Plan and Conduct Reproducible Investigations — AC9S8I02

• Plan a reproducible method with variables, quantities, units and timing.
• State assumptions and limitations in analogous models.
• Distinguish hazards from risk and select targeted controls.
• Apply consent, privacy, heritage and Country/Place protocols.

Recall independent, dependent and controlled variables, and the difference between an investigable question and a testable hypothesis.

Use the chain question → variables → method → assumptions → risk/ethics/heritage checks → repeatable evidence. Reproducible does not mean every result is identical; comparable results may still vary naturally.

Record materials, quantities, equipment, sequence, timing, units and conditions. Changing more than one relevant factor creates alternative explanations.

An analogous model represents selected features. State what it represents and omits: dialysis tubing, a shake table and a baking-soda volcano are useful only within their assumptions.

A hazard can cause harm; risk combines likelihood and consequence. Ethical planning includes consent, privacy, voluntary participation and appropriate use of biological or secondary data. Fieldwork must respect heritage sites, artefacts and protocols on Country/Place.

1. List the independent, dependent and controlled variables.
2. Add quantities, units and timing to an incomplete method.
3. State one assumption and one limitation of a model.
4. Match a hazard with a control and explain how the control lowers risk.

1. Write reproducible steps for the potato investigation.
2. Explain what dialysis tubing represents and omits.
3. Distinguish a hazard from its risk in a heating investigation.
4. Explain why de-identification may be needed for health data.
5. Identify permissions needed before sampling on Country/Place.
6. Explain why a non-destructive method can be scientifically and culturally preferable.

A field investigation could answer its question by removing rock samples from a culturally significant site or by using remote imaging. Compare the scientific evidence, risk and cultural responsibilities of both methods.

1. What makes a method reproducible? Another investigator can follow its recorded materials, conditions and steps.
2. What is an assumption? Something treated as true without being directly checked.
3. Hazard or risk? A hazard can cause harm; risk considers likelihood and consequence.
4. Why consider Country/Place? Scientific work must respect permissions, cultural protocols, heritage and appropriate methods.

1. Improve a method that says only “add salt and measure the potato”.
   Specify concentration, volume, sample dimensions, time, temperature, balance and calculation.
2. Evaluate a shake-table model.
   State the represented feature and at least one real-world limitation.
3. Plan ethical use of a health dataset.
   Address consent or permitted use, privacy, de-identification and secure handling.

• I plan reproducible procedures.
• I identify assumptions and model limits.
• I choose proportionate risk controls.
• I apply ethics and cultural protocols.

Exit ticket: Why can a scientifically useful method still be unacceptable?

Australian Curriculum v9.0 — AC9S8I02: plan and conduct reproducible investigations to answer questions and test hypotheses, including variables, assumptions, risks, ethics and heritage considerations on Country/Place.

Victorian Curriculum F–10 Version 2.0 — Levels 7–8, VC2S8I02: Exact.

NSW Science 7–10 Syllabus (2023) — Stage 4, SC4-WS-03; SC4-WS-04: Exact — the NSW Working Scientifically outcomes directly align with the core inquiry process.

• AC9S8I01 — Questions and hypotheses
• AC9S8I03 — Equipment and precision

• Australian Curriculum v9.0
• Victorian Curriculum F–10 Version 2.0 Science
• NSW Science 7–10 Syllabus (2023)

Curriculum equivalents for Plan and conduct reproducible investigations to answer questions and test...

Mapped skill: plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and artefacts on Country/Place

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.