SACE Emotional Investigation.

Due: Week 5
Introduction
For this task you will collaboratively complete the practical proposal form in an attempt
to answer a research question you have designed. Once the proposal has been submitted
and approved, you will then follow your method to collect the data and complete an individual
practical report.
The Proposal (2 sessions)
Completing the proposal handout would be the easiest and simplest way to develop a
quality proposal. You must get your proposal approved before you can start carrying out the
procedure.
*Template and example can be found at:
https://portal.asms.sa.edu.au/MyClasses/BIQ/health/emotional/Pages/EmotionsandIssues1.aspx
Area for Investigation.
This investigation is for you to design, perform and report on an
investigation involving one of the emotions on Plutchicks
Emotion Wheel. The 8 key emotions are listed below, with
possible investigations. I strongly suggest you see me
when you have chosen your research question so I can check
big picture.

the

Fear: Take participants heart rate and get them to complete a fear scale before
and after watching a fear-inducing video. You could also test the effect of age
or gender on the responses as well. A variation could be to compare the two
measures of fear.
Surprise: Take participants heart rate and get them to complete a before and after
watching a surprise video. You could also test the effect of age or gender
on the responses as well. A variation could be to compare the heart rate
increase with participants rating of how surprised they were.
Sadness: Ask participants to complete a sadness scale after watching a sad video.
This would be ideal when testing the effect of age or gender on the
response.
Happiness: Use the happiness scale to score participants happiness then have an
intervention (game, chocolate, read positive messages, read negative
messages, photos of babies or sick people ect) and measure the happiness
again. Depending on your intervention, you could also test the effect of
age or gender on the responses as well.

Anger: Compare gender (or age, or staff vs students etc) and scores on the Novaco
Anger Inventory.
Anticipation: Create a game in which there is a group of people playing for a slowly
increasing prize. Use a scale to record how the participants felt or how
they judged when to beat others. Could look at the size of the group or
gender mix as a variable.
Trust: There are several trust games that could be used to investigate trust. You
could try varying the second participant between a student or staff
member, or male and female to see if there are any differences in trust.
Disgust: You could investigate disgust using the disgust scale between groups
(male or female, age, staff vs student etc). Another variation is to do a
before/after test and show some images (disgusting or neutral) to see if
this induces disgust.
*You will need to select and acknowledge information about science and scientific issues from
different sources using Harvard Referencing.
**This assessment will address the following knowledge skills and understandings:
U2, Q1, Q3, K1, K2, K5, K6, S2, S4, S5, S6.
They can be found at
https://portal.asms.sa.edu.au/MyClasses/BIQ/health/emotional/Pages/Learning-Goals---EmotionalHealth.aspx
Word count: 800-1000

Peer review!

You will have the opportunity to be peer reviewed and to peer review two other students work.
The opportunity to see another students work can be a really beneficial experience as it gives
the chance to examine the task using higher order thought processes.

Please keep and SUBMIT the rubrics that you get from two other group members and INCLUDE
them when you hand up your work well be looking to see improvement from the rough draft to
the final copy stages.
Handy Tips for Peer reviewing!
www.youtube.com/watch?v=iBuq4qgRhCc. The Top 10 Mistakes of Peer Reviewing.

SACE Emotional Investigation.

A

I2: Selection and

acknowledgment of
information about science
and scientific issues from
different sources.

Critically and logically selects and

consistently and appropriately
acknowledges information about science
and issues in science from a range of
sources.

Logically selects and

appropriately acknowledges
information about science and
issues in science from different
sources.

Selects with some focus, and mostly

appropriately acknowledges,
information about science and issues
in science from different sources.

Selects and may partly

acknowledge one or more
sources of information about
science or an issue in science.

Identifies a source of
information about
science or an issue in
science.

I4: The obtaining,

recording, and display of
findings of investigations
using appropriate
conventions and formats.

Obtains, records, and displays findings

of investigations using appropriate
conventions and formats accurately and
highly effectively.

Obtains, records, and displays

findings of investigations using
appropriate conventions and
formats mostly accurately and
effectively.

Obtains, records, and displays findings

of investigations using generally
appropriate conventions and formats
with some errors but generally
accurately and effectively.

Obtains, records, and displays

findings of investigations using
conventions and formats
inconsistently, with occasional
accuracy and effectiveness.

Attempts to record and

display some
descriptive information
about an investigation,
with limited accuracy or
effectiveness.

AE1: Analysis of data and

concepts and their
connections, to formulate
conclusions and make
relevant predictions

Systematically analyses data and their

connections with concepts, to formulate
logical and perceptive conclusions and
make relevant predictions.

Logically analyses data and their

connections with concepts, to
formulate consistent conclusions
and mostly relevant predictions.

Analyses data and their connections

with concepts, to formulate generally
appropriate conclusions and make
simple predictions, with some
relevance.

Describes basic connections

between some data and
concepts, and attempts to
formulate a conclusion and
make a simple prediction that
may be relevant.

Attempts to connect
data with concepts,
formulate a conclusion,
and make a prediction.

Logically evaluates procedures and

suggests a range of appropriate
improvements.

Evaluates procedures and

suggests some appropriate
improvements.

Evaluates some procedures in science

and suggests some improvements that
are generally appropriate.

For some procedures,

identifies improvements that
may be made.

Acknowledges the need

for improvements in one
or more procedures.

A2: Use of appropriate

scientific terms,
conventions, formulae,
and equations.

Uses appropriate scientific terms,

conventions, formulae, and equations
highly effectively.

Uses appropriate scientific

terms, conventions, formulae,
and equations effectively.

Uses generally appropriate scientific

terms, conventions, formulae, and
equations with some general
effectiveness.

Attempts to use some

scientific terms, conventions,
formulae, and equations that
may be appropriate.

Uses some scientific

terms or formulae.

KU3: Communication of
knowledge and
understanding of science
in different formats.

Uses a variety of formats to

communicate knowledge and
understanding of science coherently and
highly effectively.

Uses a variety of formats to

communicate knowledge and
understanding of science
coherently and effectively.

Uses different formats to communicate

knowledge and understanding of
science with some general
effectiveness.

Identifies and explains some

scientific information that is
relevant to one or more social
or environmental issues.

Attempts to
communicate
information about
science.

AE2: Evaluation of
procedures, with
suggestions for
improvements.

*This assessment provides evidence for the; Ethical understanding, Personal and Social and Critical and Creative thinking capabilities!