Year 10 Science · AC9S10I02

Design Valid, Reproducible Investigations

A valid investigation tests the intended relationship while controlling important alternative causes. A reproducible method is transparent enough for another investigator…

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Learning goalsSay it simply

A strong plan aligns variables, controls, sampling, risk, ethics and cultural responsibilities with the question.

By the end of this lesson, you should be able to:

  • Validity depends on alignment and control of relevant variables.
  • Reproducibility requires transparent procedures and useful sample sizes.
  • Risk, ethics and Country/Place protocols can change or prevent a method.
Key conceptTeach from the board

Learning sequence: Align the design → Control confounding factors → Plan useful data → Complete responsibility checks

Core teaching

  • Validity depends on alignment and control of relevant variables.
  • Reproducibility requires transparent procedures and useful sample sizes.
  • Risk, ethics and Country/Place protocols can change or prevent a method.

Key vocabulary and ideas

  • question
  • variables and controls
  • sampling and repeats
  • risk and ethics
  • reproducible method
Worked examplesWe do

Worked examples

AC9S10I02 - Design Valid, Reproducible Investigations
Example 1

Worked reasoning model To test net force and acceleration, use a calibrated motion sensor and several controlled force levels. Keep total mass and track conditions constant, randomise run order where useful and collect repeated data. Plan calibration checks and quantify uncertainty before testing.

Example 2

To test net force and acceleration, use a calibrated motion sensor and several controlled force levels.

Example 3

Keep total mass and track conditions constant, randomise run order where useful and collect repeated data.

Example 4

Plan calibration checks and quantify uncertainty before testing.

Curriculum examplesCopied content

Australian Curriculum v9.0 — AC9S10I02: plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place

Victoria — VC2S10I02, Levels 9–10: Levels 9–10 valid investigations, control of variables, risk, ethics and bias considerations. Victorian Science is banded across Levels 9 and 10, so the VC2S10 code identifies the band rather than a single school year.

NSW: Stage 5 Working scientifically — designs and conducts safe, ethical, valid and reliable investigations (SC5-WS-03, SC5-WS-04). Where NSW places the closest concept in another Stage or spreads it across focus areas, this page states that relationship rather than claiming a false one-to-one Year 10 equivalent.

Lesson componentAustralian CurriculumVictoriaNSW
Concept teaching + examplesAC9S10I02VC2S10I02SC5-WS-03, SC5-WS-04
Practice + reasoningApplies the descriptor through explanation, evidence and transferLevels 9–10 achievement-standard depthStage 5/related Working scientifically expectations where applicable
Assessment + masteryChecks knowledge plus evidence-based applicationChecks band-level understandingChecks relevant NSW outcome intent without forcing equivalence
Questions and answersWith answers
What is the central idea?
A strong plan aligns variables, controls, sampling, risk, ethics and cultural responsibilities with the question.
What should a strong response do?
Use the sequence Align the design → Control confounding factors → Plan useful data → Complete responsibility checks. Connect the evidence, mechanism or data to the claim.
What common trap should I avoid?
Many repeats fix systematic bias: Use calibration and design changes for bias; repeats mainly estimate random variation.
Practice and reviewReady for practice
  • Many repeats fix systematic bias: Use calibration and design changes for bias; repeats mainly estimate random variation.
  • A detailed method is automatically valid: Check whether the evidence can actually answer the question.

Keep the Year 10 boundary: Do not treat repetition as a cure for every design problem. Do not access heritage material, sites or knowledge without correct authority and protocols.

  1. Critique an investigation with one trial, an uncontrolled temperature, vague measurement instructions and no risk assessment. Prioritise four improvements and justify each one.
  2. Design a valid, reproducible investigation to test how surface area affects reaction rate. Include variables, controls, repeats, measurement, risk controls and a method for recording data.
  3. An investigation would involve access to a heritage site on Country/Place. Explain the scientific, ethical and cultural considerations that must be addressed before data collection begins.

Review hint: Use precise scientific vocabulary, show the relevant mechanism or evidence, and state any limitation or uncertainty when the evidence does not justify a stronger claim.

Curriculum alignmentStart here

A strong plan aligns variables, controls, sampling, risk, ethics and cultural responsibilities with the question.

By the end of this lesson, you should be able to:

  • Validity depends on alignment and control of relevant variables.
  • Reproducibility requires transparent procedures and useful sample sizes.
  • Risk, ethics and Country/Place protocols can change or prevent a method.
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