1. HAWKER COLLEGE STUDY GUIDE
2011

2. HAWKER COLLEGE STUDY GUIDE 2011
CONTENTS
Welcome to your library ............................................................................................................1 Steps
in research and writing assignments at college...............................................................3 ACT Public
Library Service Databases........................................................................................5 Essay
writing ..............................................................................................................................7 Presenting a
talk or oral presentation .......................................................................................9 What’s plagiarism?
How you avoid it .....................................................................................10 Studying effectively at
Hawker College ...................................................................................11 Further assistance and
reading................................................................................................13 Faculty
guides ..........................................................................................................................15
Science Faculty Documents
HELMS survival guide Writing a psychology
report ....................................................................................................44 Library
pamphlets....................................................................................................................48
Essay Guide
How to write a bibliography (Harvard system)
Textual references or in text citations (Harvard system)
Writing an annotated bibliography

3. Welcome to your library
The library is a great place for reading, quiet study, homework and collaboration on your research
tasks. Student network computers are available. Teacher librarians at the HELP desk will provide you
with assistance and guidance either individually or when you are with a class. We will explain the
operation of the library in an Orientation session early in your first term. Whatever your query, please ask
at the library HELP desk.
Library home page on school’s website www.hawkerc.act.edu.au/library
Oliver home page & OPAC – on your desktop
Library Myclasses pages www.hawkerc.act.edu.au/myclasses
Staff
Your teacher librarians are Keith Mullumby and Jocelyn Thompson. Contact us at the HELP desk, email
library@hawkerc.act.edu.au or phone 62057754
Your library assistants are Patty Kruger and Regina van Zomeren. Contact at the circulation desk or
phone 62057753.
Opening hours
During normal semester class timetable, the library opens from 8.30 until just after the end of the day’s
classes - except Line 8 Thursday and recess when the library is closed.
Oliver
Oliver the library catalogue is accessed via an icon on your computer desktop. Students wishing to
manage their Oliver account may do so initially with their id number. Oliver is a searchable database
of library records. From the information (eg call number, title etc) provided on the catalogue, students
locate, use and borrow resources. The library database includes catalogued websites which are
accessed directly from the OPAC. Try using Oliver’s Advanced Search to limit your search and use
truncation by inserting an asterisk* in place of a letter or letters in your search term.
The library collection
Textbooks for each faculty are shelved downstairs in the library’s textbook room and are issued to
classes as needed. You can also ask for textbooks at the circulation counter.
Fiction—the fiction collection upstairs includes a short fiction section. Main floor is the children’s
fiction section. Fiction is shelved alphabetically, according to the first three letters of the author’s
surname.
Non-fiction—on the main floor and arranged in Dewey Decimal order eg 150 Psychology, 530
Physics, 770 Photography, A820 Australian Literature, 994 Australian History.
1

4. Newspapers - The Canberra Times and The Sydney Morning Herald are received daily and are on
display downstairs and are kept for a month from their date of publication.
Magazines—a variety of journals and magazines are kept upstairs. The latest volume is kept on
display in the wooden display stand just in front of the stairs on the mezzanine floor. Some
magazines are indexed in Oliver by Newscan.
Video and DVD collection—these are shelved in the AV room. When requesting a video or DVD at the
circulation counter, please record it’s title and call number and show this to the staff at the counter.
Equipment—laptops, digital and SLR cameras and data projectors, are available for authorised
students. The conditions of these loans will be explained in class and in your library orientation.
DVC—Digital Video Commander content is available. It is accessed via an icon on student network
desktop. My files area of DVC allows students to manage their own resources.
Loan periods
Library resources are generally available for loan. Books have a 2 week loan period, magazines, videos
and DVD’s are lent overnight. Equipment will generally be available for part of a day, but can include
overnight loans. Textbooks are issued for a term, semester or whole year. Reference books are not for
loan. If you have an Oliver account set up you may manage access to your own loan history and
reserve items of interest. Please return your library materials promptly after you’ve finished with them
or before the due date. Individual overdue notices may be emailed to you or issued in GAS. You are
liable for everything borrowed on your card. Lost material needs to be paid for. An ID card is required
for all library loans.
Computer rows 3&4 are available for off line students unless booked (see green booking signs). Row 2
computers are available for students on free lines. The booking sheet is at the HELP desk. Row 1 is
reserved for Oliver OPAC inquiries for staff and students. If there are available computers and no prior
bookings you may log on during your study lines. Black and white laser prints are available, but please
consider the environment before printing. Enquiries regarding password resets can be made at the
library HELP desk. Acceptable use of library computers is expected by all students. Students not using
the library computers in accordance with school policy may be excluded from using the computer
network. Teacher librarians manage the library bookings, please ask at the HELP desk about how to
make or check computer and class bookings. Laptops will be available in the library for use by
authorised students.
If you come to the library when you are on a class please talk to us at the HELP desk about your
research needs and we will help you access what you need as quickly as possible.
Students can save work on their own H drive and access a school email account at
http://www.hawkerc.act.edu.au/myinternet. Access to the Internet is provided for educational
purposes only. Games, commercial, personal or social activities and chat—if unrelated to your college
work are therefore not permitted. Please be familiar with the details of the computer code of practice.
Internet credit is available from the front office for a nominal charge.

5. Other
Green name signs show an area is booked for use, usually for a class. The discussion room upstairs is
booked at the HELP desk. The room is useful to practice an oral presentation, watch a DVD and is also
sometimes used for group work.
Come to the library prepared. You might need some or all of the following items: ID card,
headphones, USB, computer log on, laptop, pens, paper, student diary, BSSS guide, library books,
assignment sheets and textbooks.
Photocopier (takes USB) each copy costs 20c.
Please take mobile phone calls out of the library. Food and drink is not permitted. Appropriate and
considerate use of other portable devices is acceptable in the library. If you are unsure, please ask.
email: library@hawkerc.act.ed.au or phone HELP desk 62057754
Steps in research and writing assignments at college
(1) Define - what you know and what you need to find out
(2) Locate - where on the web, where in the library, helpful people
(3) Select—the most relevant, accurate, reliable, interesting
(4) Organise—according to assignment, faculty and teacher’s requirements
(5) Communicate—how you convey your ideas
(6) Assessing the process—what have you learnt, how did it go?
Define
Brainstorm ideas and concepts graphically. Use mind mapping software, to explore your ideas.
Look at some examples Talk to your teacher if you don’t understand what is required or you need
some clarification.
Use a dictionary to define difficult or unknown words, list or note keywords, search strategies and
synonyms. Pose questions about the question. Jot your ideas down. How much detail do I need? Is it a
major assignment, how much time have I got?
When you know what you are looking for, it is easier to find good information. For example, if historical,
factual or statistical information is required you would search differently than if you wanted opinions and
arguments. Similarly refereed scientific articles would be found in other places again.
Locate
Use Oliver to locate library materials. Try basic and advanced searches; keyword and author
searches. Limit your results, for example: to citations to magazine articles, print, non print, short
fiction, reference, children’s fiction, videos, DVD’s, non-fiction, ephemera and online results.

6. Locate non-fiction by Dewey call number. For example 150’s psychology, 530’s physics, 770’s
photography, A820’s Australian literature. Ask a teacher librarian if you need to.
Follow internet links in Oliver or find relevant links at the end of chapters or towards the back of
reference and non-fiction books.
Use advanced search options in Google. Use limiters eg file type:.ppt or .doc, site:.gov, site:.edu,
site:.org. Look for state, national, local and school libraries and museums and galleries. These
institutions often contain ‘hotlists’ which lead to suitable content.
Visit the ANU Library: Search Engines on the Internet page to choose an appropriate search engine or
try Noodle tools Choose the best search for your information need for a lot of really useful links.
Compare what you find on a major Australian topic in TROVE National Library of Australia with a
Google search on the same topic. Then choose the best for your need.
Databases –a wide variety of free full text databases are available from the ACT Public Library Service.
Join online. If you are already a member of the library, obtain a PIN number for access to the electronic
resources by emailing the library your membership number and full name and date of birth. Your PIN
will be emailed to you. We encourage all students to join!
Select
Assess the relevance, accuracy, balance and bias of your sources. Is the author known in the field?
Does he or she belong to a well known and reputable institution? Is your information up to date? Do
you need to verify the contents and information on websites? What is the best way to do this? What
purpose may the author have, for example, political or commercial in providing this information? Who
benefits from this information? If you are looking at a hot issue, obtain opinions from a representative
sample, for example from politicians, government, non government organisations and political
commentators.
Follow the BSSS guide to help you avoid plagiarism. Copy url’s, titles, authors, publishing details, call
numbers, article titles etc as you go. This will help you construct a reference list or a bibliography list,
and it will save you a lot of time if you need to find one of these items again. Remember to save and
backup your computer files as you go and keep your handwritten notes in one main place.
Organise
Faculty and teacher’s requirements should be rechecked, for example, check what is expected from your
psychology teacher for a report as this will be different from the format expected by a physics teacher.
Some examples are included in this study guide. Observe due dates for drafts and handing in rough
copies.
Make sure you can easily identify your main points and that they have been given prominence. Are your
ideas well sequenced and addressing the question, or do you need to rethink? Avoid repeating your
ideas unnecessarily and padding out your work. Check for grammatical errors and omissions. Have you
included complete citations and bibliographic details? Try using Citation software on the library
computers or Reference Generator on the ASLACT site. The default is the Harvard system, but this is not
used for all of your bibliographies. Again check with your teacher.

7. Communicate
Are your sentences and paragraphs simple and to the point? Have you answered the question in the
number of words required and in the format required? Have you rehearsed your oral presentation or
musical item? Have you tried recording your presentation, or, ask a friend whose opinions you value to
listen? Offer to do the same for them. Obtain a cover sheet, submit your work in good time and liaise
with your teacher if you need to, before the due date.
Assess
Did you communicate your ideas and research effectively? What feedback did you get? What can you
learn from this? Do you agree with it? What did you learn? How effectively did you manage your
time? Were there some aspects of this task you found harder than others? Reflect on what you have
achieved and learnt and what you would like to improve on next time...be honest, but kind to yourself.
ACT Public Library Service databases
We encourage all students to join the library; membership allows students to borrow library
materials and access electronic databases.
Email the library and a membership number and a PIN number will be sent to your home address.
If you are already a library member but want a PIN number to access these databases, email
library.customerinfo@act.gov.au with your membership number and your full name. A PIN number
will be emailed back.
Databases on the ACT library site available to members.
Academic Search™ Premier Academic Search Premier contains full text for over 4,000 scholarly
publications covering academic areas of study including social sciences, humanities, business,
education, computer sciences, engineering, language and linguistics, arts & literature, health and
medical sciences. In addition to the full text, this database offers indexing and abstracts for many
more journals and many journals are peer reviewed.
Australia New Zealand Newsstand™ A selection of major and regional full-text newspapers and
newswires from Australia and New Zealand, covering both regional and international topics.
Publications include: The Canberra Times, The Age, The Australian and The Waikato Times.
Australia/NZ Reference Centre™ The Australia/NZ Reference Centre combines Australasian magazines,
newspapers, newswires and reference books to create the largest collection of regional full text content
available to libraries in Oceania. This database includes leading Australia/NZ periodicals and
international periodicals in full text; full text reference books; 84,774 full text biographies and an Image
Collection of 235,186 photos, maps and flags.
Biography Resource Centre This database integrates award-winning biographies from respected Gale
Group sources with related full-text articles from hundreds of periodicals, as well as tens of thousands of
images and links to hand-picked web sites. Search for people---both current and historic from all eras and
fields of endeavour---based on name, occupation, nationality, ethnicity, birth/death dates and places, or
gender, as well as keyword and full text. Or, combine search criteria to create a highly-targeted custom
search.

8. Encyclopaedia Britannica Online® Britannica Online offers unlimited access to full, updated content of the
32-volume Encyclopædia Britannica. It also contains thousands of images and videos, over 300 000
articles from respected journals and magazines, as well as a Britannica hand-picked guide to the web’s
best sites. All information has been thoroughly checked and validated.
General OneFile Formerly called InfoTrac Onefile. A one-stop source for news and periodical articles on a
wide range of topics: business, computers, current events, economics, education, environmental issues,
health care, hobbies, humanities, law, literature and art, politics, science, social science, sports,
technology, and many general interest topics. Millions of full-text articles, many with images. Updated
daily.
Oxford Art Online contains the full-text of The Dictionary of Art (ed. Jane Turner,1996) — the
landmark encyclopaedia of world art from prehistory to the present in over 45,000 articles. Oxford Art
Online also includes all 2,800 articles from The Oxford Companion to Western Art [OCWA] (ed. Hugh
Brigstocke, 2001) and continues to offer new content and revisions on a quarterly basis. Oxford Art
Online offers over 1500 colour images and line drawings; links to the Art Resource searchable image
database; and links to over 40,000 images on museum and gallery websites.
Oxford Music Online is the home to Oxford Music Online, access to Grove Music, Oxford Dictionary of
Music and Oxford Companion to Music.
History Reference Center® is the world's most comprehensive full text history reference database
designed for secondary schools, public libraries, junior/community colleges, and undergraduate
research.
Library Press Display Instant access to hundreds of newspapers from 70 countries in 37 languages. Press
Display provides online access to today's newspapers from around the world in full-colour, full-page
format. Just like reading the familiar print edition, viewers can browse articles and other key content,
such as pictures, advertisements, classifieds, and notices.
Naxos Music Library Naxos Music Library is the most comprehensive collection of classical music
available online. It includes the complete Naxos and Marco Polo catalogues of over 150,000 tracks,
including Classical music, Jazz, World, Folk and Chinese music .
Oxford English Dictionary The Oxford English Dictionary is the accepted authority on the evolution of the
English language over the last millennium. It is an unsurpassed guide to the meaning, history, and
pronunciation of over half a million words, both present and past. It traces the usage of words through
2.5 million quotations from a wide range of international English language sources, from classic literature
and specialist periodicals to film scripts and cookery books.
Science Reference Centre Science Reference Centre is a comprehensive research database that provides
easy access to a multitude of full text science-oriented content. This database contains full text for nearly
640 science encyclopaedias, reference books, periodicals, etc. Topics covered include: biology, chemistry,
earth & space science, environmental science, health & medicine, history of science, life science, physics,
science & society, science as inquiry, scientists, technology and wildlife.

9. Essay writing
Directive words commonly used in essay questions
From cite / write see http://www.citewrite.qut.edu.au for more examples
Discuss Explain the item, give brief details about it with supporting
information , examples, points for and against, plus explanations
for the facts put forward from various points of view
Investigate Research, study and carefully survey all areas of the subject
Explore or Examine Explore a subject thoroughly
Explain Offer a detailed and exact explanation of an idea or principle, or a
set of reasons for a situation or attitude. The explanation should
increase the reader’s understanding of a topic or idea.
Assess This requires a judgment about an idea of subject. You may need
to state whether the idea or subject being discussed is valuable or
relevant after acknowledging points for and against it. Your
judgment should be influenced by other authors’ views as well as
your own opinion
For continuing an idea or introducing another idea Similarly In
addition Furthermore Continuing this idea
Consequently Because Also In the same way
For providing a contrasting or alternative view While
On the other hand Even though
Instead Contrary to these findings
Although In contrast
Research for your essay
For showing cause and effect Following Therefore Consequently In response As a result of The reaction The result
Refer to recommended reading, search the library catalogue, databases, search engines and subject
directories. Ask if you need help.
For concluding or summarising Therefore In conclusion Indeed Thus Clearly In brief In summary
Take careful notes, include accurate references to the material you use and read.
Section notes together, highlight or number the most important points. Work towards a first draft.
Put your Marks Comment Score
Title back to the set1
Look Specificask investigation are answering it. Throw out irrelevant information.
question and to yourself if you
Abstract 4 Goal of experiment Main result Validity and reliability of findings
Essay structure
1. Introduction 2. Body Paragraphs 3.Conclusion
Introduction 8 Background theory: historical, theoretical, Background theory:
variables Aim stated Hypothesis stated
1 Introduction—covers your main ideas, your position and the scope of discussion or argument. Starts
generally and becomes more specific and suggests or points to the order of development of ideas to
Method Usually importantPrelaboratory questions Apparatus and materials lists and diagrams
follow. 5-10 terms and definitions will be explained.
Sequential steps: ordered, numbered, third person past tense
2 Body paragraphs—these Calculation Plan: calculations, error analysis, LOBF slope Extension
paragraphs are between your introduction and conclusion, they should each
method
contain a topic sentence and supporting ideas and evidence. Evidence could include examples, quotes,
Results and data10-15 Raw data: tabulated, significant figures, error, unitsthe argument of the
statistics to support your arguments. The final sentence concludes Qualitative results
paragraph and can help the transition quantities: one example calculation, units, error Graphing
Calculated to the next paragraph.
representation of relationships:
3 Conclusion—summarises the preceding argument or points you have raised. It should go from
graph, LOBF, gradient/area, correlation coefficient. “Bad point”
narrow to broad statements of your ideas. It should restate (without simply repeating word for
omissions Extension calculations
word) your main idea or thesis. It should complete your work and not introduce any new
information.
Conclusion 4 Conclusions stated Comparison with hypothesis
Discussion 10 Comparison of theoretical and experimental values Reliability of
experiment Validity of experiment Extension discussion Possible
improvements to investigation

10. Useful linking words and phrases (transitions)—between paragraphs and sentences.
From cite / write http://www.citewrite.qut.edu.au for more examples
Discuss Explain the item, give brief details about it with supporting
information , examples, points for and against, plus explanations
for the facts put forward from various points of view
Investigate Research, study and carefully survey all areas of the subject
Explore or Examine Explore a subject thoroughly
Explain Offer a detailed and exact explanation of an idea or principle, or a
set of reasons for a situation or attitude. The explanation should
increase the reader’s understanding of a topic or idea.
Assess This requires a judgment about an idea of subject. You may need
to state whether the idea or subject being discussed is valuable or
relevant after acknowledging points for and against it. Your
judgment should be influenced by other authors’ views as well as
your own opinion
For continuing an idea or introducing another idea Similarly In
addition Furthermore Continuing this idea
Consequently Because Also In the same way
For providing a contrasting or alternative view While
On the other hand Even though
Instead Contrary to these findings
Although In contrast
For showing cause and effect Following Therefore Consequently In response As a result of The reaction The result
For concluding or summarising Therefore In conclusion Indeed Thus Clearly In brief In summary
Section Marks Comment Score
Title 1 Specific to investigation
Abstract 4 Goal of experiment Main result Validity and reliability of findings
Introduction 8 Background theory: historical, theoretical, Background theory:
variables Aim stated Hypothesis stated
Essay conventions
Methoduse formal written language, they are written in paragraphs materials lists and diagrams
Essays 5-10 Prelaboratory questions Apparatus and and sentences and they answer a
Sequential steps: ordered, numbered, third person past tense
question. Contain a reference list or bibliography written error analysis, LOBF slopedefault style is
Calculation Plan: calculations, in the style required (the Extension
Harvard). method
Results 10-15 Raw data: tabulated, significant figures, error, units Qualitative results
They may include referenced quotes or in text citations. Drafting and proofreading are important parts of
Calculated quantities: one example calculation, units, error Graphing
the essay writing process. representationexpression helps you to get your message to your reader. Check
Clear written of relationships:
for typos, errors and omissions. LOBF, gradient/area, correlation coefficient. “Bad point”
graph,
omissions Extension calculations
Conclusion 4 Conclusions stated Comparison with hypothesis
Discussion 10 Comparison of theoretical and experimental values Reliability of
experiment Validity of experiment Extension discussion Possible
improvements to investigation
Bibliography 3 Textual references: format, frequency of use, how included
Bibliography: format, alphabetical order of author
Presentation 3 Title page, Typed, Correct layout, Spelling, Grammar Numbers:

11. Presenting a talk or oral presentation
Speak clearly and be well prepared.
You will be surprised at what good feedback you get and how much you enjoy delivering a talk when you
are well prepared and communicate to your audience clearly. Being well prepared and speaking clearly
also helps you manage your nerves. Also to get off to a good start, be prepared to start and to finish on
time.
Just as an essay has a structure and something to say about a topic, so should a talk.
Talks need to be well researched, have a structure and include references.
1. Introduction 2. Main points 3. Conclusion
1 Introduction Try and attract your audience’s attention. For example, you might introduce an
interesting fact or statistic, use some music, include an interesting visual or make a controversial
statement. Or you might simply introduce the main points you are planning to discuss.
2 Main points Develops the ideas introduced in your opening presented in a logical sequence. You may
use supporting audiovisual aids.
3 Conclusion Summarises the main points, evaluates and draws conclusions or implications.
Checklist
Know what audio visual aids you can use and how they operate, i.e. laptops, data projectors. Check that
the equipment you need is available and working. Rehearse your presentation. Is your voice loud
enough to be heard? Are you speaking clearly?
Write out your notes during practices. This can help you remember what you are saying when you
finally present your talk. When you address an audience try and control distracting gestures, be
yourself, breath normally, make eye contact if it helps you, involve your audience with questions or
activities.
Have a written plan and stick to it as closely as you can. Don’t be derailed if things go slightly
differently to the plan. Get back on track. If you are an audience member, help your colleague, by
listening attentively. Practice and rehearse before you present. Have notes (if permitted) but
don’t just read them. Understand what your teacher expects and read the marking schema.

12. What’s plagiarism? How you avoid it
Follow the link on the BSSS site to the latest brochure What’s plagiarism? How you can avoid it.
Every student should obtain a copy during library orientations or from the library HELP desk. The
document is also on the web at the above address. It is important to be able to recognise what
plagiarism is. Once you are confident you know what it is, it is easy to take the next steps to acknowledge
your sources. There may be penalties applied if you have plagiarised. Try this exercise.
The following is an extract from the ACT Board of Senior Secondary Studies brochure:
BSSS Plagiarism Policy
Definition
Plagiarism is the copying, paraphrasing or summarising of work, in any form, without
acknowledgement of sources, and presenting this as your own work.
Examples of plagiarism could include, but are not limited to:
• Submitting all or part of another person’s work with or without that person’s knowledge.
• Submitting all or part of a paper from a source text without proper acknowledgement.
• Copying part of another person’s work from a source text, supplying proper acknowledgement,
but leaving out quotation marks.
• Submitting materials that paraphrase or summarise another person’s work or ideas without
appropriate acknowledgement.
• Submitting a digital image, sound, design, photograph or animation, altered or unaltered,
without proper acknowledgement.
Principles behind the imposition of penalties
• Any work that is found to be plagiarised will incur a penalty ranging from a reprimand and
warning, in writing, through to the cancellation of all assessment results for Years 11 and 12.
• Students who unintentionally plagiarise must be given appropriate counselling and guidance so
that they do not repeat the offence.
* The impact on unit scores of the penalties imposed for serious and repeated instances of
plagiarism will be managed in accordance with the Board of Senior Secondary Studies policies.

13. Studying effectively at Hawker College
The College system in the ACT is quite unlike high school! You’ll be expected to be organised,
motivated and productive, for extended periods of time. But you are not alone… there are heaps of
people and resources to help you do your best work, and have a great time too.
See the tips below. For more information, talk to your GAS, study support teacher, the College
counsellor or Year Coordinator (in the Den) or Careers staff. Good luck!
Good study habits
Make study a habit—sit down at the same time each day to do your homework, essay writing or
revision.
Study environment—wherever it is, make your study space quiet, comfortable and distraction-free. Does
music help or hinder your concentration? Put up motivating quotes, pictures, or anything else that
makes you feel good.
Know your peak times—People work best at different times of the day, and only you know when you
work most efficiently. Use it for study!
Know your learning style—Different people also have different learning styles. Some people work well
when they plan things visually, others work best in a group. Once you figure out your personal
learning style, you can get your work done more effectively.
Usememory aids like notebooks, cue cards, mind maps and cluster maps.
Get enough sleep— It's harder to concentrate when you get less than six hours of sleep. Be warned that
sleeping the whole weekend makes Monday feel like jet lag!
Eat a healthy breakfast every day, so you feel energized
Take a break—if you feel like you're not getting anywhere while studying, take a break and come back to
your work a little later. You're rarely productive if you keep trying to work when you're tired or
stressed. But make sure you do come back!
Be constructive—when things go wrong, don’t worry too much. One of the best ways to deal with a
mark you're not happy with is to ask your teacher for feedback on how you could improve.
Celebrate your successes, big and small.
Limit Drugs—Caffeine and other drugs may give you a short burst of energy, but this is often before
making you sleepy. Instead try getting regular breaks, lots of sleep, and plenty of exercise.
Procrastination
Procrastination is putting off doing something important—like waiting until the last minute to do
something. Or it might show as being reluctant to take risks or try something new, or having such a busy
social and recreational life that it is hard to get important work done.
What to do about it
• Start using (and regularly updating) a To-Be-Done List, based on a timetable which shows when
essays, exams, practicals are due
• Keep to a daily schedule
• Develop a simple record-keeping procedure
• Reward yourself

14. Most people have to overcome procrastination gradually. So:
• Break big jobs down into manageable tasks and work on "getting started," perhaps by tricking
yourself by saying "I'll just do five minutes”, to learn the habit of getting started on a task early. Practice
starting studying several times every day, to make it a routine
• Keep a journal of thoughts and feelings associated with studying. This helps you see how fears,
excuses, competing needs, and habits divert attention from studying. You can then develop your own
self-talk (will power) to take on scary tasks and do them promptly
• Ask friends to nag and push you, maybe even fine you a dollar if you aren't on the way to the
library or your desk by a set time!
• When choosing individual subjects to study, start with the least enjoyable or the most difficult. At
the very least, you won't have to worry about putting it off until it's too late!
Exams
Prepare early. If you have not prepared yourself for the test, during the term, and before the test, do
not expect a high mark!
Practice on exam papers for previous years, and discuss difficulties with your teacher/s.
Pace yourself. Too much study can be as bad as not enough study because the mind shuts down
when too much information is crammed into it.
Stay calm. Mind blanks are possibly the most frightening things to occur in an exam. The only way to
overcome mind blanks is to relax the brain. Close your eyes breathe in for 5 seconds and then
breathe out through the mouth very slowly. Repeat this until you can feel the facts crawling back
into your memory.
Be organised. Try and have all your study notes complete at least 2 weeks before the exam. This
allows you plenty of time to work through past papers for revision and go over and re-read
anything you're a bit hazy on.
Get on top of it. If you really suffer from exam stress learn coping techniques as a priority. A
frightened mind is not a smart mind, and you can do things that will help. Talk to the
Counsellor!
Sources: http://www.psychologicalselfhelp.org, http://www.wikihow.com/Main-Page,
http://www.vcenet.com.au/, http://au.reachout.com/

15. Steps
Learn how to use notebooks, cue cards, mind maps cluster maps and other memory aids Get enough
sleep at night. It's harder to concentrate when you got less than six hours of sleep the night before.
Relax and take back control
Breathing—Inhale, exhale. Try breathing in and out, slowly and deeply, 10 times per minute.
Get perspective—Change the way you think about your stressors. The Counsellor has heaps of ideas
that might help. Companionship—sort out relationship problems, call a friend, love your pet, and tend a
garden. Volunteer somewhere. Personal Planning—schedule “worry” time, plan something relaxing
Meditation Physical exercise Sources: http://www.youthbeyondblue.com,
http://www.seniornet.org/jsnet/
Further assistance and reading
In your term 1 year 11 units and your library orientation you will learn more about college writing &
research. Study skills classes can help you improve in areas you lack confidence or skills eg study
organisation, essay & report skills, note taking, referencing, and oral presentations.
ESL classes develop academic skills and skills in using the English language Additional tutorials may be
offered, for example in Maths and Science Ask your teachers and the teacher librarians at the HELP desk
if you have any queries about your
assignments.
Further reading
001.42 Arm Tricia Armstrong, Finding Information, Annandale, User Friendly Enterprises, 2004
025.04 Sha Shaw, Maura D., Mastering online research : a comprehensive guide to effective and efficient
search strategies, Cincinnati, Ohio, F&W, 2007.
025.5 Ste

16. Stebbins, Leslie F, Student guide to research in the digital age : how to locate and evaluate
information sources, Westport, Greenwood, 2006
025.524 Bid Ian Biddel et al, Information and research skills for assessment success : HSC and preliminary
course, Pascal, Glebe, 2000
025.524 Bra Brasch, Nicolas Students’ research guide, Port Melbourne, Echidna, 2003
nd
340.07 Cam Campbell, Enid & Fox, Richard, Students’ guide to legal writing & law exams, 2 edition,
Sydney, Federation Press, 2003.
Queensland Institute of Technology have excellent guides on note taking, essay writing and
referencing. The QUT write guides are very good.
Finding Information on the Internet from the University of Berkeley is excellent. If your psychology
teacher requests the APA style of referencing, you may like to use their guide.

17. Faculty guides
HAWKER COLLEGE CANBERRA
SCIENCE DEPARTMENT
Scientific Major Practical Report Style
Manual
Science is essentially the study of the interaction of materials with each other and the universe. Therefore
a good scientist needs to be able to conduct experimental activities to test these interactions, analyse
their findings and be able to effectively communicate their findings to scientific and non-scientific
audiences. Hence major practicals are designed to test the ability of the scientist to conduct, analyse and
present their findings in written form. You are assessed on your ability to compile your report in the
requested format, clearly and accurately present your experimental findings and discuss the validity of
those findings.
Written reports in Science should therefore follow an expected format and this document is designed to
be a reference to aid the student by explaining the expectations for such written reports. Remember that
individual experiments will vary and each practical will have specific requirements that need to be used in
conjunction with this document. For example, not all sections described herein will be requested for
every report and hence you should pay particular attention to the specific Practical Task Sheet to ensure
that you include all the necessary sections for that experiment without undue time being used on areas
that for that task are considered to have less emphasis.
You can self-check using the Marking Sheet – have you included all the necessary components and to
sufficient depth?
General Expectations:

18. • You must submit your Report with the Marking Sheet attached as the cover page.
• You should inscribe your name, group number and group members on the Marking Sheet
• Your report must be typed, on A4 paper. Staple the pages or use a clip but do not use plastic
pockets or folders with plastic pockets.
• Though some experimental activities are completed in groups, reports must be completed
individually – i.e.: no group reports
• • All figures are to be:
• o Of sufficient size to be clear and showing experimental set up of equipment.
• o Labelled, drawn internally to scale, 2D if of chemical apparatus.
• o Cited if you are not the author.
• Where an experiment(s)’ method is taken directly from a textbook or Practical Task Sheet, it need
not be repeated in your report. However, you must reference the source correctly. If you are referencing
a Practical Task Sheet you must include the sheet as an appendix to your report
• • Regardless of what section you are writing follow the 3C method
• o Correct (make sure what you say is right)
• o Complete (include all necessary details)
• o Concise (do not include unnecessary details or try to ‘pad out’ your word count)
• You can assume a good level of scientific literacy in the reader so standard techniques and tasks
(eg: titrations, decanting) need not be elaborated upon and may be simply stated without diagrammatic
explanation. When explaining the background theory, concentrate on the theory specific to this
experiment and assume the reader is aware of other more general concepts.
• Scientific reports require equations, which might be included as part of the Background Theory
and/or Results sections. Equations can be typed in MS Word by Inserting an Object of Type MS Equation.

19. Order of Sections:
The general order for all the sections (if they are to be included) is
Marking Sheet with individual and group names
Page 1 with
Title
Abstract
Declaration
1. Introduction
1.1. Aim
1.2. Hypothesis
1.3. Background Theory: This includes any pre-laboratory questions and any calculation plan.
2. Method:
2.1. Apparatus and materials lists and diagrams,
2.2. Sequential Steps (Including any variations from appendices)
2.3. Any sources of uncertainty to be considered.
2.4. Extension work if any
3. Results (retain accuracy by using significant figures and/or standard form)
3.1. Raw Data in Tabulated Form (Include units and error)
3.2. Qualitative results
3.3. Calculated Quantities (Include units and calculated absolute error)
3.4. Graphical Representation of Relationships
3.5. Explanation of “Bad Point” omissions (NOT included in LOBF calculations)
3.6. Extension calculations if any.
4. Discussion
4.1. Comparison of experimental and theoretical results.
4.2. Reliability of experiment.
4.3. Validity of experiment.
4.4. Extension Discussion
4.5. Possible improvements to investigation
5. Conclusion
6. Bibliography
7. Appendices

20. Specific Expectations:
Marking Sheet
A Marking Sheet that shows clearly the distribution of marks for specific sections of the report
MUST be attached as the cover page of your report. Your teacher will mark and provide
feedback on this sheet to assist you to improve future submissions. Inscribe your name and the
names of your experimental group members onto the Marking Sheet.
Page One
Title
This is a description of the task / experiment you are investigating, NOT phrased as a
question, but rather as a statement Eg: Determination of the refractive index of crown glass.
It should follow the 3C method, usually kept to about 6-10 words. This should be on the
first page following the Marking Sheet.
Abstract
This is a concise statement that is basically a summary of the report. It should briefly cover
the goal of the experiment, the results, validity and reliability of the findings and suggestions
for future investigations. The validity is often confirmed with a statement showing the
theoretical value lies within experimental error of the experimental value. The abstract
should be written on the same page as the Title, with the declaration also on that page.
Declaration
A signed statement that the work within is entirely your own work and is properly
cited.
1. Introduction
This section outlines the purpose of the experiment.
1.1. Aim
This is a statement following the 3C method, outlining the task you are investigating. It can be
phrased as a question and should not mention specific quantities but should mention specific
materials being tested. Keep it to around 1-3 sentences.
1.2. Hypothesis
This is a single statement that predicts what you expect to happen in the experiment. It is a
statement of the question you are investigating that suggests what you expect the results will
be.
2.3. Background Theory
This section is for introducing the relevant theory concepts and any previous
experimentation or research in the field. You are expected to research this information from
more sources than just your standard textbooks. A wide range of sources implies not only
other texts but also the use of journals, CD-ROMS and online sources. This section must be
correctly referenced (see the College Diary). While this section should be completed with
an appropriate amount of information, it is not a chance to write everything you know about
every scientific concept. Remember the 3C method. Please note that this does not impose
word or page limits, but rather gives you the chance to say what you have to. For example,

21. some practicals will require perhaps two pages of background theory, where others perhaps
only one. Say what you must say, CONCISELY, instead of ‗trying to impress‘ with large
quantity when quality is being marked!

22. Include a list of the important variables influencing this investigation and any linking
equations. Define the independent, dependent and control variables (include how
you will control the control variables).
(a) Pre Laboratory Questions
Often a series of pre laboratory questions that relate directly to the investigation will be set.
These questions and their fully worked solutions should be included here.
(b) Calculation Plan
Of particular importance in an open ended investigation is a plan of how to process the data. It
would be foolish in the extreme to carry out an investigation and then find you have measured the
wrong dependent variable. How will the background theory be applied to the raw data which will
be logged? What relationship will be graphed and what significance will the slope of the Line of
Best Fit hold (it is acceptable to plan to use graphing software like Excel to generate the LOBF
rather than carrying out the statistical derivation of its equation yourself).
3.0 Method
How the investigation was carried out. .
3.1 Experimental Apparatus
You should also include correctly drawn scientific diagrams showing the experimental set up
of the equipment. Of course there is no need to draw diagrams to show standard procedural
tasks such as titrations, decantations and distillations. Setup diagrams are not the procedure
in pictures (a pictorial flow chart); they show how to set up the equipment in order to
perform the required tasks.
3.2 Sequential Steps
If the method is the same or similar to that presented in a textbook or Practical Task Sheet,
you do not need to reproduce the method, but it must be referenced correctly from the
source. Any major changes MUST also be cited (and if necessary, more fully explained).
For example: ‗The procedure for this experiment was taken from the Practical Task Sheet
(See Appendix) with the following changes:‘ The Method should be written in point form;
numbered steps detailing the sequence of tasks. It must be written in the third person in the
past tense.
‗3g of zinc was added to a 500mL conical flask‘—correct ‗We/I added 3g of zinc‘ –
st
incorrect (1 person),

23. ‗Add 3g of zinc‘ – incorrect (present tense)
3.3 Sources of Uncertainty
In this section identify possible sources of error that could influence the results you obtain.
Outline briefly how you minimised these errors.
3.4 Extension Work
You will on occasion be afforded the opportunity to carry out an additional related
investigation, usually with differing independent and dependent variables to the original. A
brief altered version of sections 3.2), 3.3), 3.4) addressing your extension investigation can
be placed here ( eg 3.5.2) Experimental Apparatus, 3.5.3) Sequential Steps).
4.0 Results
This section of the report broadly speaking will contain your raw data and qualitative
observations as well as the application of section 3.4) to generate derived quantities, graphs,
error calculations and final experimental values.
4.1 Raw Data
Usually in tabulated format (include error terms and units). Values are to be
recorded with the correct number of significant figures (often in scientific notation).
4.2 Qualitative Results
Often qualitative observations will need to be recorded as they may have
implications on the validity and reliability of the investigation.
4.3 Calculated Quantities
Calculated according to section 3.4) of your report, only one actual calculation need be
included (include error calculation example where relevant). The values should be tabulated
in similar fashion to the raw data.
4.4 Graphical Representation of Relationships
Graphs may be created in Excel or similar and should include: a) Title: Clear and Concise b)
Axes: Clearly labelled with variable, units, linear/logarithmic scale. c) Zero Breaks: If
required should be indicated correctly/clearly. d) Line of Best Fit: Equation for, and
correlation coefficient of should be clearly shown. e) Any processing of the gradient of the
LOBF should be carried out here according to section 3.4).
4.5 Explanation of Bad Points/Data
Any ―bad‖ data points need to: Be recorded faithfully and discussed. Not be included in the
calculation of the LOBF
Extension Calculations
These can be a higher order of data analysis of the raw data or sections 4.1) to 4.5)
repeated for an extension investigation.

24. 5.0 Discussion
This section is essentially a chance for the writer to address the validity of their results /
findings. While your results may seem to be prone to error or unexpected or do not uphold your
hypothesis, they can be salvaged with appropriate explanation.
5.1 Comparison of experimental and theoretical results
Does the theoretical result lie within the error term of the experimental result. Is the
percentage difference between the values low (particularly used if the error is incalculable).
5.2 Reliability of Experiment
Does the experiment yield consistent results (tested by repetition)? If not what is the
cause (particular and important random error?)
5.3 Validity of Experiment
An experiment which is 100% reliable may be totally invalid if it yields the same incorrect
result consistently. A valid investigation obtains the physical quantity it set out to find. The
validity can be influenced as much by the data processing as by the data logging. If the
experiment appears not to be valid describe the probable important systemic errors.
5.4 Extension Discussion
Essentially a repeat of 6.1) to 6.3) for the extension investigation if any.
5.5 Possible Improvements to the Investigation
Suggestions should be aimed at increasing the reliability or validity of the
investigation and should aim to reduce either systemic or random error.
6.0 Conclusion
A good conclusion ties your findings and their validity, your aim and your hypothesis together
into one concise statement. Often results obtained will be compared to given or generally
accepted values and the percentage error should also be included. Remember the 3C method.
No explanations need to be given as these will be addressed in the discussion section. 1-3
sentences should be the limit for this section.
7.0 Bibliography
Your bibliography should be set out correctly according to the format requested in the College.
Essentially this means that you should use the Harvard system. It is an expectation that you would
use a variety and range of sources. This means NOT to use only your textbook! It DOES mean
though that you should not just use only books or only internet sites. You should aim to actually
use some internet / online sources AND some books AND some journals as necessary to provide
your background reading and research. You should expect that your teacher will be using your
bibliography to confirm your information.

25. Hawker College Canberra Subject Major Practical: Sample
Marking Scheme
(Note: A similar but specific form will be generated for the marking of each practical)
Name: ____________________________________________ Due Date: ___________ Title: Weighting: %
Discuss Explain the item, give brief details about it with supporting
information , examples, points for and against, plus explanations
for the facts put forward from various points of view
Investigate Research, study and carefully survey all areas of the subject
Explore or Examine Explore a subject thoroughly
Explain Offer a detailed and exact explanation of an idea or principle, or a
set of reasons for a situation or attitude. The explanation should
increase the reader’s understanding of a topic or idea.
Assess This requires a judgment about an idea of subject. You may need
to state whether the idea or subject being discussed is valuable or
relevant after acknowledging points for and against it. Your
judgment should be influenced by other authors’ views as well as
your own opinion
For continuing an idea or introducing another idea Similarly In
addition Furthermore Continuing this idea
Consequently Because Also In the same way
For providing a contrasting or alternative view While
On the other hand Even though
Instead Contrary to these findings
Although In contrast
For showing cause and effect Following Therefore Consequently In response As a result of The reaction The result
For concluding or summarising Therefore In conclusion Indeed Thus Clearly In brief In summary
Section Marks Comment Score
Title 1 Specific to investigation
Abstract 4 Goal of experiment Main result Validity and reliability of findings
Introduction 8 Background theory: historical, theoretical, Background theory:
variables Aim stated Hypothesis stated
Method 5-10 Prelaboratory questions Apparatus and materials lists and diagrams
Sequential steps: ordered, numbered, third person past tense
Calculation Plan: calculations, error analysis, LOBF slope Extension
method
Results 10-15 Raw data: tabulated, significant figures, error, units Qualitative results
Calculated quantities: one example calculation, units, error Graphing
representation of relationships:
graph, LOBF, gradient/area, correlation coefficient. “Bad point”

26. Discuss Explain the item, give brief details about it with supporting
information , examples, points for and against, plus explanations
for the facts put forward from various points of view
Investigate Research, study and carefully survey all areas of the subject
Explore or Examine Explore a subject thoroughly
Explain Offer a detailed and exact explanation of an idea or principle, or a
set of reasons for a situation or attitude. The explanation should
increase the reader’s understanding of a topic or idea.
Assess This requires a judgment about an idea of subject. You may need
to state whether the idea or subject being discussed is valuable or
relevant after acknowledging points for and against it. Your
judgment should be influenced by other authors’ views as well as
your own opinion
For continuing an idea or introducing another idea Similarly In
addition Furthermore Continuing this idea
Consequently Because Also In the same way
For providing a contrasting or alternative view While
On the other hand Even though
Instead Contrary to these findings
Although In contrast
For showing cause and effect Following Therefore Consequently In response As a result of The reaction The result
For concluding or summarising Therefore In conclusion Indeed Thus Clearly In brief In summary
Section Marks Comment Score
Title 1 Specific to investigation
Abstract 4 Goal of experiment Main result Validity and reliability of findings
Introduction 8 Background theory: historical, theoretical, Background theory:
variables Aim stated Hypothesis stated
Method 5-10 Prelaboratory questions Apparatus and materials lists and diagrams
Sequential steps: ordered, numbered, third person past tense
Calculation Plan: calculations, error analysis, LOBF slope Extension
method
Results 10-15 Raw data: tabulated, significant figures, error, units Qualitative results
Calculated quantities: one example calculation, units, error Graphing
representation of relationships:
graph, LOBF, gradient/area, correlation coefficient. “Bad point”
omissions Extension calculations
Conclusion 4 Conclusions stated Comparison with hypothesis
Discussion 10 Comparison of theoretical and experimental values Reliability of
experiment Validity of experiment Extension discussion Possible
improvements to investigation
Bibliography 3 Textual references: format, frequency of use, how included
Bibliography: format, alphabetical order of author
Presentation 3 Title page, Typed, Correct layout, Spelling, Grammar Numbers:
significant figures, units, standard form, format
Total Mark 48-58
Hawker College Canberra
Sample Scientific Practical: Marking Scheme (Note: A similar but

27. HAWKER COLLEGE CANBERRA SCIENCE DEPARTMENT
Scientific Practical Report Style Manual
Science is essentially the study of the interaction of
materials with each other and the universe.
Therefore a good scientist needs to be able to
conduct experimental activities to test these interactions, analyse their findings and be able to effectively
communicate their findings to scientific and non-scientific audiences. Hence practicals are designed to
test the ability of the scientist to conduct, analyse and present their findings in written form. You are
assessed on your ability to compile your report in the requested format, clearly and accurately present
your experimental findings and discuss the validity of those findings.
Written reports in Science should therefore follow an expected format and this document is designed to
be a reference to aid the student by explaining the expectations for such written reports. Remember that
individual experiments will vary and each practical will have specific requirements that need to be used in
conjunction with this document. For example, not all sections described herein will be requested for
every report and hence you should pay particular attention to the specific Practical Task Sheet to ensure
that you include all the necessary sections for that experiment without undue time being used on areas
that for that task are considered to have less emphasis.

28. General Expectations:
• You must submit your book with all practicals in it.
• You should inscribe your name, group number and group members on each practical.
• Though some experimental activities are completed in groups, reports must be completed
individually – ie: no group reports
• • All figures are to be:
• o Of sufficient size to be clear and showing experimental set up of equipment.
• o labelled, drawn internally to scale, 2D if of chemical apparatus.
• Where an experiment(s)’ method is taken directly from a textbook or Practical Task Sheet, it need
not be repeated in your report. However, you must reference the source correctly.
• • Regardless of what section you are writing follow the 3C method
• o Correct (make sure what you say is right)
• o Complete (include all necessary details)
• o Concise (do not include unnecessary details or try to ‘pad out’ your word count)
Order of Sections:
The general order for all the sections (if they are to be included) is
Marking Sheet with individual and group names
1. Introduction
1.1. Aim
1.2. Hypothesis
2. Method:
2.1. Apparatus and materials lists and diagrams,
2.2. Sequential Steps (Including any variations from hand outs)
3. Results (retain accuracy by using significant figures and/or standard form)
3.1. Raw Data in Tabulated Form (Include units and error)
3.2. Qualitative results
3.3. Calculated Quantities (Include units and calculated absolute error)
3.4. Graphical Representation of Relationships
3.5. Explanation of “Bad Point” omissions (NOT included in LOBF calculations)
4. Discussion
4.1. Comparison of experimental and theoretical results.
4.2. Reliability of experiment.
4.3. Validity of experiment.
5. Conclusion

29. Specific Expectations:
Page One
Title
This is a description of the task / experiment you are investigating, NOT phrased as a
question, but rather as a statement Eg: Determination of the refractive index of crown glass.
It should follow the 3C method, usually kept to about 6-10 words. This should be on the
first page following the Marking Sheet.
2. Introduction
This section outlines the purpose of the experiment.
2.1. Aim
This is a statement following the 3C method, outlining the task you are investigating. It can be
phrased as a question and should not mention specific quantities but should mention specific
materials being tested. Keep it to around 1-3 sentences.
2.2. Hypothesis
This is a single statement that predicts what you expect to happen in the experiment. It is a
statement of the question you are investigating that suggests what you expect the results will
be.
1.0 Method
How the investigation was carried out. .
1.1 Experimental Apparatus
You should also include correctly drawn scientific diagrams showing the experimental set up
of the equipment. Of course there is no need to draw diagrams to show standard procedural
tasks such as titrations, decantations and distillations. Setup diagrams are not the procedure
in pictures (a pictorial flow chart); they show how to set up the equipment in order to
perform the required tasks.
1.2 Sequential Steps
If the method is the same or similar to that presented in a textbook or Practical Task Sheet,
you do not need to reproduce the method, but it must be referenced correctly from the
source. Any major changes MUST also be cited (and if necessary, more fully explained).
For example: ‗The procedure for this experiment was taken from the Practical Task Sheet
(See Appendix) with the following changes:‘ The Method should be written in point form;
numbered steps detailing the sequence of tasks. It must be written in the third person in the
past tense.
‗3g of zinc was added to a 500mL conical flask‘—correct
st
‗We/I added 3g of zinc‘ – incorrect (1 person), ‗Add 3g of zinc‘ – incorrect (present
tense)

30. 2.0 Results
This section of the report broadly speaking will contain your raw data and qualitative
observations as well as the application of section 3.4) to generate derived quantities, graphs,
error calculations and final experimental values.
2.1 Raw Data
Usually in tabulated format (include error terms and units). Values are to be recorded with
the correct number of significant figures (often in scientific notation).
2.2 Qualitative Results
Often qualitative observations will need to be recorded as they may have
implications on the validity and reliability of the investigation.
2.3 Calculated Quantities
Calculated according to section 3.4) of your report, only one actual calculation need be
included (include error calculation example where relevant). The values should be tabulated
in similar fashion to the raw data.
2.4 Graphical Representation of Relationships
Graphs may be created in Excel or similar and should include: a) Title: Clear and Concise b)
Axes: Clearly labelled with variable, units, linear/logarithmic scale. c) Zero Breaks: If
required should be indicated correctly/clearly. d) Line of Best Fit: Equation for, and
correlation coefficient of should be clearly shown. e) Any processing of the gradient of the
LOBF should be carried out here according to section 3.4).
4.5 Explanation of Bad Points/Data
Any ―bad‖ data points need to: Be recorded faithfully and discussed. Not be included in the
calculation of the LOBF
3.0 Discussion
This section is essentially a chance for the writer to address the validity of their results / findings.
While your results may seem to be prone to error or unexpected or do not uphold your
hypothesis, they can be salvaged with appropriate explanation.
3.1 Comparison of experimental and theoretical results
Does the theoretical result lie within the error term of the experimental result. Is the
percentage difference between the values low (particularly used if the error is incalculable).
3.2 Reliability of Experiment
Does the experiment yield consistent results (tested by repetition)? If not what is the cause
(particular and important random error?)
3.3 Validity of Experiment

31. An experiment which is 100% reliable may be totally invalid if it yields the same incorrect
result consistently. A valid investigation obtains the physical quantity it set out to find. The
validity can be influenced as much by the data processing as by the data logging. If the
experiment appears not to be valid describe the probable important systemic errors.
Discuss Explain the item, give brief details about it with supporting
information , examples, points for and against, plus explanations
for the facts put forward from various points of view
Investigate Research, study and carefully survey all areas of the subject
Explore or Examine Explore a subject thoroughly
Explain Offer a detailed and exact explanation of an idea or principle, or a
set of reasons for a situation or attitude. The explanation should
increase the reader’s understanding of a topic or idea.
Assess This requires a judgment about an idea of subject. You may need
to state whether the idea or subject being discussed is valuable or
relevant after acknowledging points for and against it. Your
judgment should be influenced by other authors’ views as well as
your own opinion
For continuing an idea or introducing another idea Similarly In
addition Furthermore Continuing this idea
Consequently Because Also In the same way
For providing a contrasting or alternative view While
On the other hand Even though
Instead
4.0 Conclusion Contrary to these findings
Although In contrast
For showing causeconclusion ties Therefore Consequently their validity, your aim and your hypothesis together
A good and effect Following your findings and In response As a result of The reaction The result
into one concise statement. Often results obtained will be compared to given or generally
accepted values and the percentage error should also be included. Remember the 3C method. No
explanations need to be given as these will beThus Clearly In briefthe discussion section. 1-3 sentences
For concluding or summarising Therefore In conclusion Indeed
addressed in In summary
should be the limit for this section.
Section Marks Comment Score
Title 1 Specific to investigation
Abstract 4 Goal of experiment Main result Validity and reliability of findings
Introduction 8 Background theory: historical, theoretical, Background theory:
variables Aim stated Hypothesis stated
Method 5-10 Prelaboratory questions Apparatus and materials lists and diagrams
Sequential steps: ordered, numbered, third person past tense
Calculation Plan: calculations, error analysis, LOBF slope Extension
method
Results 10-15 Raw data: tabulated, significant figures, error, units Qualitative results
Calculated quantities: one example calculation, units, error Graphing
representation of relationships:
graph, LOBF, gradient/area, correlation coefficient. “Bad point”
omissions Extension calculations
Conclusion 4 Conclusions stated Comparison with hypothesis
Discussion 10 Comparison of theoretical and experimental values Reliability of
experiment Validity of experiment Extension discussion Possible
improvements to investigation
Bibliography 3 Textual references: format, frequency of use, how included
Bibliography: format, alphabetical order of author
Presentation 3 Title page, Typed, Correct layout, Spelling, Grammar Numbers:

32. Discuss Explain the item, give brief details about it with supporting
information , examples, points for and against, plus explanations
for the facts put forward from various points of view
Investigate Research, study and carefully survey all areas of the subject
Explore or Examine Explore a subject thoroughly
Explain Offer a detailed and exact explanation of an idea or principle, or a
set of reasons for a situation or attitude. The explanation should
increase the reader’s understanding of a topic or idea.
Assess This requires a judgment about an idea of subject. You may need
to state whether the idea or subject being discussed is valuable or
relevant after acknowledging points for and against it. Your
judgment should be influenced by other authors’ views as well as
your own opinion
For continuing an idea or introducing another idea Similarly In
addition Furthermore Continuing this idea
Consequently Because Also In the same way
For providing a contrasting or alternative view While
On the other hand Even though
Instead Contrary to these findings
Although In contrast
For showing cause and effect Following Therefore Consequently In response As a result of The reaction The result
For concluding or summarising Therefore In conclusion Indeed Thus Clearly In brief In summary
Section Marks Comment Score
Title 1 Specific to investigation
Abstract 4 Goal of experiment Main result Validity and reliability of findings
Introduction 8 Background theory: historical, theoretical, Background theory:
variables Aim stated Hypothesis stated
Method 5-10 Prelaboratory questions Apparatus and materials lists and diagrams
Sequential steps: ordered, numbered, third person past tense
Calculation Plan: calculations, error analysis, LOBF slope Extension
method
Results 10-15 Raw data: tabulated, significant figures, error, units Qualitative results
Calculated quantities: one example calculation, units, error Graphing
representation of relationships:

33. Discuss Explain the item, give brief details about it with supporting
information , examples, points for and against, plus explanations
for the facts put forward from various points of view
Investigate Research, study and carefully survey all areas of the subject
Explore or Examine Explore a subject thoroughly
Explain Offer a detailed and exact explanation of an idea or principle, or a
set of reasons for a situation or attitude. The explanation should
increase the reader’s understanding of a topic or idea.
Assess This requires a judgment about an idea of subject. You may need
to state whether the idea or subject being discussed is valuable or
relevant after acknowledging points for and against it. Your
judgment should be influenced by other authors’ views as well as
your own opinion
For continuing an idea or introducing another idea Similarly In
addition Furthermore Continuing this idea
Consequently Because Also In the same way
For providing a contrasting or alternative view While
On the other hand Even though
Instead Contrary to these findings
Although In contrast
For showing cause and effect Following Therefore Consequently In response As a result of The reaction The result
For concluding or summarising Therefore In conclusion Indeed Thus Clearly In brief In summary
Section Marks Comment Score
Title 1 Specific to investigation
Abstract 4 Goal of experiment Main result Validity and reliability of findings
Introduction 8 Background theory: historical, theoretical, Background theory:
variables Aim stated Hypothesis stated
Method 5-10 Prelaboratory questions Apparatus and materials lists and diagrams
Sequential steps: ordered, numbered, third person past tense
Calculation Plan: calculations, error analysis, LOBF slope Extension
method
Results 10-15 Raw data: tabulated, significant figures, error, units Qualitative results
Calculated quantities: one example calculation, units, error Graphing
representation of relationships:
graph, LOBF, gradient/area, correlation coefficient. “Bad point”
omissions Extension calculations
Conclusion 4 Conclusions stated Comparison with hypothesis
Discussion 10 Comparison of theoretical and experimental values Reliability of
experiment Validity of experiment Extension discussion Possible
improvements to investigation
Bibliography 3 Textual references: format, frequency of use, how included
Bibliography: format, alphabetical order of author
Presentation 3 Title page, Typed, Correct layout, Spelling, Grammar Numbers:
significant figures, units, standard form, format
Total Mark 48-58
Hawker College Canberra
Sample Scientific Practical: Marking Scheme (Note: A similar but

34. HAWKER COLLEGE CANBERRA SCIENCE
DEPARTMENT
Scientific Research Report Style Manual
Science is essentially the study of the interaction of materials with each other and the universe. Therefore
a good scientist needs to be able to conduct research activities to test current knowledge of these
interactions, analyse their findings and be able to effectively communicate their findings to scientific and
non-scientific audiences. Hence research assignments are designed to test the ability of the student to
define, find, analyse and present their findings in written form. You are assessed on your ability to
compile your report in the requested format, clearly and accurately present your findings and discuss the
validity of those findings.
Written reports in Science should therefore follow an expected format and this document is designed to
be a reference to aid the student by explaining the expectations for such written reports. Remember that
individual assignments will vary and each assignment will have specific requirements that need to be
used in conjunction with this document. For example, not all sections described herein will be requested
for every report.
You can self-check using the Marking Sheet – have you included all the necessary components and to
sufficient depth?

35. General Expectations:
• You must submit your Report with the Marking Sheet attached as the cover page.
• You should inscribe your name, group number and group members on the Marking Sheet
• Your report must be typed, on A4 paper. Staple the pages or use a clip but do not use plastic
pockets or folders with plastic pockets.
• Though some topics are common, reports must be completed individually – ie: no group reports
• • All figures are to be:
• o Of sufficient size to be clear and showing experimental set up of equipment.
• o labelled, drawn internally to scale, 2D if of chemical apparatus.
• o Cited if you are not the author.
• • Regardless of what section you are writing follow the 3C method
• o Correct (make sure what you say is right)
• o Complete (include all necessary details)
• o Concise (do not include unnecessary details or try to ‘pad out’ your word count)
• You can assume a good level of scientific literacy in the reader so standard techniques and tasks
(eg: titrations, decanting) need not be elaborated upon and may be simply stated without diagrammatic
explanation. When explaining the background theory, concentrate on the theory specific to this topic and
assume the reader is aware of other more general concepts.
• Scientific reports require equations, which might be included as part of the Background Theory
and/or Results sections. Equations can be typed in MS Word by Inserting an Object of Type MS Equation.

36. Order of Sections:
The general order for all the sections (if they are to be included) is
Marking sheet AND completed “Hunting and Gathering” sheet
Page 1 with
Title
Abstract
Declaration
6. Introduction
7. Background Scientific Theory: General scientific underpinnings of your research assignment.
8. Application/Phenomena:
8.1. History of application/Discovery of phenomena.
8.2. Mechanism of Application/Phenomena
8.3. Current Usage
9. Current Research the Future and ….
10. Conclusion
11. Bibliography
Specific Expectations:
Marking Sheet
A Marking Sheet that shows clearly the distribution of marks for specific sections of the report
MUST be attached as the cover page of your report. Your teacher will mark and provide feedback
on this sheet to assist you to improve future submissions. Inscribe your name and the names of
your experimental group members onto the Marking Sheet.
Page One
Title
This is a description of the task / experiment you are investigating, NOT phrased as a
question, but rather as a statement Eg: Determination of the refractive index of crown glass.
It should follow the 3C method, usually kept to about 6-10 words. This should be on the first
page following the Marking Sheet.
Abstract

37. This is a concise statement that is basically a summary of the report. The abstract should
be written on the same page as the Title, with the declaration also on that page.
Declaration
A signed statement that the work within is entirely your own work and is properly
cited.
8.0 Bibliography
Your bibliography should be set out correctly according to the format requested in the College.
Essentially this means that you should use the Harvard system. It is an expectation that you would
use a variety and range of sources. This means NOT to use only your textbook! It DOES mean
though that you should not just use only books or only internet sites. You should aim to actually
use some internet / online sources AND some books AND some journals as necessary to provide
your background reading and research. You should expect that your teacher will be using your
bibliography to confirm your information.

38. Hunting and Gathering
This page is to be submitted along with the assignment. Please fill in site/book names of reference
sources located

39. Discuss Explain the item, give brief details about it with supporting
information , examples, points for and against, plus explanations
for the facts put forward from various points of view
Investigate Research, study and carefully survey all areas of the subject
Explore or Examine Explore a subject thoroughly
Explain Offer a detailed and exact explanation of an idea or principle, or a
set of reasons for a situation or attitude. The explanation should
increase the reader’s understanding of a topic or idea.
Assess This requires a judgment about an idea of subject. You may need
to state whether the idea or subject being discussed is valuable or
relevant after acknowledging points for and against it. Your
judgment should be influenced by other authors’ views as well as
your own opinion
For continuing an idea or introducing another idea Similarly In
addition Furthermore Continuing this idea
Consequently Because Also In the same way
For providing a contrasting or alternative view While
On the other hand Even though
Instead Contrary to these findings
Although In contrast
For showing cause and effect Following Therefore Consequently In response As a result of The reaction The result
For concluding or summarising Therefore In conclusion Indeed Thus Clearly In brief In summary
Section Marks Comment Score
Title 1 Specific to investigation
Abstract 4 Goal of experiment Main result Validity and reliability of findings
Introduction 8 Background theory: historical, theoretical, Background theory:
variables Aim stated Hypothesis stated
Method 5-10 Prelaboratory questions Apparatus and materials lists and diagrams
Sequential steps: ordered, numbered, third person past tense
Calculation Plan: calculations, error analysis, LOBF slope Extension
method
Results 10-15 Raw data: tabulated, significant figures, error, units Qualitative results
Calculated quantities: one example calculation, units, error Graphing
representation of relationships:
graph, LOBF, gradient/area, correlation coefficient. “Bad point”
omissions Extension calculations
Conclusion 4 Conclusions stated Comparison with hypothesis
Discussion 10 Comparison of theoretical and experimental values Reliability of
experiment Validity of experiment Extension discussion Possible
improvements to investigation
Bibliography 3 Textual references: format, frequency of use, how included
Bibliography: format, alphabetical order of author
Presentation 3 Title page, Typed, Correct layout, Spelling, Grammar Numbers:

40. Have you considered asking the teacher librarian a reference question?