SPRING ONIONS (SHALLOTS):

VARIABLE - AMOUNT OF WATER

ISABELLE AND DOMINIQUE
Science investigation criteria sheet
A B
Scientific Processes Ive used books, websites and
videos in my research.
Resources are listed in my
reference list.
I have identified 5 causes and
5 effects. I have highlighted my
IV and DV.
In my hypothesis, the IF
segment states the direction of
the effect, the THEN segment
makes a clear prediction and
the BECAUSE segment gives a
scientific reason.
I have listed ALL materials and
equipment (brand, amount, and
concentration) AND I have
completed 3 rows of the safety
audit.
My method is written in the
passive voice, past tense. I
have included pictures and
video of the method. I have
conducted a minimum of 5
trials.
I presented my data as tables
and/or graphs. I have followed
ALL tabulating and graphing
conventions.
My poster has ALL key
elements of a science poster.
There is a mix of words, images
and graphs.
Knowledge and Conceptual In my conclusion, I clearly state
Understanding whether my hypothesis was
supported or rejected. I justify
my conclusion in 2 paragraphs.
Evaluating and Concluding In my discussion, I have
described (in paragraph form)
3 ways to improve my
experiment OR suggested
future experiments, and
justified.
Ive used 2 out of the three
(books, websites and videos)
sources for my research.
Resources are listed in my
reference list.
I have identified 4 causes and 4
effects. I have highlighted my IV
and DV.
In my hypothesis, the IF segment
states the effect, the THEN
segment makes a clear
prediction and the BECAUSE
segment gives a scientific reason.
I have listed ALL materials and
equipment (brand, amount, OR
concentration) AND I have
completed 2 rows of the safety
audit.
My method is written in the My method is written in the
passive voice, past tense. I have passive voice, past tense. I have
included pictures OR video of conducted a minimum of 3 trials.
the method. I have conducted a
minimum of 4 trials.
I presented my data as tables
and/or graphs. I have followed
MOST tabulating and graphing
conventions.
My poster has ALL key elements
of a science poster. There is a
predominance of words, images
or graphs.
In my conclusion, I clearly state
whether my hypothesis was
supported or rejected. I justify
my conclusion in 1 paragraph.
In my discussion, I have
described (in paragraph form) 2
ways to improve my experiment
OR suggested future
experiments, and justified.
C D E
Ive used 1 out of the three I have used resources but I dont I didnt used any resources and I
(books, websites and videos) have a reference list. dont have a reference list.
sources for my research.
Resources are listed in my
reference list.
I have identified 3 causes and 3 I have identified 2 causes and 2 I have identified 1 causes and
effects. I have highlighted my IV effects. I have highlighted my IV effect. I didnt highlight my IV and
and DV. and DV. DV.
In my hypothesis, the IF segment My hypothesis is missing the My hypothesis is an aim OR my
states the effect, the THEN BECAUSE segment. hypothesis is missing.
segment makes a prediction and
the BECAUSE segment gives a
reason.
I have listed MOST materials I have listed SOME materials and I have not listed anty materials or
and equipment (brand, amount, equipment. I have not completed equipment. I have not completed
OR concentration) AND I have the safety audit. the safety audit.
completed 1 row of the safety
audit.
The method is written in the active My method is missing .I have
voice, future tense. I have conducted a minimum of 1 trial.
conducted a minimum of 2 trials.
I presented my data as tables I have presented raw data in the I have presented raw data in the
and/or graphs. I have followed results section. I have followed results section. I have followed NO
SOME tabulating and graphing SOME tabulating and graphing tabulating and graphing
conventions. conventions. conventions.
My poster has SOME key My poster has SOME key My poster is the pages of journal
elements of a science poster. elements of a science poster. My printed out and stuck on
There is a predominance of poster only has words. cardboard.
words, images or graphs.
In my conclusion, I clearly state In my conclusion, I clearly state In my conclusion, I state my
whether my hypothesis was whether my hypothesis was hypothesis was proved or
supported or rejected. I justify supported or rejected disproved.
my conclusion.
In my discussion, I have In my discussion, I have described In my discussion, I have described
described (in paragraph form) 2 (in paragraph form) 1 way to (in paragraph form) 1 way to
ways to improve my experiment improve my experiment OR improve my experiment.
OR suggested future suggested future experiments.
experiments.
 Prequisite
Cost Prequisite skills Materials Total
knowledge
Project
4 5 4 2 15
Different Water
2 5 3 1 11
Different Soil
4 5 4 3 16
Amount of Water
3 5 4 3 15
Things in the Soil

4 5 3 3 15
Size of pots
 PROJECT IDEAS
INVESTIGATING DIFFERENT AMOUNTS OF WATER GIVEN TO A SPRING ONION
INVESTIGATING DIFFERENT JUICE WHICH HAS THE MOST SUGAR???
INVESTIGATING LOLLIES WHICH HAS THE LEAST SUGAR?
INVESTIGATING BROWNIES TASTE TESTING YUMMIER IF MORE SUGAR????
INVESTIGATING DRINKS WHICH HAS THE MOST SUGAR???
 COMPETITION CATEGORIES
1) SCIENTIFIC INVESTIGATIONS: PROJECTS THAT INVESTIGATE AN INQUIRY QUESTION FOLLOWING SCIENTIFIC METHODOLOGY AND ARE
ACCOMPANIED BY A JOURNAL OR NOTEBOOK. INVESTIGATIONS, INQUIRY PROJECTS AND EXTENDED EXPERIMENTAL INVESTIGATIONS (EEIS)
GENERALLY FIT THIS CATEGORY.

2) ENGINEERING AND TECHNOLOGY PROJECTS: PROJECTS THAT INVESTIGATE SOLUTIONS TO PROBLEMS OR INNOVATIONS THAT MEET A NEED.
PROJECTS FOLLOW THE TECHNOLOGY PROCESS TO INVESTIGATE, DESIGN, PRODUCE AND EVALUATE NEW PRODUCTS. IN PRIMARY SCHOOLS, THIS
PROCESS IS SOMETIMES REFERRED TO AS DESIGN-MAKE-APPRAISE.

3) CLASSIFIED COLLECTIONS: ENTRIES IN THIS CATEGORY INVOLVE COLLECTING, IDENTIFYING AND DEMONSTRATING RELATIONSHIPS BETWEEN ITEMS
OR MATERIALS IN THE COLLECTION. SUCH A COLLECTION SHOULD CONTRIBUTE TO NEW UNDERSTANDING OF THE ITEMS COLLECTED, OR DEVELOPING
A SOLUTION TO A PROBLEM THAT HAS BEEN IDENTIFIED.

4) COMMUNICATING SCIENCE: ENTRIES SHOULD EXPLAIN, CLARIFY OR COMMUNICATE A SCIENTIFIC IDEA OR CONCEPT TO A PARTICULAR AUDIENCE.
ENTRIES MAY BE IN THE FORMAT OF A POSTER, POWERPOINT PRESENTATION, VIDEO PODCAST, WEBSITE, GAME, COMIC STRIP, OR OTHER CREATIVE
FORMAT.

5) ENVIRONMENTAL ACTION PROJECTS: PROJECTS INVOLVE IDENTIFYING AND MEASURING A LOCAL ENVIRONMENTAL ISSUE (E.G. RUBBISH IN THE
PARK, NOISE POLLUTION, REVEGETATION, ETC). WITH THE HELP OF OTHERS, STUDENTS INVESTIGATE AND ENACT POTENTIAL SOLUTIONS TO THE
PROBLEM. FOLLOWING AN INTERVENTION, THE ISSUE IS RE-EVALUATED.

6) MATHEMATICAL INVESTIGATIONS: PROJECTS IN THIS CATEGORY INVESTIGATE A PARTICULAR MATHEMATICAL THEME OR CONCEPT IN A NEW
CONTEXT. FOR EXAMPLE, STUDENTS MAY INVESTIGATE THE MATHEMATICAL CONTENT AND IDEAS BEHIND A SPECIFIC INTEREST, SUCH AS SPORTING
SEASONS, OR BUDGETING FOR A HOLIDAY.
HOW MUCH STEAM IS IN OUR PROJECT?

Science Technology Engineering the Arts Mathematics

WHICH GRIFFITH EXPERTS COULD WE ASK
FOR HELP?
HTTPS://EXPERTS.GRIFFITH.EDU.AU/
Name Field/School Contact details
WHAT EQUIPMENT COULD HELP YOU
ACHIEVE YOUR OBJECTIVES?

3D printer Audio equipment Video equipment

wood/metal tools Textiles equipment Vinyl cutter

electronics CAD/3D design Robotics

software

Art resources computers Science equipment

Yes Yes
 WHICH ELEMENTS APPLY TO YOUR PROJECT (AT ANY
STAGE?)
observing improving Built creativity
Yes environment

measuring cataloguing recycling designing

Yes Yes

originality formulating describing creating

Yes

making quality quantifying experimenting

Yes

achieving sustainable relationships computing

 THINKING AHEAD
Question Your answer How will you know that
you have learned this?

What do you want to learn How they work and how to Best results are produced.
about the tools that you use them best.
use?

What do you want to learn How to distribute work and All work is completed to the
about learning with co-operate so that all work best of our ability.
others? is completed.

What do you want to learn How to incorporate all Slide 6 of this PowerPoint
about STEAM? (most) aspects of STEAM into indicates whats involved in
an experiment. this experiment.

What else do you want to Whether or not the In the conclusion and
learn about? hypothesis that was discussion the results are
predicted is correct. discussed.
 ABSTRACT
ALL PLANTS WORLD-WIDE, REQUIRE DIFFERENT AND VARYING AMOUNTS OF WATER DEPENDING
ON THEIR ENVIRONMENT, CLIMATE AND WATER-AVAILABILITY.

TWO SPRING ONIONS, ONE RECEIVING 300ML OF WATER AND THE OTHER 100ML OF WATER,
WERE PLANTED AND ANALYSED IN ORDER TO SEE WHICH WATER QUANTITY WAS MOST
EFFECTIVE.

IT WAS HYPOTHESISED THAT THE PLANT WHICH RECEIVED 300ML OF WATER WOULD NOT GROW
TO HIGHER HEIGHT THAN THE 100ML PLANT, BECAUSE THE 300ML PLANT WILL HAVE RECEIVED
TOO MUCH WATER THAN IT CAN COPE WITH. IT WILL BE WATERLOGGED AND THE SEEDLING
MAY BE DISLODGED, RESULTING IN A LESS SUFFICIENT GROWTH.

EVERY TWO DAYS THE PLANTS WERE WATERED AND DATA/GROWTH HEIGHTS WERE RECORDED.
ACCORDING TO THE DATA THAT WAS COLLECTED, THE PLANT WHICH RECEIVED 100ML OF
WATER GREW TO A HIGHER FINAL GROWTH HEIGHT.

DUE TO THESE RESULTS, IT CAN BE CONCLUDED THAT 100ML OF WATER GIVEN TO A SPRING
ONION IS A MORE EFFECTIVE WAY THAN GIVING A SPRING ONION 300ML.
 INTRODUCTION
THE QUESTION BEING INVESTIGATED WITHIN THIS EXPERIMENT IS WHETHER CHANGING THE
AMOUNT OF WATER GIVEN TO A SPRING ONION EFFECTS ITS FINAL GROWTH HEIGHT.

THROUGH RESEARCHING ABOUT SPRING ONIONS, IT HAS BEEN FOUND THAT SPRING ONIONS
PREFER REGULAR WATERING. ADDITIONALLY, TOO MUCH WATER CAN BE FOUND TO DISLODGE THE
SEED FROM ITS POSITION IN THE SOIL AND IT WILL NO LONGER BE ABLE TO GROW HEALTHILY.
(PEMBER, 2015)

OTHER RESEARCH CONFIRMS THAT THE SOIL SHOULD STAY MOIST, BUT NEVER WITH TOO MUCH
WATER (WATERLOGGED). ALSO, RESEARCH CONDUCTED HAS SAID THAT SPRING ONIONS, IF THEY DO
NOT RECEIVE ENOUGH WATER, WILL DRY OUT BUT NOT ROT. HOWEVER, IT IS ADVISED THAT ONLY
ENOUGH WATER SHOULD BE USED SO THAT THE ROOTS ARE HYDRATED. (TINY GREEN HANDS, N.D.)

IF 300ML OF WATER IS GIVEN TO A SPRING ONION, THEN THE FINAL GROWTH HEIGHT WILL BE
SMALLER THAN THE 100ML BECAUSE THE 300ML PLANT WILL HAVE RECEIVED TOO MUCH WATER
THAN IT CAN COPE WITH. IT WILL BE WATERLOGGED AND THE SEEDLING MAY BE DISLODGED,
RESULTING IN A LESS SUFFICIENT GROWTH.

THIS SUBJECT IS IMPORTANT TO SOCIETY AND RELEVANT TO THE COMMUNITY BECAUSE WHEN THE
MOST EFFECTIVE METHOD IS UNCOVERED, IT CAN HELP IMPROVE THE GROWING METHODS
THROUGHOUT THE COMMUNITY. IT ALSO HELPS IN PRODUCING PRODUCE FASTER AND IS
CONVENIENT AS THE EXACT METHOD IS KNOWN FASTER GROWING TIME. THIS KNOWLEDGE OF
GREEN ONIONS CAN ALSO BE USEFUL IN THE FARMING INDUSTRY BECAUSE IT REDUCES WATER
USAGE.
 CAUSES AND EFFECTS
Causes Effects

The same Area where the The experiment has accurate

spring onions grow. (CV) final growth heights.

The same beginning height of The experiment has accurate

the spring onions. (CV) final growth heights.

Changing the amount of water Different heights in the end of

given to the spring onions. (IV) the experiment. (DV)

The same soil in which the The experiment has accurate

spring onions grow. (CV) final growth heights.

The same liquid was given to The experiment has accurate

the spring onions water. (CV) final growth heights.
 HYPOTHESIS OR AIM
IF 300ML OF WATER IS GIVEN TO A SPRING ONION, THEN THE FINAL
GROWTH HEIGHT WILL BE SMALLER THAN THE 100ML BECAUSE THE
300ML PLANT WILL HAVE RECEIVED TOO MUCH WATER THAN IT CAN
COPE WITH. IT WILL BE WATERLOGGED AND THE SEEDLING MAY BE
DISLODGED, RESULTING IN A LESS SUFFICIENT GROWTH.

THE AIM OF THE EXPERIMENT IS TO TEST WHETHER 300ML OR 100ML OF

WATER IS MORE EFFECTIVE IN THE GROWTH OF A SPRING ONION.
 MATERIALS AND EQUIPMENT
Material/Equipment Use
Soil For roots to grow into
Pots To hold the soil and plants
Two old spring onions To replant and grow
Water Different quantities
Measuring instrument To measure the amount of
water given
A sunny area For best growth results
Ruler To record measure height of
green onion

Recording Method To record results

Camera or photography device To record images

 SAFETY AUDIT
Category Risk Management
People The soil could Gloves were worn and a mask was used to
(yourself and effect me and protect my face and hands. I also washed
others) anyone I come in my hands after I finished planting and
contact with handling the soil and plants.

Equipment Equipment could Equipment was handled carefully and

be broken. safely and nothing was broken.

The - -
environment
and other living
things

Budgets Overspending or Using soil from relatives rather than buying

using money to more soil. Using old green onions that had
buy irrelevant already been used and bought prior to the
materials and experiment.
equipment.
 METHOD
1. POTS WERE PLACED IN A SUNNY AREA AND SOIL WAS ADDED 2/3 OF THE WAY.
2. A SIX CENTIMETRE HOLE WAS MADE.
3. SPRING ONIONS WERE SLICED IN ORDER TO HAVE EQUAL STARTING HEIGHTS.
4. THE SPRING ONIONS WERE THEN PLACED INTO THE SIX CENTIMETRE HOLE.
5. SOIL WAS REPLACED TO FILL THE HOLE AND STABILISE THE PLANT.
6. THE SPRING ONIONS WERE WATERED AND THEIR HEIGHTS WERE RECORDED EVERY TWO
DAYS.

Photo was taken on Photo was taken on the

planting day. 16/9/17. final day of measuring.
Step 5 was just 7/10/17. Step 6 was just
completed completed
 TEACHER APPROVAL
THIS PROJECT HAS BEEN ASSESSED AND APPROVED BY DR HARRY. ANY
VARIATION TO THE AGREED UPON PROTOCOL MUST BE DISCUSSED WITH
A TEACHER.

DATE:24/10/2017.
 RESULTS
Day Plant 1 300mL Plant 2 100mL

Day 1 17/9 8cm 8cm

Day 3 - 19/9 13cm 14cm

Day 5 21/9 15cm 17cm

Day 7 23/9 21cm 25cm

Day 9 25/9 26cm 29cm

Day 11 27/9 30cm 32cm

Day 13 29/9 33cm 35cm

Day 15 1/10 35cm 38cm

Day 17 3/10 37cm 38cm

Day 19 5/10 38cm 40cm

Day 21 7/10 41cm 43cm

 Results
Results of Spring Onion Growth
50

45

40

35

30
Height in cm

25

20

15

10

Date of Recording

Plant 1 - 300mL Plant 2 - 100mL

 CONCLUSION
IT WAS HYPOTHESISED THAT, IF 300ML OF WATER IS GIVEN TO A SPRING
ONION, THEN THE FINAL GROWTH HEIGHT WILL BE SMALLER THAN THE
100ML, BECAUSE THE 300ML PLANT WILL HAVE RECEIVED TOO MUCH WATER
THAN IT CAN COPE WITH

THIS HYPOTHESIS WAS SUPPORTED IN THE RESULTS AS THE POT THAT RECEIVED
100ML OF WATER GREW TO A FINAL GROWTH HEIGHT OF 43CM. HOWEVER,
THE ONE THAT RECEIVED 300ML OF WATER, ONLY GREW TO A FINAL HEIGHT
OF 41CM.
 DISCUSSION
ANALYSIS OF THE RESULTS REVEALED THAT THE SPRING ONION THAT RECEIVED 100ML OF
WATER, WAS CLEARLY THE MOST EFFECTIVE METHOD. THIS ANALYSIS IS CLEARLY SUPPORTED
ON THE RESULTS SLIDE, AS THE LINE GRAPH DEMONSTRATES THAT THE POT IN WHICH 100ML
OF WATER WAS GIVEN, HAD THE HIGHEST GROWTH RATE THROUGHOUT THE EXPERIMENT
AND IN THE END. THIS WOULD BE BECAUSE THE POT THAT RECEIVED 300ML, WAS MOST
LIKELY WATERLOGGED AND DROWNING AS IT RECEIVED TOO MUCH WATER THAN IT COULD
COPE WITH. THE FIRST POT, WHICH RECEIVED 300ML OF WATER, GREW TO A FINAL HEIGHT
OF 41CM. THE SECOND POT, WHICH RECEIVED 100ML OF WATER, GREW TO A FINAL
HEIGHT OF 43CM. A TREND THAT EMERGED FROM THE DATA RECORDED DEMONSTRATED
THAT POT TWO CONSTANTLY HAD THE HIGHEST RECORDED DATA.

IN TERMS OF DIFFERENT PROJECTS IN THE FUTURE, SPRING ONIONS COULD STILL BE TESTED,
HOWEVER, DIFFERENT VARIABLES COULD BE TESTED. FOR EXAMPLE: CHANGING THE SOIL,
USING FERTILIZER AND TESTING WHETHER TO GROW THEM IN WATER OR SOIL.
IN ADDITION TO THIS, DIFFERENT PLANTS COULD BE TESTED WITH THE SAME VARIABLES AS THE
SPRING ONIONS, AND SEE WHICH PLANT IS MOST EFFECTIVE IN WHICH ENVIRONMENT AND
IN WHAT CIRCUMSTANCES.
 REFERENCE LIST
GUIDE TO GROWING SPRING ONIONS - THE MICRO GARDENER. (N.D.). RETRIEVED FROM
HTTPS://THEMICROGARDENER.COM/GUIDE-TO-GROWING-SPRING-ONIONS/
PEMBER, M. (2015, AUGUST 25). HOW TO GROW YOUR OWN SPRING ONIONS ::
GOURMET TRAVELLER. RETRIEVED FROM
HTTP://WWW.GOURMETTRAVELLER.COM.AU/RECIPES/HOW-TO/2015/8/HOW-TO-GROW-
YOUR-OWN-SPRING-ONIONS/
WARD, G. (N.D.). HOW TO GROW SPRING ONIONS | THOMPSON & MORGAN. RETRIEVED
FROM HTTPS://WWW.THOMPSON-MORGAN.COM/HOW-TO-GROW-SPRING-ONIONS
HOW TO GROW PERPETUAL SPRING ONIONS. (N.D.). RETRIEVED FROM
HTTP://WWW.TINYGREENHANDS.COM/HOW-TO-GROW-PERPETUAL-SPRING-ONIONS/
WEEK 1 REFLECTION
WEEK 2 REFLECTION
WEEK 3 REFLECTION
WEEK 4 REFLECTION
WEEK 5 REFLECTION
 WEEK 6 REFLECTION
TODAY, DOMINIQUE AND I COMPLETED THE TWO GOALS SET AT THE
BEGINNING OF THE LESSON:

BEGIN ON THE CONCLUSION

COMPLETE THE DISCUSSION

THE EASIEST THING SO FAR HAS BEEN TO RECORD THE INFORMATION ON A

GRAPH AND LABEL IT. THIS IS BECAUSE WE HAVE HAD PRACTISE AND WE USED
AN EXCEL SPREADSHEET TO ASSIST IN THE CALCULATIONS OF GROWTH AND
ENTRY OF DATA.

THE HARDEST THING SO FAR HAS BEEN TO RECORD AND OBSERVE THE PLATS
THROUGHOUT THEIR GROWTH. THIS WAS BECAUSE I HAD TROUBLE
REMEMBERING AND BEING ABLE TO BE THERE WHEN RESULTS NEEDED TO
RECORDED, AS THE EXPERIMENT WAS CONDUCTED DURING THE HOLIDAYS.
HOWEVER, THIS WAS OVERCOME.
 WEEK 7 REFLECTION
THE TWO GOALS SET FOR US WERE TO:

BEGIN AND COMPLETE THE ABSTRACT.

FINE-TUNE ANY OTHER SLIDES THAT NEED IMPROVING.

THESE GOALS WERE COMPLETED WITH TIME TO SPARE.

 WEEK 8 REFLECTION
THE TWO GOALS SET BY DOMINIQUE AND I TODAY WERE TO:

FINNISH ALL/MOST OF THE POWERPOINT

TIDY UP ANY MISSING OR IRRELEVANT INFORMATION

THESE GOALS WERE COMPLETED.

WEEK 9 REFLECTION