Lesson 7: Writing the Conclusion & Describing Mathematical Trends
Carrying out a practical biological investigation with direction into a biological context.
🎯 Ngā Whāinga Akoranga | Learning Intentions
Constructing a valid conclusion directly answering the aim: stating the trend, citing key numerical data points from the graph, and evaluating hypothesis support.
Write a concise conclusion stating the mathematical trend, support with specific data pairs (min, max, optimum), and relate back to the hypothesis.
🎥 Media Anchor & Pedagogical Scaffold
Writing Scientific Conclusions & Data Justification
Video Clip: Line Graphs for GCSE Science — reading data, identifying trends, and describing patterns (cheneyscitakeaway) (Runtime: 4m 57s).
🧠 1. Before Viewing (Activate & Predict)
Why is a conclusion incomplete if it simply states 'the rate increased' without quoting specific numerical data points from the graph?
👁️ 2. During Viewing (Watch With a Job)
- Trend description: using the graph in the video as a model, write a sentence that describes the trend shown — use the format 'As [x] increases, [y]...'
- Conclusion structure: a good science conclusion links the trend to the hypothesis. Write a 2–3 sentence conclusion for your biology investigation using: trend → hypothesis verdict → scientific explanation.
- Anomaly: if your graph shows an anomalous data point, how should your conclusion address it? Should you ignore it or explain it?
🗣️ 3. After Viewing & Kaiako Move (Process & Apply)
Kaiako Move: Model writing a conclusion paragraph using the 'Trend Statement + Data Evidence + Hypothesis Evaluation' template.
Immediate Task: Complete Section 7 of your Investigation Log: Formal Conclusion & Data Justification Paragraph.
⚡ Whakaoho | Do Now: Investigation Recall (10 mins)
The conclusion that answers the wrong question. Aim: to find how temperature affects enzyme activity. Conclusion: 'The experiment worked well and we all learned a lot.'
Two minutes: say exactly what is missing. Then write a one-sentence conclusion for that aim that a marker could award — it must state the trend, use a number, and say whether the hypothesis was supported.
📖 Activity 1: Investigation Planning & Practical Execution (25 mins)
Grade three conclusions (12 min). Given three conclusions for the same data, rank them and mark the sentence in each that does the real work. Identify what the weakest one is missing: usually the number, or the link back to the aim.
Write yours (13 min). Write your conclusion: the trend, at least two supporting data points quoted from your graph, and an explicit statement of whether your hypothesis was supported — including the case where it was not. A hypothesis that was not supported is a valid result, not a failure.
📝 Activity 2: Level 1 Biology Investigation Log & Merit/Excellence Scaffolding (20 mins)
Report — Section 7. Submit: (1) your ranking of the three conclusions with the grade-earning sentence marked in each; (2) your own conclusion quoting data; (3) an explicit hypothesis-supported-or-not statement with the evidence for it.
🏫 Kaiako Planning & Pedagogy Notes
NCEA Level 1 Alignment: Direct preparation for NCEA Level 1 Biology — Internal (Carry out a biological investigation with direction). Emphasise complete variable control, accurate data processing, and clear biological explanations for Merit/Excellence grades.