Year 10 Science Practical Inquiry Guide

This booklet is designed to help you understand how to write a practical report in Year 10. It builds
on the knowledge and skills you have developed until the end of year 9. It will take you through each
section of a practical report and explain how you should complete each section.

Practical Reports will be marked using the Year 10 Practical Investigation Inquiry Rubric.

Practical reports will be marked and graded in sections, with each section being made of parts. The
following shows the various sections and the parts of the practical report :

Questioning and predicting

Research question

Background Information (Explanation of the Hypothesis) with references

Hypothesis

Planning and conducting

Variables:

Independent Variable

Dependent Variable

Controlled Variables

Potential Hazards (Safety and ethical considerations)

List of Materials & Apparatus (with Scientific Diagram/Photo of set-up)

Method

Data collection, recording, processing and representation

Table of results

Calculations

Observations (Qualitative data)

Graphs

Analysis and Evaluations

Trends shown in data

Discussion of Scientific Meaning of the trend

Inconsistencies and Outliers

Sources of Error (Random and Systematic errors and their impacts)

Improvements

Conclusions
Conclusions (Link to hypothesis and research question)

Real life application and future study linked to findings

Communicating
Refence List

In-Text Citations

Structured and well-organised report

Questioning and Predicting
In this section you must construct a clear and correctly formatted question/aim that can be
investigated scientifically with a fully focused and explained hypothesis.

Research question
 For it to be clear, your aim should be a single sentence and make sense in the context of the
practical investigation.
 To be correctly formatted, your question must be written in terms of the independent and
dependent variables, using the same wording used as listed in the “variables” section later in
the report.
 For something to be investigated scientifically, it must be possible to test how the
dependent variable changes because of a change to the independent variable.
You should try to write it in one of the following forms:

How does the independent variable affect the dependent variable?

or
To investigate the effect of the independent variable on the dependent variable.

An example of an acceptable aim is given in the exemplar later in this guide.

Background Information
In a separate section, you must explain why you made the predication you did. To do this, you
must use background information gathered from what you have learned in class and by
researching the concepts. This is normally written as an introduction to the investigation, but can
also be written immediately after the hypothesis.
An example of how to present background information as an explanation of your hypothesis is
shown in the exemplar later in this guide.

Hypothesis

A hypothesis a single sentence in which you make a reasonable prediction about the way
you think the dependent variable will change as the independent variable is changed. To be
fully focused, the dependent and independent variables need to be correctly identified and
the relationship between them clearly described. The relationship should be quantitative in
most cases and where possible, a type of mathematical link between the independent and
dependent variables should be suggested.

You should try to write your hypothesis in the following form:

As the “independent variable” increases, the “dependent variable” increases in a linear
fashion.
The “dependent variable” is directly proportional to the “independent variable”.

An example of an acceptable hypothesis is given in the exemplar later in this guide.

Planning and Conducting
In this section you need to design a logical, coherent and detailed science investigation.
To do this, you must ensure you have addressed all the points covered below, making sure you
have completed each subsection correctly and in sufficient detail. It must make sense; the ideas
must link together to show how to investigate the research question/aim. Write it so that another
person from your year level will be able to follow, understand and repeat what needs to be done.

Variables

 You must state the independent variable and the dependent variable, clearly identifying which is
which.
 The Independent variable is the one which is purposefully changed by the experimenter.
 The Dependent variable is the one which is measured and changes as a result of the change in
the independent variable.
 The wording used here must be repeated throughout the practical in the aim, the hypothesis,
the table, the graph and the conclusion. While these variables are not written first in a report,
they are the first things you decide on before writing the report.

For example:=

Independent variable: The diameter of the hole (mm) (not just “Size”)
Dependent variable: The rate of water flow (ml/s) (not just “Rate”)

When deciding on the dependent variable, students are often uncertain as to whether they should
choose the quantity which is measured, like “time”, or a quantity that requires a calculation, like
“rate”. You may choose either, as long as you are consistent through the report. Don’t say “rate” in
the aim, but then actually only measure “time” without calculating the “rate”.

Next, you must clearly state the variables that must be controlled.
Controlled variables are those things that need to be kept the same throughout the entire
experiment to make it a fair test.
The list must cover most of the significant variables that must be controlled. Do not include things
that you have no control over like “Gravity”.
You must first state the variable needed to be controlled and then state how to control it. Using a
table can help you set this out clearly.

Examples of acceptable controlled variables are given in the exemplar later in this guide.

Apparatus & Materials

Write a list of any apparatus and all the materials used. Make sure you are specific about which
materials are to be used including the number and size.
Write: " Three 50ml beakers" rather than "beaker"
You must also include a fully labelled scientific diagram or photo.

Safety

Here you must assess the risks and identify any potential hazards and ethical or environmental
issues in doing the investigation. You must also explain how these can be prevented so the
investigation can be done safely and ethically. Using a table can help you set this out clearly.

An example of how to assess risks and identify potential hazards is given in the exemplar later in
this guide.
Method
 The Method should be a sensibly ordered step by step description of what was done, with
each step numbered on a new line.
 Write the method in full sentences.
 Describe how the independent variable is changed to collect enough data.
 Describe how the apparatus and materials are used to take accurate measurements.
 Be specific with measurements: "150ml", not "some".
 Make sure you describe a method that allows for repeated measurements (where possible)
and a large enough range. A rule of thumb (depending on the time available) is to take 4 sets
of readings with three repeats of each. If you have time, you can take more.
 See the exemplar at the end of this booklet for an example of an acceptable method.
Data collection, recording, processing and representation
In this section you need to collect, record, process and represent data using appropriate
conventions and formats highly accurately and effectively.
To do this, you must ensure you have completed all the points covered below, making sure you
have completed each subsection correctly and in enough detail.
Qualatative data (Observations):
 List of observations using your 5 senses associated with each replicate
Quantitative Data:
Raw Data
You need to collect and record all your raw data, quantitative and qualitative, in an appropriate
form. This is normally in a table. When you are using a table, make sure it has:
 a title including the relevant link between the independent and dependent variables
 the name of the quantity you have recorded, as well as its units stated in the heading of every
column
 gridlines and is neatly and sensibly constructed

An example of an acceptable table is given in the exemplar later in this guide.

Processed data
Processed data includes, but is not limited to:
 the calculation of averages
 converting to different units (g to kg)
 calculating new quantities from raw data (speed from time and distance, or rate from volume
and time)
If you need to do calculations to process and manipulate the data, you must:
 either add more columns to your table or draw another table to show the processed data
 make sure your calculations are correct and include units when appropriate
 show an example of each type of calculation (eg calculation of average) – these must be
shown separate to and not in the table.

Graph of data
Sometimes it will make sense and be beneficial to display your raw data in a graph. Note that in a
graph, you only plot the averages of the raw data not every point collected. See the exemplar later
in this guide for an example of how this is done.

Your processed data must be represented using an appropriate graph. If you are drawing a graph,
make sure:
1. you use a line graph for numerical data and bar graph for qualitative data
2. it is neatly drawn with a sharp pencil, using a ruler for axes.
3. the plot area is at least 1/2 page big
4. the independent variable is on the x-axis
5. you use a consistent linear scale
6. you use a user-friendly scale that allows you plot data and read off values easily
7. its axes are labelled with both the quantity and unit
8. the points are plotted correctly using small crosses.
9. a trend line (best fit) is drawn for the data. (Don't join cross to cross!!!! Draw the trend.)
10. it has a title including the relevant link between the independent and dependent variables

If a spreadsheet or ICT is used to do the above, the same expectations as above apply!
See the exemplar for examples of a correctly drawn graphs.
Analysing data and information
In this section you must systematically analyse and interpret your data to draw a logical
conclusion with detailed justification.
Trends shown in data
Once a graph is drawn you need to describe the trend in the data/shape of the graph in terms of
the variables. Use this to interpret it’s meaning and its connection to the science concept the
practical is investigating. By doing this you are justifying (validating) the Conclusion (written later in
the report). Where possible, compare your results to the results of other experiments from
secondary sources or to theoretical models to establish the accuracy of your results.

In some graphs, particularly in Physics, you will be able to identify a common mathematical
relationship in your trend.
Examples of these relationships are: linear, directly proportional, inversely proportional,
exponential etc.
The slope and intercept of a straight line of best fit can be used to determine the experimental
mathematical relationship.
This can then be compared to the expected theoretical relationship to determine what the slope
and/or intercept(s) represent. By matching up the experimental slope and/or intercept to the
expected slope and/or intercept according to theory you may be able to determine how accurate
your experiment has been.

In cases like this, if your line of best fit clearly shows proportionality (straight line through the origin)
then say it does, but if an error/inconsistency prevents this (straight line does not pass through the
origin) then you cannot. This is another example of how you can justify the Conclusion.

It is in this section that you will look for any inconsistencies. Often there won’t be any, but if there
are, you can point them out. Finally, while you won’t go into a detailed discussion of uncertainties,
it is customary to acknowledge variations in the data and attribute them to uncertainties in the
measurement of the data and control of the variables. A detailed analysis of uncertainties is given
later in the Evaluation section.

Conclusion
Using your interpretation, you should write a single sentence accurately describing the relationship
between the independent and dependent variables. Where possible, include the mathematical
relationship. Simply stating “as the independent variable increases, the dependant variable
increases” is insufficient.

Examples of acceptable conclusions are:

As the “independent variable” increases, the “dependent variable” increases in a linear
fashion.
The “dependent variable” is directly proportional to the “independent variable”.

You must also state whether your results support your original hypothesis. Make sure this
statement is actually what you found when comparing your hypothesis and conclusion.

Link your conclusions to real-life applications where they can be applied to future studies or
scenarios.

An example of an acceptable conclusion is shown in the exemplar later in this document.

Evaluating
In this section you must critically and logically evaluate a range of procedures, discuss their
effect on data and suggest reasonable improvements.

Sources of errors
You need to identify the significant sources of error. You must consider any weaknesses in your
experimental procedure or method. Think about the variables that were hard to control, factors that
may have affected how well you measured the quantities and outside factors that may have
influenced the practical. Do not confuse errors with mistakes you may have made. Mistakes should
have been corrected when you did the investigation, while errors would have been identified
through reasonable variations in the readings. Errors can also be referred to as uncertainties.

Having identified the major errors, you need to critically evaluate how much of an effect they had
on the data and if the conclusion you drew is valid.

Improvements
You must consider, suggest and explain changes to the method that would improve the quality and
reliability of the data. Your suggestions need to be well thought through and realistic. Try to
address each of the errors mentioned above.

Communication
To communicate knowledge and understanding of scientific information coherently, with highly
effective use of appropriate terms, conventions, and representations you must do the following:

Keep your report neat, spaced out and in the correct order. Make sure you present a structured
report with the appropriate sections.
Make sure you have used scientific terminology consistently and accurately.
Use technology consistently and appropriately in presenting the report (ie word-processed, excel or
researching).
Keep the report clear and concise without repeating yourself or adding irrelevant information.
You must reference your sources in-text and cite these in the body of the discussion (Harvard
system). At the end of the report, include a properly formatted reference list
 Year 10 Science Inquiry Check List
Use this checklist to make sure you have not left anything out.

Questioning and predicting

In this section you must construct a clear and correctly formatted question/aim that can be
investigated scientifically with a fully focused hypothesis.

Aim
Check: Yes Part No
The independent and dependent variables are correctly and clearly identified.
A testable research question/aim is written
The question/aim is a single sentence and makes sense

Hypothesis
Check: Yes Part No
A reasonable prediction of the experimental outcomes is written
The Independent and dependent variables are correctly and clearly included.
The relationship between the variables is clearly described
An explanation of the hypothesis based on background information which has been
researched is provided.
The background information is appropriate, relevant and enhances the understanding of
the context of the investigation.

Planning and Conducting

In this section you need to design a logical, coherent and detailed science investigation.

Variables
Check: Yes Part No
The independent and dependent variables are correctly and explicitly stated with correct units
A list of the significant controlled variables is given

Apparatus & Materials

Check: Yes Part No
A comprehensive list of materials is shown.
The list is specific about which materials are used, including the number and size.
A labelled scientific diagram or photo is included.

Safety
Check: Yes Part No
All significant potential hazards, ethical or environmental issues are identified
A description of how hazards, ethical or environmental issues were avoided in the
investigation is given.

Method
Check: Yes Part No
The method is a sensibly ordered step by step description of what was done, with each
step numbered on a new line.
The method is written in past tense, passive voice and full sentences.
The method includes a description of how variables are changed and measured.
The method includes explicit reference to how the control of variables is achieved.
The method allows for the collection of sufficient repetition of measurements.
The method allows for the collection of sufficient range of data.
The method allows for the collection of sufficient data points in the range.

Data collection, recording, processing and representation

In this section you need to collect, record, process and represent data using appropriate
conventions and formats highly accurately and effectively.
Tables of Results and Calculations

Check: Yes Part No

All qualitative and quantitative data is presented in an appropriate form.
A table with a title including the relevant link between independent and dependent
variable, clear headings, units and labels is included.
The raw data is processed correctly.
Processed data is presented correctly in a table.
An example of each calculation type is shown.

Graph
Check: Yes Part No
The correct type of graph is used to display the data.
The graph includes a title, user-friendly linear scale, axes labels including units,
correct plots and a line of best fit.
If graph plotted using Excel – a scatter plot is used
The plot area is at least 1/2 page big
The independent variable is on the x-axis
A consistent, linear, user-friendly scale has been chosen
The axes are labelled with both the quantity and unit
The points are plotted correctly using small crosses
The best fit is correctly drawn
A title including the relevant link between the independent and dependent
variables has been included.

Analysing data and information

In this section you must systematically analyse and interpret your data to draw a logical
conclusion with detailed justification.
Trends shown in data
Check: Yes Part No
The trend in the data/shape of the graph is accurately described in terms of the
variables.
The scientific meaning of the trend has been correctly interpreted.
If applicable, a comparison of results of other experiments from secondary sources
or to theoretical models to establish the accuracy of the Conclusion is made.
If there are any inconsistencies or outliers, these are identified.
Variations in the data and the presence of uncertainties have been acknowledged.

Conclusion

Check: Yes Part No

A statement which accurately describes the relationship between the independent
and dependent variables is given.
The Conclusion makes an accurate reference to the Hypothesis
Evaluating
In this section you must critically and logically evaluate a range of procedures, discuss their
effect on data and suggest reasonable improvements.

Sources of errors and Improvement

Check: Yes Part No

Has identified the significant sources of error.
Has critically evaluated the effect of errors on the data and the validity of the conclusion.
Has suggested and explained reasonable improvements.

Communication
Check: Ye Part No
s
A neat, structured report with the appropriate sections correctly ordered was
presented.
Has used scientific terminology consistently and accurately
The use of technology in the presentation of report (ie word-processed, excel or
researching) was appropriate.
The communication of findings and ideas was clear & concise.
Sources have been referenced in text and cited in the body of the discussion
A properly formatted reference list is included.
 Year 10 Science Practical Exemplar
The Leaking Can Practical Investigation
Background Information

In a hot dry country like Australia, the storage of large amounts of water is very common. Water is
stored in water tanks, swimming pools, ponds, reservoirs and dams. It is important that there is no
water loss due to leaks, but it is also important that it is possible to drain water as required. ( Time to
Empty or Drain a Tank, Pond, Reservoir Containing Water or other Liquid, 2015). Clearly the size of a
hole, either wanted or unwanted, has an impact on the function of the water storage container. This
investigation will look at the relationship between the diameter of a hole in a water container and
the rate at which the water flows out of the hole.

It can be shown that Torricelli’s law applies to a situation like this. Torricelli’s law states that “the
speed, v, of a liquid flowing under the force of gravity out of an opening in a tank is proportional
jointly to the square root of the vertical distance, h, between the liquid surface and the centre of
the opening and to the square root of twice the acceleration caused by gravity, 2g.” (Hosch, 2006).
This can be written in equation form as:

v=√ 2 gh

The Continuity Equation shows that the flow rate of a fluid (Q) is equal to the speed (v) multiplied
by the cross-sectional area of the hole (A) through which it is flowing (Continuity Equation, n.d).
This can be written in equation form as:
Q=vA
now

()
2
2 d π 2
A=π r =π = d
2 4

where d is the diameter of the hole in metres.

Combining these equations, we get:

π 2
Q= √2 gh A=√ 2 gh d
4
¿
π 2
Q= √2 gh d
4

Note that the flow rate (Q) would be measured in m3/s.

Since g is a constant (9.8 m.s-2) (Stannard, P, Williamson, K & Ruhnau, H, 2012) and the vertical
distance, h, between the liquid surface and the centre of the hole will be kept constant, then the rate
of water flow is expected to be directly proportional to the diameter of the hole squared.
Question: What is the relationship between the diameter of a hole and the rate of water flow from
the side of a can?

Hypothesis: As the hole gets bigger, the rate of water flow will be directly proportional to the
diameter of the hole squared.

Variables: Independent Variable: The diameter of the hole (1, 2, 3 and 4 mm holes made with drill
bits of various sizes).

Dependent Variable: The rate of water flow (s/ml measured using a stop watch and
volumetric flask).

Controlled Variables:
Controlled Variable How to keep this variable from changing
The size of the can Reuse the same can
The height of the water above the hole Keep the can filled to the top.
The position of the hole on the can Make hole 2 cm from the bottom of the cup
The volume of water collected Collect 250 ml in the beaker
The hole must have clean edges Use a drill to make the hole
The type of water Tap water
The temperature of the water Use Room Temperature Water

Materials:
 375 ml Aluminium Can
 Drill
 1.5 mm, 2.5 mm, 4 mm, 6 mm, 8 mm Drill Bits
 Ruler
 Stopwatch
 500 ml Beaker x2
 Permanent marker
 Plastic Tape

Top of can and Water Level

375 ml Aluminium Can

Hole
Water

500 ml Beaker
Safety
Potential Hazard How to prevent/reduce danger
 Cutting yourself on sharp edges of Take care not to touch hole with bare hands. Gloves to
hole be worn when cleaning the edge of the hole.

 Cutting yourself on broken glass Take care with glassware and do not pick up broken
glass with bare hands. Use a dustpan and brush to clear
away broken glass.

 Injuring yourself with drill Take care with drill. Wear goggles and gloves.

 Slipping on water. Wipe up any spilled water with cloth.

Method:
1. A ruler and permanent marker were used to mark a spot 2 above the bottom of the can.
2. A 1.5 mm Drill bit was attached to a drill.
3. The 1.5 mm drill bit and the drill were used to drill a 1.5 mm hole in the can where the spot was
made. It was ensured that the hole was a clean hole with no bits of metal sticking out.
4. A piece of tape was placed over the hole.
5. Water was collected from a tap into a 500 ml beaker.
6. The can was filled to the very top with room temperature from the beaker.
7. The can was placed on the edge of the bench and a 500 ml beaker was held under the hole.
8. A second person was ready with a 500 ml beaker of water, held above the opening to the
aluminium can.
9. The tape was removed from the hole and the stopwatch was started simultaneously.
10. While the water was running out the hole, the second person maintained the water level in the
can by pouring water into the opening from the 500 ml beaker.
11. After one the water level reached the 250 ml mark in the lower beaker, the stopwatch was
stopped.
12. The hole was covered with a finger and the lower beaker was removed.
13. The time was recorded in a table.
14. Steps 4-13 were repeated twice more.
15. Steps 3-14 were repeated using the 2.5 mm, 4 mm, 6 mm, 8 mm drill bits.
RESULTS:

Quantitative data: (Observations)

 The water flowed more quickly from larger holes
 Greater splashing occurred with the larger holes
 A vortex formed when the cup with a 4 mm hole was drained

Qualitative Data:
Raw Data:

To show the time taken for 250 ml of water to flow from the can for different diameter holes

Diameter of hole Time taken (s)

(mm) Trial 1 Trial 2 Trial 3 Average
1.5 135 141 136 137
2.5 63 59 60 61
4.0 17 19 20 19
6.0 9 8 10 9
8.0 5 5 4 5

Calculation of Average for 1.5 mm hole:

135+ 141+ 136
Average= =137 s
3

To show the time taken for 250 ml of water to flow from the can for different
diameter holes
160

140

120

100
Time Taken (s)

80

60

40

20

0
1 2 3 4 5 6 7 8 9

Diameter of the Hole (mm)

Processed Data
From the graph it is clear that as the size of the hole increases, the time taken for 250 ml of water to
flow out of the hole decreases quite significantly. There is initially a steep drop in time, but this
levels out. The shape of the graph appears to show some kind of inverse proportion. It was decided
to investigate the relationship between the rate of water flow and the diameter squared.
In the table, it is noted that the readings taken were not all exactly the same. While there were some
variations, they were not significant and the readings were fairly consistent. In the graph, the trend
in the data was evident, but not all data points fell on the line of best fit. There were, however, no
outliers. The variations observed in the data and the fact not all the points lay on the line of best fit
indicate the presence of experimental errors.

Calculation of diameter squared for 1.5 mm hole:

2 2 2
d =1.5 =2.3 mm

Calculation of Rate of water flow from the average time for 1.5 mm diameter hole:
Volume of Water ( ml )
Rate=
Time ( s )
250
Rate= =1.8 ml /s
137
To show the rate of water flow from the can compared to the diameter of the hole squared
Diameter of the Hole Rate of Water Flow
Squared – d2 (ml/s)
(mm2)
2.3 1.8
6.3 4.1
16.0 13.5
36.0 27.2
64.0 51.0
 To show the rate of water flow from the can compared to the diameter of the
hole squared

60.0

50.0

40.0
Rate of Water Flow (ml/s)

30.0 rise = 49-8

20.0

10.0

run = 60.0-10.0
0.0
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0

Diameter of the Hole Squared (mm2)

The best fit of the graph of the rate of water flow against the diameter of the hole squared is straight
line that almost goes through the origin. This suggests that while the rate of water flow is not
exactly directly proportional to the diameter of the hole squared it is very close. The best fit
intercepted the axis at 0.24 ml/s. The fact that the line of best fit did not go through the origin as
expected is most likely due to experimental errors.

Calculation of the slope of the Graph:

rise Rate
slope= = 2
run d
49−8
slope=
60.0−10.0
2
¿ 0.82 ml /s /mm
The slope shows the rate increase for every mm2 increase in the size of the hole. On closer
investigation it can be shown that this is in fact a measure of the speed at which the water flows out
of the hole. A constant slope shows that the speed is in fact constant despite the size of the hole.
***(This next bit in blue is not required at Yr 10 Level, but for those who are very keen and want to
start developing skills for Yr 11 Science, it might be worth attempting)
Note that:
2
Rate=slope× d
 π 2
Earlier is was shown that Q= √2 gh d
4

Since Q is the rate of water flow, then we can expect:

π
slope=√ 2 gh
4
To compare the slope to this, we need to convert the units of the slope as following:
3
1 ml=1 c m
2 2
1 mm =0.01 c m
3 3
0.82 ml 0.82 c m 82 c m 82cm
0.82 ml /s /mm ¿ = = = =82 cm/ s=0.82 m/ s
2
2 2 2
s × mm s × 0.01 c m s × c m s
The aluminium can was measured to be 12.8 cm high and the hole was made 2cm from the bottom.
Therefore:
h=12.8 cm−2.0 cm=10.8 cm=0.108 m
so
π π π
√ 2 gh = √2 ×9.8 × 0.108 =√ 2.12 =1.14 m/ s
4 4 4
This means that the slope was expected to be 1.14 m/s, but was only in fact 0.82 m/s.
1.14−0.82 100
% error= × =28 %
1.14 1

Analysis, evaluation and conclusions:

Conclusion:
According to the data, the relationship between the rate of water flow and diameter of the hole
squared
is almost, but not exactly directly proportional. It is in fact linear. While the results do not support
the
hypothesis exactly, they are close enough to suggest a proportional relationship if not for
experimental
error. This supports background research and allows the application of findings when greater or
lesser
flow of water is required from a tap or tank to distribute water at various rates.

Evaluation
Sources of Error:
It was difficult to know exactly when the water got to the 250ml mark in the beaker because of the
ripples, bubbles and splashes in the water. There would therefore be a slight difference in the times
taken. Some faster and some slower.

When the can was filled, it was not easy to keep it filled exactly to the top of the can. This would
have affected the height of the water in the can. Any change in height would affect the pressure of
the water near the hole and therefore the rate at which the water flows out. Since the assumption
was that the can was filled to the top, this error would always have resulted in less pressure than
expected, slowing the flow rate.
It was difficult to clean the hole and remove all the aluminium from around the hole when it was
made bigger. The loose bits of aluminium might have affected the flow of the water, slowing it
down a bit.

The timer might have started the stopwatch at a slightly different time because they were waiting
tape to be pulled off the hole. Their reaction time would have been affected and the time would not
be as accurate. This would result in some times being slightly faster and others being slightly
slower.

It was also assumed that the size of the hole was the same size as the width of the dill bit. This
might not have been the case as the hole itself was not measured. Some of the holes might have
been slightly bigger and others slightly smaller, but if the drill bit sizes were given accurately, then
it would make sense to assume the holes might have been slightly bigger resulting in a fast flow
than expected.

Improvements:
To reduce the effects of not being able to read when the water reached the 250ml line in the beaker,
more repeats could have been done. By repeating the experiment, it means the average is more
precise.

Using a bigger can would have meant that any small variations of the height of water from the top
would have been less significant that for a smaller can. Also, a line just below the top could be used,
making it easier to stick to the set height.

Using a tank with an open lid would have made it possible to access the inside of the can to file
away any excess aluminium around the hole.

The timing would have been better if the timer was the person who removed the tape from the hole.
Timing could have been improved using freeze frame photography using a phone to make a video
recording.

It would have been better to measure the actual hole size with a ruler rather than assume the hole
was the same size as the drill bit.

References

Continuity Equation n.d., Corvallis Forestry Research Community, viewed 8 June 2019,
<http://www.fsl.orst.edu/geowater/FX3/help/8_Hydraulic_Reference/Continuity_Equation.htm>.

Hosch, W. (2006). Torricelli's theorem. In: Encyclopedia Britannica. Chicago: Encyclopedia

Britannica.

Stannard, P, Williamson, K & Ruhnau, H, 2012, Science World 10, Macmillan Education
Australia, South Yara.

Time to Empty or Drain a Tank, Pond, Reservoir Containing Water or other Liquid, 2015, LMNO
Engineering, Research, and Software, Ltd, Ohio, accessed 14 February 2019,
<https://www.lmnoeng.com/Tank/TankTime.php>.