.

Analysis and Interpretation – Questions

1. Explain, by referring to the graph (line of best fit), whether your hypothesis was supported or not.

2. Describe major trends in the results (focus on trendline, include data values).

3. Discuss the anomalous 0.1% sodium chloride trial (0 mm growth).

4. Link explanations to scientific theory from the introduction, with in-text referencing and diagrams.

Evaluation – Questions

1. Identify and discuss any evidence of random error or unexpected results in graph or table data.

2. Comment on overall precision and reliability of the results (scatter, range, deviations).

3. Identify the most significant random errors and explain their effect on results.

4. State your sample size and discuss its influence on reliability.

5. Discuss accuracy of data (compare to scientific sources or similar studies).

6. Identify systematic errors and explain how they consistently affected the results.

7. Discuss the importance of repeating the experiment with different apparatus and what results would indicate systematic error.

Investigation Limitations – Question

1. Describe the limitations of the investigation (conditions, materials, equipment, sample, sample size).

Conclusion – Questions

1. State whether the hypothesis was supported or not supported.

2. Summarise what the results showed and did not show, using data as evidence.

3. Summarise the limitations of the investigation and evaluate overall confidence in the conclusion (consider errors, sample size, reliability, validity).

Summary of Assessment Requirements

The assessment requires students to design and report on a scientific investigation examining the tolerance of mung bean (Vigna radiata) crops to pollution, specifically the effects of different NaCl concentrations on seedling growth.

Students must:

Introduction Requirements

• Describe the selected plant species and outline its agricultural importance.

• Explain the context of the investigation, focusing on pollution tolerance in mung beans.

• Provide the scientific background of NaCl tolerance and related biological concepts.

• Include a fully labelled scientific diagram (Figure 1) with a detailed description.

• Clearly state the aim, identifying independent and dependent variables.

• Summarise what the investigation will test and how it will be conducted (2–3 sentences, future tense).

• Use Harvard-style referencing with reliable scientific sources.

Hypothesis Section

• Present a testable hypothesis.

• Identify the independent variable (with units).

• Identify the dependent variable (with units).

Factors Held Constant

• List all constant factors and describe how each could affect results if not controlled.

• Identify factors that cannot be held constant and explain why.

• Present the information in a table (optional).

Analysis & Interpretation

• Determine whether the hypothesis was supported by using the best-fit line on the graph.

• Describe major trends using data values.

• Discuss the anomalous 0.1% NaCl trial.

• Link findings to relevant theories from the introduction, with references and diagrams.

Evaluation

• Identify random errors and unexpected results.

• Comment on precision and reliability (scatter, deviations, range).

• Identify major random errors and explain how they impacted results.

• Discuss sample size and its influence on reliability.

• Comment on the accuracy of data compared to scientific research.

• Identify systematic errors and explain how they consistently affected results.

• Describe why repeating the experiment with different apparatus is important.

Investigation Limitations

• Describe limitations relating to materials, equipment, conditions, sample type, and sample size.

Conclusion

• State whether the hypothesis was supported.

• Summarise findings using data evidence.

• Identify what the investigation did or did not show.

• Summarise limitations and evaluate confidence in the conclusion.

How the Academic Mentor Guided the Student Through the Assessment

The Academic Mentor adopted a structured, step-by-step coaching approach, ensuring the student understood both the scientific content and the assessment criteria.

1. Understanding the Topic & Context

The mentor first explained:

• The agricultural value of mung beans.

• Why assessing their tolerance to pollution (NaCl) is important.

• The broader scientific concepts of salinity stress, osmosis, and plant growth responses.

This helped the student write a focused introduction grounded in real scientific context.

2. Structuring the Introduction

The mentor guided the student to:

• Introduce Vigna radiata using credible references.

• Explain salinity tolerance limits with supporting theory.

• Construct Figure 1 with correct scientific labelling.

• Identify the aim, ensuring variables were clearly stated.

• Summarise the investigation in two concise future-tense sentences.

Each part was explained with mini examples to ensure clarity.

3. Formulating the Hypothesis

The student was coached on:

• How to write a directional hypothesis predicting the effect of increasing NaCl concentration.

• Correctly identifying the independent variable (NaCl concentration in %) and dependent variable (seedling growth in mm).

4. Identifying Controlled Factors

The mentor helped the student:

• List constants such as soil type, light exposure, temperature, and volume of water.

• Explain how each would affect results if uncontrolled.

• Identify uncontrollable factors (e.g., natural seed variability).

• Arrange them in a clear table format for easy reading.

5. Data Interpretation & Graph Analysis

Using the student’s results, the mentor explained:

• How to read the trendline and determine hypothesis support.

• How to describe trends using specific numerical data.

• How to recognise and explain the anomalous 0.1% NaCl trial.

• How to link results to salinity stress theory covered earlier.

This ensured the Analysis section was not descriptive only, but analytical and theory-based.

6. Evaluation of Errors & Reliability

The mentor walked the student through:

• Identifying random errors (measurement inconsistencies, natural seed differences).

• Commenting on precision using scatter and deviation patterns.

• Understanding how a small sample size affects reliability.

• Comparing results with published scientific studies to comment on accuracy.

• Identifying systematic errors (e.g., faulty measuring tools).

• Discussing how repeating the experiment improves validity.

7. Writing Investigation Limitations

The student was guided to reflect on constraints such as:

• Limited sample size

• Basic school-level equipment

• Limited control over environmental factors

• Variability in seed quality

8. Preparing a Strong Conclusion

Finally, the mentor showed the student how to:

• Clearly state support or rejection of the hypothesis.

• Summarise findings using numerical evidence.

• Connect back to the aim.

• Address what the results did not show.

• Provide a balanced evaluation of confidence in the conclusion.

Final Outcome & Learning Achievements

Through this guided process, the student produced a well-structured, scientifically accurate practical report that met all assessment requirements.

Learning Objectives Achieved

• Understanding scientific research structure (aim, hypothesis, variables).

• Applying scientific theory to real experimental results.

• Using controlled variables to increase reliability.

• Interpreting graphs and analysing data trends using scientific reasoning.

• Identifying random and systematic errors and their impacts.

• Evaluating limitations with a critical scientific mindset.

• Applying Harvard referencing using credible sources.

• Developing clear scientific communication skills across all sections.

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