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Student Directed Research InvestigationYear 10 (Level 5) Be Active Be Healthy“Being active and balanced promotes health and well-being”Task DescriptionYou are required to investigate and communicate a response to a question related to a health topic. This will involve you investigating a research question, formulating a hypothesis, and then sourcing and analysing at least two pieces of contemporary research that address the question. You will then communicate your findings to the Senior School community via a café display. You will need to submitA plan for your report (Criterion A) Due: 24th Aug A PowerPoint Slide (Criterion A)2 x peer reviews (Criterion A)An Oral Presentation demonstrating your knowledge from your research (Exam)Key knowledge- What am I going to be assessed on in this task?Demonstrated understanding of the concepts specific to the investigation: Including an explanation of health education factual, procedural and conceptual knowledge; applies health terminology effectively to communicate understanding. It also includes definitions of key terms; use appropriate language, conventions and representations; use of relevant models in organising and understanding observed health concepts; and their limitations. Accuracy of scientific information, clarity of your explanation of scientific concepts, ideas and models; the appropriateness for purpose and audience, authorisation and implications of findings; as well as conciseness.Ability to analyse the information: Being able to apply knowledge to analyse issues and solve problems set in familiar and unfamiliar situations; this includes being able to distinguish between weak and strong evidence, and scientific and non-scientific ideas. It also includes a consideration of the validity and reliability of data, such as sources of possible errors or bias. 190831141632This assessment task is a semester based investigation. There will be assessment check points throughout the semester to assist with time management.0This assessment task is a semester based investigation. There will be assessment check points throughout the semester to assist with time management.Your research question can be chosen from the suggested options listed below, or you may make up your own with guidance from your teacher. No student is allowed to choose the same topic, so select 5 in priority order.Nutrition (33)Fitness (12)General Health (30)How important is gut bacteria?How important is vitamin C in your diet? Can plants be used for medicinal purposes?Can mushrooms be used for medicinal purposes?Can light therapy be used for recovery?Is the vacuum cleaner really making your house healthier?Is cardio really bad for your health?What are the five worse fitness exercises to do?Are genetically modified foods (GMO) healthy?Is chlorine bad for you?Are all cooking oils healthy for you?Are our brains getting fried by wireless and blue tooth radiation?Does added fluorine to water really support dental decay? Is household dust really bad for your health?Are detox diets a scam?Is all filtered water made equal?Are household cleaning products killing you?Is eating like a caveman healthy?Can beetroots and other foods increase athletic performance?Does meditation really have a health benefit?Can exercise really help with depression?Is coconut water a better hydration fluid than sports drinks?What are the biggest health scams?Are nutritional supplements just as good as eating whole foods?Is electromagnetic radiation making you sick? Can endurance athletes benefit from strength training?Can you use genetic testing to personalise your workout and diet?Is using a screen at night effecting my sleep?Is WIFI harmful to a child’s development? Can someone be fit but unhealthy?Is a vegan or vegetarian diet really healthy? Is the consumption of heavy metals making you sick?Is it really healthier to eat organic food?Is grass fed food healthier than grain fed food?Are pesticides in your diet making you sick?Can your menstrual cycle affect athletic performance?What are the best herbs to include in a healthy diet?Should all children be vaccinated?What are the health benefits of growing your own food?Does eating fish oils make you healthier?How can you dominate cognitive tasks, think faster and get more done?Is sitting killing us?Is cold thermogenesis a beneficial recovery tool?What are the hidden health hazards in your home?Is there a best time of the day to eat or exercise for maximum health benefits?How can foam rolling help with recovery and performance?Is exposure to the sun healthy?Is your deodorant unhealthy?How can I sleep better? Is sleep that important?Why are there so many people with allergies these days?Isn’t water just water? Is structured water a real thing? Is it really healthier than tap water?Is salt the hidden villain of the dining table?Should I be eating margarine or butter?Could a high fat diet be healthy?Is there more to coconut oil than we believe?Is bacteria the evil villain that it is made out to be?Can short bouts of exercise be just as good as hours of aerobic exercise?Can you rewire your brain?Is make-up good for your skin and health?Is performing body weight exercises better than machine weights?Is red meat really bad for you?What is the best way to recover from an injury?What does your poop tell you about your health?How much water do you really need to drink each day?Is Greek yogurt better for you than other yogurt?How can you make your immune system bulletproof?What are natural ways to protect yourself against radiation?What are the best recovery methods?Chinese adaptogenic herbs have been around a long time should we be including them in our diet?Are zero sugar soft drinks really a healthy alternative?How can epigenetics improve our health? Are the use of everyday plastics making us sick?How has medical technology made us healthier?Is society living past 100 a real possibility?INVESTIGATE YOUR OWN HEALTH QUESTIONChecklist: Key things to address in each section of your report.SectionPoints to addressCheckResearch QuestionWhat is your research question?Who is your target audience for your report? (This will be your peers unless negotiated with your teacher)IntroductionDescribe your research question in more detail (Start broad and get more specific)Consider things such as:What does your question actually mean?What do we know about the question?Who does the question impact?Why is it an important question?What are the relevant key terms, models and theories needed to understand your research question?Describe/define these terms.Explain any links between these terms and how they relate to your research question.Considering you research topic, formulate a hypothesis. Predict what you think you will find out once you have gathered evidence.Note: ensure you record all details needed to reference any secondary sources.AnalysisDiscuss whether the evidence you have found supports the theory and hypothesis you formulated.Discuss any potential limitations of the evidence. For example, any biases or problems with the procedures involved in the research.Consider the implications of these limitations on the validity of the results. Discuss whether the results have been replicated and how this may affect the reliability of the sample used on the reliability of the evidence.Distinguish if the sources you have used scientific and non-scientific ideas.Conclusions & Generalisation Make a concluding statement that addresses the research question.To what extent does the evidence from your investigation answer your research question and support your hypothesis?What recommendations could you make, for modifying or extending the investigation?Can this conclusion be generalised? Why/why not?Suggest any implications of your findings?Step 1 – Establish your research question and your audience.Review the list of inquiry questions and submit five in priority order. This is the most critical part of your research investigation. You need to be clear about what it is that you would like to explore. You can use the suggested inquiry questions or adjust them to suit your interest. Do you have a burning health or fitness related questions that you would like to answer?What are the five inquiry questions (in priority order) you would like to investigate? Priority OrderInquiry Question12345Your teacher will approve your inquiry question. Remember that no two student within the class can investigate the same inquiry question.Selected audienceYour audience will be your peers. Remember that in all forms of writing and presenting you have to be aware of your intended audience. Knowing your audience is crucial for many reasons. It guides your writing and presentation style. There is no need to refer to your audience specifically in your investigation but it should be clear through your writing style and the development of your report who your audience is.Your chosen audience is:PeersStep 2 – Identify and define/explain any relevant key terms or theoriesApproach this step by considering what is important for the audience to know about. Make sure to consider any background theory or knowledge in the area you are investigating, and relay this to your audience. What do the terms you are going to use mean and how do they fit together?List any relevant terms or theories in the box below and define/describe them. Be sure to record the details you need to reference the source(s) you have used…Break down your inquiry question into important elements which you would like to further investigate. These will often become the topics for each of your paragraphsBased on your understanding of the key terms/theory, formulate a hypothesis in relevance to your inquiry question.It is predicted that…..Step 3 – Scientific evidence/dataYou must source at least two pieces of contemporary research that provide evidence related to your inquiry question. For more reliable research papers you should look for journal articles that are peer reviewed. Example: when performing a google search type academic first. You could use google scholar (Refer to using google for academic research presentations)Be sure to include: the aim of each, a summary of the procedure and a summary of the results.Source 1 – List all of the details needed for appropriate referencing Author (last name, first name):Year documented: Title of article: Published (if noted):Place of publication: Now describe the aim, procedure and results/conclusion of the researchSource 2 – List all of the details needed for appropriate referencing Author (last name, first name):Year documented: Title of article: Published (if noted):Place of publication: Now describe the aim, procedure and results/conclusion of the researchStep 4 – AnalysisNow it is time to establish if the evidence you have gathered actually supports the theory and the hypothesis you formulated?Your Hypothesis was? How does your evidence support/not support your hypothesis?Now consider the potential limitations of the evidence? Is there a possibility that it is biased, opinionated or anecdotal?Are there any possible sources of error? Problems with the way the research was conducted?Now consider the validity (it must be conducted and shared in such a way that it measures what it claims to have measured) and reliability (it can be/has been replicated by others) of the evidence you have gathered. Is it a primary or secondary source, has it been peer reviewed. Is it an academic paper or just from Men’s health magazine?Distinguish if the sources you have used include scientific or non-scientific ideas?Step 5 – Conclusion and GeneralisationWhat have you found out about your research questions? Has your hypothesis been supported? Suggest any recommendations for modifying or extending your investigation in the future. Now use all the information to put your presentation together!!Referencing- Harvard author/date You will need to ensure you are building a reference list and also completing in text citation when you are referring to your research during the completion of your research document. These will be some helpful resources in ensuring you are referencing correctly:In-text citation: List: 6 - Peer ReviewOnce the class has uploaded their final presentation. Each student will be provided with two student presentations to review. As the peer reviewer your task is to provide some honest feedback. Think critically and try to question parts of the presentation. The student will then consider the peer?feedback, make final adjustments to their presentations and then present a display in the Senior School Café. This presentation will replace the end of year exam in this subject.Peer Review Checklist: SectionPoints to addressCommentsResearch QuestionHas the research investigation being written for the intended audience? IntroductionDoes the inquiry question make sense?Has the author demonstrated an understanding about the investigated question?Have the relevant key terms, models and theories been discussed to understand the inquiry question?Have terminology been defined or described?Is there an explanation of the link between the key terms and the inquiry question?Has a hypothesis been formulated? Do they predict what they thought the outcome would be?Are all secondary sources referenced correctly?AnalysisHas the author discussed whether the evidence they have found supports the theory and hypothesis formulated.Has the author discussed any potential limitations of the evidence gathered? For example, are there any biases or problems with the procedures involved in the research?Have the implications of the limitations been considered on the validity of the results.Have the results been replicated and how does this affect the reliability of the sample used on the reliability of the evidence.Have they distinguished if the sources used are scientific and non-scientific ideas?Conclusions & Generalisation Does the presentation make a concluding statement that addresses the research question?To what extent does the evidence from the investigation answer the research question and support the hypothesis?Have recommendations been made, for modifying or extending the investigation?Have they discussed whether the conclusion can be generalised? Do they suggest any implications of their findings?Have they referenced adequately?Criterion A: Knowing and understanding (Level 5)?i. explain physical and health education factual, procedural and conceptual knowledgeii. apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situationsiii. apply physical and health terminology effectively to communicate understanding.?Achievement LevelLevel DescriptorTask Specific Clarification0The student does not reach a standard described by any of the descriptors below.The student does not reach a standard described by any of the descriptors below1-2The student:i. states physical and health education factual, procedural and conceptual knowledgeii. applies physical and health education knowledge to investigate issues and suggest solutions to problems set in familiar situationsiii. applies physical and healthThe student:i. states the research question and hypothesisii. applies?research information to investigate the inquiry question and suggests?some solutions to the evidence. Including being able to distinguish between weak and strong evidence, scientific and non-scientific, whilst considering the validity, reliability?and possible errors with basic research.?Not referenced at all.iii. applies the relevant key term, models and theories to communicate understanding with limited success.3-4The student:i. outlines physical and health education factual, procedural and conceptual knowledgeii. applies physical and health education knowledge to analyse issues and to solve problems set in familiar situations iii. applies physical and health terminology to communicate understanding.The student:I.?outlines the research question and hypothesisii. applies?research information to analyse the inquiry question and solve?problems in the research. Including being able to distinguish between weak and strong evidence, scientific and non-scientific, whilst considering the validity, reliability?and possible errors with?relevant research.?Referencing with little accuracy.iii. applies the relevant key term, models and theories to communicate understanding.5-6The student:i. identifies physical and health education factual, procedural and conceptual knowledgeii. applies physical and health education knowledge to analyse issues to solve problems set in familiar and unfamiliar situations iii. applies physical and health terminology consistently to communicate understanding.The student:I.?identifies the research question and hypothesisii. applies?research information to analyse the inquiry question and solve?problems in the simple and complex research. Including being able to distinguish between weak and strong evidence, scientific and non-scientific, whilst considering the validity, reliability?and possible errors with?relevant research.?Referencing with some accuracy.iii. applies the relevant key term, models and theories to consistently to communicate understanding.7-8The student:i. explains physical and health education factual, procedural and conceptual knowledgeii. applies physical and health education knowledge to analyse complex issues to solve complex problems set in familiar and unfamiliar situations iii. applies physical and health terminology consistently and effectively to communicate understanding.The student:I.?explains the research question and hypothesisii. applies?research information to analyse the inquiry question and solve?complex problems in the complex research. Including being able to distinguish between weak and strong evidence, scientific and non-scientific, whilst considering the validity, reliability?and possible errors with?relevant research. Referencing correctlyiii. applies the relevant key term, models and theories to consistently and effectively to communicate understanding. ................
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