Design Check-list

General points:

Plan and write up your experiment individually.

If possible, trial your independent variable to see if you can measure a difference in its effect on the
dependent variable. Also try and use at least 5 if not more subjects or repeats to ensure your data is
valid/ reliable.

Aspect 1 (Defining the problem and selecting variables)

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Aim
1

Has a specific problem that starts with To investigate the effect of (independent
variable) on (the dependent variable)...

Names independent variable and range of measurements

Names dependent variable and how you will measure it

Identifies aspects of the subjects or items involved eg gender, age, ...

Variables
1

Lists independent variable; the range; and how you are going to change it

Lists dependent variable and how measured

Lists control (constant) variables that may alter dependent variable and uses
numbers to say how they will be kept the same e.g. Same temperature (25C) using a thermostatic cooling mechanism to maintain a temperature range.

Explains why each control variable is kept the same

Aspect 2 (Controlling variables)

1

Method can be followed with no previous knowledge

Labelled diagram (photo) shows control variables and how they are kept the same

States how control variables are kept the same with numbers

Variables that can't be kept constant are identified and measured before and after

Subjects and equipment are given time to equilibrate in new conditions before
measuring. eg. Heart rate of subject is a true reading of state

Control if appropriate

Aspect 3 (Developing a method for collection of data)

1

3-5 treatments for independent variable if relevant

3-5+ repeats to generate enough data

5+ subjects for each group used

Kristin School, New Zealand: IA Marking Check List

David Speirs & Alison Dangerfield SEHS Cat 1 Workshop, Bangkok, Oct 2013

Data Collection and Processing Check-list.

Aspect 1 (table of raw data)
1

Data is raw i.e. what you measured (not the averages)

Have you identified which data you collected if using class/group data?

Table has column headings (right side is dependent variable, may have trials as sub
headings; left side independent variable)

Headings have units. Measured units have uncertainties (+1of last unit measured)

All data has the same number of decimal places and these match the uncertainties

Table has title which includes independent, dependent variable and name of subject
and may start with the words Table showing the effect of.....

Qualitative experimental observations that help interpretation of data are listed

under the table.

Aspect 2 (processing raw data)

1

Raw data is processed to best show trends on a graph.

Raw data is averaged and you have calculated SD or 95% confidence intervals and
placed these in your table. You may also calculate correlation (r).

You may need to calculate a rate e.g amount/ time or subtract or add data or %
change

Have you made it easy to answer your aim.

Have you shown a worked example of your calculations?

If you have 5 replicates or more you should use a T-test to compare means to see if
differences are real. A T-test can only compare 2 means. Note this is Higher Level
maths.

Aspect 3 (presenting data)

1

Have you used the right type of graph?

Does your graph show the trends that help to answer your aim?

Have you plotted averages and put error bars on points?

Have you kept the same number of decimal places in your means and SD as in your
raw data?

Do you have a key explaining what error bars are? e.g. One standard deviation....

Have you labelled axes? X = independent variable, Y=average dependent variable.

Axes have correct units

For line graphs, points plotted with a X? Have you a line of best fit (not joined the
dots) and is 0 a point?

Do your scales have even gaps and fill up the page?

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10 Have you a title (same as your tables)?

11 Have you set out your calculations or statistical test so that they are easy to follow?

Kristin School, New Zealand: IA Marking Check List

David Speirs & Alison Dangerfield SEHS Cat 1 Workshop, Bangkok, Oct 2013

Concluding and Evaluating Check-list

Points to note when doing this assessment task:
you must submit a hypothesis (hand this to the teacher prior to conducting the experiment) as well as
your fixed variables and how you will be controlling them; these items are to be discussed by you in this
section.

Aspect 1 (Concluding)
1

Have you met your aim and proven your hypothesis? i.e. Explained how increasing
the independent variable has affected the dependent variable.

Have you described the trends in your graph with numbers

Have you explained the science of why this occurred. You will need to do some
independent research and reference this.

Have you used your observations to help explain the trends.

Have you compared your values and trends with those found in text book.

Are the differences in your means significant i.e. Using your observation of the
difference of the means or do statistical tests; show these differences are real or how
much overlap is there in SD's, what is the % difference?

Aspect 2 (Evaluating procedures)

1

Which of your results are unreliable e.g. Are far from line of best fit or have large error
bars. How consistent were your trials?

What aspects of your method caused these problems and did they have a major/
minor effect? eg. 20% difference. How did they affect results e.g
overestimate/underestimate. You need 4 -5 ideas here and your observations may
help you.

What measurement errors were there?

Was your range of independent variables and replicates appropriate?

Discuss all control Variables. Which were difficult to control e.g. Temperature and
how much did they change during the investigation

Aspect 3 (Improving the investigation)

1

Each weakness must have a realistic improvement.

What modifications would you make to improve the method?

How can you ensure better control of the variables?

Are there alternative methods that could be used?

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Kristin School, New Zealand: IA Marking Check List

David Speirs & Alison Dangerfield SEHS Cat 1 Workshop, Bangkok, Oct 2013

Experimental Written Format

Experimental aspect

Design

Aim: What is the objective of your study?

What are you investigating, what you are changing, what you are measuring or counting and
is precise.

Hypothesis:

State your prediction with an explanation as to why this will happen. Must contain the word
because and explains why this will happen.
Says what will happen to the variable you measure as you increase or decrease the variable
you change. Use research to back up your argument.

Variables:

Dependent variable: The variable which is measured in the experiment and which is studied
in relation to other variables. Its value depends on the independent variable.
Independent variable: The manipulated variable in an experiment, whose effects on a
dependent variable are measured. (Schmidt 1988)
Controlled variables: List 4-6 key variables that would affect the dependant variable if not
kept the same (with numbers). Discuss your choice of variables i.e. Why they would affect
your results, and how you will keep constant.
Confounding variables: variables which may affect the dependent variable but is not able to
be controlled.

Apparatus:
List of the number and type of equipment used to obtain your results.

Method:
It is a logical, stepwise recipe which usually contains:

half page diagram/ picture of the experimental set up.

the independent variable and the range that it will be changed over.

dependent variable; what you will measure, how often, and with what.

detail on how to keep the controlled variables the same.

description of the control and how many repetitions you will do.

diagram if it helps.

2 and 3

Experimental aspect

Data collection
and
processing

Results:

1, 2 and 3

Table: Containing the raw data with a clear heading showing averages, standard deviations
and units. Label the columns; state any observations; show your calculations; check your
significant figures and uncertainties. Can you do a t-test?
Graph: Select the correct graph and plot the averages only along with error bars; include
units and ensure the scale shows what you want.

Experimental aspect

Conclusion
and Evaluation

Conclusion/ Analysis of results:

1

1.
2.
3.

State your hypothesis and whether it was proven or not with the evidence for this.
Describe the trend shown in the graph with numbers.
Explain why this relationship occurred and compare your results to those in a text book or
from similar experimental studies (reference these).

Evaluation:
2

1.
2.
3.

Are there any anomalous (irregular, abnormal) results; How consistent were the results.
Discuss whether any aspects of your method affected your results?
How successful were you at keeping the control variables constant; what went wrong; how
did this affect the results?

Kristin School, New Zealand: IA Marking Check List

David Speirs & Alison Dangerfield SEHS Cat 1 Workshop, Bangkok, Oct 2013

4.

How could you improve the experiment if you were to repeat it; are there any ways to
improve the method of this investigation?

Kristin School, New Zealand: IA Marking Check List

David Speirs & Alison Dangerfield SEHS Cat 1 Workshop, Bangkok, Oct 2013